Parish of Mickleham St Michael's C of E (Aided) Infant School School Lane, Mickleham, Dorking, Surrey, RH5 6EW Head Teacher: Mrs Anne Hossack Email: info@stmichaels-dorking.surrey.sch.uk Telephone/Fax: 01372 373717 We work together to enrich the lives we touch

St Michael's is a Church of England Voluntary Aided Infant School taking children aged 4-8 and has about 60 pupils, both boys and girls. There are very strong links with the village nursery. Please click here for the school website

from the February 2012 Mickleham magazine

A key feature of our approach to learning is to find exciting and different stimuli to capture the children’s imaginations. This is then often reflected in a celebratory display either in the classrooms or in the shared spaces in the school.

Last term we found out about the children’s author Julia Donaldson. The children shared lots of stories by her; they retold favourite stories in their own words and wrote some with similar themes. They explored the characterisation and scene setting, made puppets and produced dramatised versions of their favourites.

The children’s artwork provided a beautiful display in our library centred on the Gruffalo stories and a story corner situated in the hall linked to The Monkey Puzzle. The basic library display was then transformed into the wintry scenes from The Gruffalo’s Child and I feel the wise owl flying above my office door is very appropriate.

This term we are beginning with a painting: Children’s Game, in 1560 by Brueghel. The painting is set in a playground and shows over 200 children involved in all sorts of play activities, many of which will be familiar to us today. Our hall display will be the product of a workshop morning involving the whole school and will very soon provide a modern representation of the painting, with the 63 children of St Michael’s School depicted playing games in the school playground. We will take a historical focus comparing playground games in the past with those of today; it will be interesting to see the similarities and differences in equipment and the style of games at playtimes. We certainly make very good use of the toys we get with the Sainsbury and Tesco voucher collections each year. We may well learn how to play some unfamiliar games and maybe invent some new ones of our own.

This theme will also give us the opportunity to encourage the children to think about what makes for a happy playtime and their responsibilities in this regard. I hope no one will copy the recklessness of the children disturbing the bee hive in the painting or the rough hair pulling that is depicted. We do often have racing games when the children pretend they are racing horses or imaginative games like those played at weddings.

This is just the beginning of the work for this term however and I am sure the class topic tiles of Once Upon a Time (Year R), Long Ago and Far Away (Year1) and Patterns (Year 2) will give us a really exciting term. Anne Hossack

from the December 2011/January 2012 Mickleham magazine

I often talk to people about how we make links between different areas in the curriculum in the form of a topic. A really good example is what happened at school at the beginning of November. The majority of the children had celebrated or were aware of Bonfire Night which provided an opportunity that was just too good to miss. History sessions of course covered the story of the plot to blow up King James I. In maths the children discovered the names and properties of two- and three-D shapes (the shapes of the firework) and the design and technology challenge was to use these to make model fireworks. Artwork was varied including spatter painting where paper and children were covered in tiny spots of paint; in music the children created their own firework compositions while in dance they moved their bodies to be like a firework.

All this and creative writing too, I have included some of Year 2’s poems for you to enjoy (see below).

Of course as you read this in December we will be beginning our Christmas preparations. Our Advent charity this year will be to raise the money to support Martina in India so that she can stay at school. The children will be doing odd jobs at home to raise money and the Friends will be organising a raffle.

Our Christmas production will be on the 13th and 14th December at 2 p.m. Both performances are ticket only. If you would like to come along please ring the school office and we will reserve a seat for you if we can.

After parties, Christmas lunch and a visit from the man in red, our term finishes on 20th December with a service in the church at 1.30 p.m. At this service our youngest children will be forming a Nativity Tableau, their first public performance as members of St Michael’s School. We would love

to see you there to wish you a Happy Christmas in person, but failing that all at the school wish you a Very Happy Christmas.
Anne Hossack

Fireworks light the sky Fireworks light the sky tonight, Everybody gathers together, To see the bonfire lit. The fireworks shoot up, To light the midnight sky. The crowd starts to roar As Guy Fawkes gets burned. I can see him disappear through the smoke. Jamie Cook aged 6	Dark in the night Dark in the night, Sparkles of fire, Glowing gold, Jumping up and down. Dark in the night, Fireworks exploding, Like shooting stars, Circles and shapes, Shining pictures. Dark in the night, The fire goes out. The fireworks are finished. The children sleep. Yasmin Patel aged 7	Bonfire night I had smoke in my eyes, The bonfire had been lit, It was hot, I had to back away, I could not stand it, Suddenly fireworks lit up the sky like a hundred coins! Joshua Le Feuvre aged 6
Fireworks On Bonfire night fireworks light up the sky, Like a garden of glowing crystals, They’re as sparkly as a fairy. I can smell the hot dogs. I can feel the excitement of the fireworks, And it makes everyone delighted. Oliver Bond aged 6		A glowing night As the night glows with fun, We watch excitedly with eyes gleaming, Fireworks boom loudly. We see colours flash brightly in the sky, And watch them changing shape, They sparkle in the dark sky, Beautiful colourful fireworks. Abigail Thornton aged 6

from the November 2011 Mickleham magazine

On 27th September an enthusiastic group of Year-2 children, teachers and parents embarked on a visit to Hever Castle situated between Sevenoaks and East Grinstead. If you have never been there it is well worth a visit. The oldest part of the castle dates from 1270 and consisted of the gatehouse and a walled bailey. In the early 1500s the Bullen family bought the castle and it became the childhood home of its most famous inhabitant, Anne Boleyn. From 1557 onwards the castle was owned by a number of families, finally, in 1903, William Waldorf Astor restored the castle, built the ‘Tudor Village’ and created the gardens and lake.

The sun shone and the children had a brilliant time. They were able to identify the aspects of a castle that they had previously only seen in books. Sitting outside and observing carefully they were able to draw and name crenulations and battlements, the moat, the drawbridge and portcullis and arrow slits in the walls. Once inside they were challenged to count all of the Tudor roses – it was in fact an impossible task as there were so many well hidden throughout the décor. They saw three-legged chairs, tapestries, a spinning wheel, a postillion rider’s boots, Henry VIII’s bed and Anne Boleyn’s Book of Hours, as well as suits of armour, weaponry and torture implements.

We also had an encounter with the water maze of circular paths made from stepping stones leading to a central grotto but with surprising spurts from water jets to catch one unawares. Of course the adventure playground was a must-do. The children met the challenge of negotiating the equipment to reach the slide in Henry’s Tower.

All in all it was a great day out that left the children tired but wanting more, and the adults were making plans for a more leisurely return visit as the gardens are beautiful.

I’ll give Joshua Le Feuvre the final word:

We went in the water maze, I loved it. We all got wet, well more than wet we got soaked … We went in the castle it was an awesome time, it was full with armour and swords… I was sorry it was time to go home.

Anne Hossack

from the October 2011 Mickleham magazine

The new academic year has begun. 24 new children for our Reception class have been visited at home by Mrs Papworth and experienced their first few weeks at what is often called by parents ‘big school’ Not quite so big in our case as we have only 3 classes, none with more than 25 children and with 65 children in the school in total!

The children’s work continues to be based on a theme. In Year R the topic is ‘Ourselves’, Year 1 ‘The Magic Toybox’ and Year 2 ‘Castles’. Visits and visitors are planned including a trip for Year 1 to the Discovery Centre in Bracknell and for Year 2 to Hever Castle. The Chance to Play project with the Yehudi Menuhin School will continue so that everyone in year 2 will begin to learn the violin; and we are maintaining our link with the National Trust.

The term began with INSET (in-service training) in which the whole staff team and members of our governing body met together to decide on the aspects of the school that we wish to develop over the next few years. Among the many ideas was a strong desire to build on our already strong links with our community.

On 28th September we organised a ‘No Pens Day Wednesday’; this is part of a national speaking and listening event organised by the Communication Trust as part of the Hello campaign (National Year of Communication) to encourage schools to put down their pens and pick up their language. We organised a day for our pupils where all lessons focused on speaking and listening rather than writing. Reading and writing are very important skills but people are often not aware of the vital importance of speaking and listening skills.

Even though the academic year has only just begun we need to look further ahead and the new admissions round is about to begin. The final date for admission applications is 15th January 2012. All applications are made to the county who prefer that the process is completed online. Details can be found on www.surreycc.gov.uk/admissions. If you do not have internet access and require hard copy telephone 0300 200 1015. Other admissions queries can be made to Surrey Schools and Childcare Service on 0300 200 1004.

St Michael’s is holding an Open Day for prospective parents on Thursday 10th November. The school will be open between 9.30 and 11.30 a.m. and 1.30 and 2.30 p.m. I will give a brief presentation about the school at 9.30 and 2.30. This would be an ideal opportunity to come along to find out all about us, our achievements, our facilities and the opportunities we provide for the all the children in our care. If you cannot make this date but require information about the school, just ring the office on 01372 373717, e-mail info@stmichaels-dorking.surrey.sch.uk or look on our website, www.stmichaels-dorking.surrey.sch.uk .
Anne Hossack

from the September 2011 Mickleham magazine

‘Remember your St Michael’s manners’

A phrase that you might hear us use with the children at school from time to time.

Of course good manners are the same whether you are a pupil at St Michael’s School or not, but to me that phrase epitomises our expectations about relationships with each other. It means so much more than remembering to say ‘please’ and ‘thank you’ although of course these words are emphasised at the appropriate times. ‘Thank you’ in particular can be much underused, but it is one I would like to think about.

Although you will read this in September I am in fact composing my thoughts in July. Term has just ended: the end of the academic year and a time to reflect on all that has happened. We have just said a fond farewell to the children from our Year 2 class who are moving on to new schools. Our Leavers Service was one of celebration of all that they had achieved during their time with us. Their parents have been very generous in expressing their thanks to the school. Among the gifts for which they collected were donations to Oxfam of a ‘teach a teacher’, school supplies, and a school desk and chair. All the staff found this a very moving way to say thank you and one that reflects our ethos.

The message inside each card reads: ‘This gift has been bought for St Michael’s School by the leavers of 2011. It will help people overseas to overcome poverty. Thank you for making the last three years special. Let’s hope this will give other children the opportunities ours have been given.’

When children move on it means that we also say goodbye to their parents. Among the group who left this summer were sets of parents who have had a long association with both St Michael’s Nursery and the school. Both the Hilliard and McNaughton families had mounted substantial fund raising activities on our behalf. Mac has also been one of the school governors and worked really hard to help us to develop and maintain our wonderful building. We will miss them.

Thanks also to those of you within the community who have supported us this year. I think collections of Tesco and Sainsbury vouchers broke all records and we will be taking delivery of some new P E equipment early next term. A special word of thanks to Kate Cox who has been collecting your expended printer cartridges on our behalf, adding £125 to school funds this year.

Looking forward to the next academic year we will be welcoming 25 delightful children to our Reception class. We are confident that they will do well during their time with us. We also wish our leavers much happiness and success in their new schools. Anne Hossack

from the July/Aug 2011 Mickleham magazine

National Healthy Schools Award

In April we were the proud recipients of a certificate recognising that we had met the requirements for the National Healthy Schools Award. To achieve the standard we were required to show that we could give a positive message in relation to the health and well-being of the whole school community. It reflects the strong message that: ‘Good schools will be active promoters of health in childhood and adolescence, because healthy children with high self esteem learn and behave better at school.’ Healthy Living, Healthy Lives DoH 2010.

This has a much broader scope than eating five helpings of fruit and vegetables each day! Of course healthy eating is an important aspect of the scheme. We teach the children about a balanced diet and emphasise the message that moderation is the important thing, rather than completely banning all tasty treats. The children have a mid-morning snack each day which is usually a piece of fruit or sometimes a vegetable. At times we augment these with produce from our school garden (that is if the rabbits, deer and slugs leave any behind!). School lunch is a popular option and the menus meet the national nutrition standards. Where children bring their own packed lunch to school we set the expectation that this should also be balanced: sweets, crisps and fizzy drinks are just not allowed.

Physical health is also featured. We provide a range of activities for physical development and sporting skills from games and PE lessons, both inside and outside, to extra-curricular sporting activities including multi-skills, golf and football clubs. However, the physical well-being message also includes recognising the need for early bed times, keeping safe in the sun, careful hand washing and not taking unnecessary risks. To reinforce this message we have had visits from the school nurse team, fire safety officers and the community police officer.

Social and emotional well-being are also emphasised. Our Personal, Social and Health Education (PSHE) / Citizenship curriculum enables pupils to develop their skills and attitudes in order to make informed choices. We work very hard with the children on building relationships with each other, listening to diverse points of view, sharing and taking turns. We also help them to recognise what it feels like when they are happy, cross, worried – not something that comes easily to all children. They need to understand that it is OK to experience these feelings but that at times they need help with how to deal with them. It is also important for them to understand that other people have these feelings too.

We value and promote the self-esteem of all members of the school community, developing good relationships in the daily life of the school. We strive to ensure communication is good, giving the pupils a voice in the activities of the school through the mechanisms of the school council and Eco committee. We aim to be welcoming and open to parents and the wider community, to include everyone, to celebrate our achievements, and to build strong relationships with the services beyond the school that may help our young learners fulfil their potential.
Anne Hossack

from the June 2011 Mickleham magazine
The much anticipated royal wedding has now passed into the history books (and numerous souvenir magazines with Sunday newspapers). To celebrate the occasion, and the extra day off school, we held our own traditional ‘street party’ within the school grounds on the eve of the wedding. However, unlike many street parties being held up and down the country, ours offered lots of fun things to do and make. Refreshments were limited to nothing stronger than orange or blackcurrant cordial (much to the dismay of some of the adults!).

There was a lot of excitement at the school in the run up to the party, with a number of parents and teachers helping to put up bunting around the playground and school building on the Wednesday before the party. I have never seen so much bunting in my life – where does it come from all of a sudden? Maybe that’s what that space in my loft is for! There was plenty to go around and the ‘street’ was set for our celebrations.

At 3.15pm on the Thursday, the children were invited to participate in a number of activities including ‘pin the tail on the donkey’, oops, sorry, I mean, ‘pin the crown on the Prince and Princess’, make their own crown and write a message to the happy couple to paste in a card we are sending to them. A memorabilia stall was set up to sell souvenirs of the wedding and the children were also invited to decorate a paper plate to hold a cupcake to be iced and a fruit kebab they made up. That is a lot to do in just over an hour, but as expected, the children wasted no time and approached every activity with gusto. The memorabilia stall sold out within minutes, with the sparkly tiaras a big hit with the girls. Mind you, at 40p each, they were an irresistible bargain (for the mums as well!). The children were very good at putting the crowns on the ‘Prince’ and ‘Princess’ and I am told that absolutely no help was given to the children by the mums running the activity; there was no whispering in their ears suggesting they may want to aim higher or lower, oh no, not at our event. It was amazing that nearly every child managed to get their crown pretty close to the target, just amazing.

The crown-making room was always busy and Mrs Long had a job to keep up with demand for cut-outs of the happy couple for the children to stick onto their crowns. She was in such a hurry with her scissors that she made poor William slightly balder than he already is. No one seemed to mind and what was lost in hair was made up with pretty jewels and coloured paper.

The cupcake decorating was also very popular and one of the mums even tracked down some patriotic red, white and blue sprinkles for the occasion. The fruit kebab stall was also busy and despite our original concerns over the use of sharp skewers, the children acted very responsibly and no-one got hurt. I will not mention the near-misses. The plan was for each child to choose five pieces of fruit for their skewer. However, no-one told me about the ‘get as many pieces of fruit as possible on your skewer’ competition that some unofficially decided to enter! The children’s enthusiasm for fruit should not really be curbed, but on this occasion it was met with a smile and a polite ‘please leave some fruit for the other children’. In the end there was plenty to go around. The children prepared their snacks really well. In fact, based on what I saw, I would say that most of them are ready to start preparing their own tea at home. Or is that just my wishful thinking?

The prepared refreshments were then eaten outside in what turned out to be a beautiful warm afternoon and the party culminated in a procession in the playground. We even found time to squeeze in a few photos for the Dorking Advertiser. If the mums in those photos looked a little worn out, you will now understand why!

We hope the party kicked off an enjoyable weekend for everyone and that the children will have good memories of the event. We will be sending the signed card to the happy couple. In fact, the real reason that William and Kate did not go on honeymoon immediately is because they wanted to be at home when their card from St Michael’s arrived. Now where did I leave my stamps?
Margaret Thornton
Parent and Friend of St Michael’s School

from the May 2011 Mickleham magazine
Red Nose Day took off in a big way here at school. The School Council members were keen that we should support the Comic Relief fundraising and so they consulted their classes and organised class votes about what to do. The overwhelmingly popular idea was to come to school dressed in pyjamas and so on 18th March all the children arrived dressed in an amazing array of outfits, some even included odd socks to add to the somewhat bizarre picture at 8.50 a.m. of a playground full of children still in their nightwear.

During the week assemblies had taken the theme of thinking of others in this country and elsewhere who need a helping hand in some way. In particular we looked at videos provided by Comic Relief about children in Kenya who would be supported by the proceeds of the fundraising.

Activities at school took on a surprising turn as each class ‘did something funny for money.’ Some ate jelly with chopsticks, some went on a rather unusual obstacle course, some designed new red nose characters. Lunch time included a ‘say something funny for money’ session where about 25 children entertained themselves and their headteacher with jokes:
What kind of money do snowmen use? Iced lolly.
What did the elf use to make him taller? He used elf raising flour.
And so very many more!

The children and their parents all ‘baked something funny for money’ for our Red Nose Day cake bring and buy sale (bottom left). By the end of the day our school hall was filled with a huge array of cakes large and small which were wrapped in individually designed limited edition paper bag creations and sold to add our total.

Of course the staff joined in too doing something ‘flash for cash’ wearing their pyjamas or the Vivienne Westwood designed Red Nose Day T shirts, plus other activities – I am sworn to secrecy about this one!

All in all as well as having great fun we raised £306 for Comic Relief. I think that you will agree that from a school of 59 under-7 children this is not a bad effort. Thank you to them, their parents and the staff. Anne Hossack

from the April 2011 Mickleham magazine
Development and Improvement Plan
The work of our school is driven by our School Development and Improvement Plan. This document is developed by the staff and governors and runs on a three-year cycle. We invite parents to be involved and seek the views of the children too. Each year our progress with the plan is carefully evaluated and adapted according to the needs of the school. The current plan has concentrated on making sure that every child has a personal learning experience tailored to their individual needs; on the changes to the school involved in its becoming and Infant rather than a First School; and on providing an environment that is mindful of issues about sustainability. These are themes that I have tried to touch upon in some of my recent magazine articles.

The current plan is in its third year and so next term we will begin the process of looking at our strengths and areas for development in order to devise a new three-year plan. This is a time of great change in the world of education. Budgets are greatly constrained, the curriculum is under review and potentially the whole structure of our school system will change. It is quite a challenge to plan for a future that is subject to so many outside pressures over which we have so little control. Nevertheless the little people in our care and their parents who entrust them to us deserve the best that we can possibly provide and, as always, that is the aim at St Michaels’ School.

A really good source of information about the school is our website. This can be found at www.stmichaels-dorking.surrey.sch.uk and includes descriptions and photographs of the school at work.

We very much feel that our school should be an intrinsic part of our community and try hard to be involved in and to involve the community with us. Therefore I think that it is important to solicit your views of the school.

Do you know enough about what we do and how we do it?
What do you think we do well?
Would you like to know more about the school – what sort of information would you like?
Would you like to be more involved?
Do you have a skill, hobby or interest that you would like to share with the children?

If you would like to comment please just send an e mail to info@stmichaels-dorking.surrey.sch.uk or drop a note into the office. Anne Hossack

from the March 2011 Mickleham magazine
Over the last year lots has been said about our building extension, how it looks and the difference it has made to the life of the school. I do think it timely to point out that we are really proud of the inside of our school too and always do our best to make the most of the spaces and display areas that it provides.

Every classroom has display spaces which reflect the work that the children have produced or provide information to help with their learning. We also have lots of shared areas in the school and here we take a theme. Currently we are linking a focus on number with some work on rhyme and story and this is reflected in the displays.

I hope you like the pictures and that they give you a flavour of how beautiful the inside of our rooms look! Anne Hossack

from the February 2011 Mickleham magazine
Snow, snow and more snow
Snow seriously stopped play at school last term. Our problem lies less in the safety of the site – we are all getting expert at wielding snow shovels and distributing grit – but in accessing the site in the first place in a way that is safe for staff and parents.

The scene in the Hossack household in Horsham on a snowy morning is not one of joy and excitement as it once was but one of telephone call after telephone call. Firstly the ‘what’s it like there?’ question needs to be answered – the weather difference between Mickleham and Horsham can be quite significant and staff live in places as far afield as Billingshurst and Reigate. Then the ‘is it safe to travel?’ one along with the ‘if people get there what will they do with their cars?’ debate begins. Parking on site is impossible until after snow clearance, spaces outside Frascati become very limited and reaching the Village Hall is quite a challenge. Once at school ‘will we be able to get home again?’– was a question I debated very seriously one Friday evening when I left school at 3.30 and arrived home at 9 p.m. having slid on ice most of the way. Not an experience I wish to repeat!

Once the decision to close is made our emergency planning goes full steam ahead. A notice is posted on the school website. We liaise with the nursery and post their notice too. Thanks to the wonders of modern technology all the parents receive a text message on their mobile phones to confirm the closure. A message is broadcast on local radio and the local education officer is informed, who then updates the county website. And finally, just in case all else has failed Angela or David Ireland puts a message on the school gate for us. Ideas of activities to do at home are made available via email. This process is followed for every day of a closure.

I have to admit that the snow did defeat us on occasions last term, causing substantial disappointment among the staff who had planned so many Christmas activities for the children. However we did manage a party day with a difference! The initial plan for fun and games in the morning, followed by Christmas lunch and a visit from the man in red did require some amendment however!

We organised a shortened day, 10 a.m. to 2 p.m. to allow for snow clearance in the morning. Thanks to Ben Tatham for joining Mrs Piggott and myself on the snow clearing duty. The five members of staff that could get a lift to school came as did 38 pupils. We managed the workshop-style activities, including hat making and biscuit decorating that had been planned. What could not arrive, however, was the Christmas dinner. Our meals are cooked at The Weald School in Beare Green, but due to the weather there was no staff at The Weald to cook! Undaunted we turned to our emergency rations and (once we had found a tin opener up to the task) the team rallied to heat tinned ravioli in little frying pans on two little hotplates usually used by the children in their cookery lessons – a sight to behold. The children loved this along with their ‘Christmas Crackers’ (individually wrapped packets of cream crackers!) Dessert was a slightly greater challenge as we had no bowls or cutlery to cope with tinned fruit, however Pepe from Frascati had visited previously with gifts of Panettone which the children shared and really enjoyed. I must say we did then admit defeat and finished a day early for the Christmas holiday*! Unfortunately the man in red was not able to make it but he wrote to the children and they received their gifts as we celebrated Epiphany on our return to school!

I am now endeavouring not to complain about the rain - unless of course it brings floods.

Best wishes to you all for a happy and prosperous 2011.
Anne Hossack

*It was such a busy day I am afraid no one managed to wield the camera to record our activities.

Newly-refurbished St Michael’s School – A Success Story
We were blessed with a chilly, but fine day on 16th November when our extended and newly refurbished school was opened officially. The celebration started with a service in St Michael’s Church when The Rt Rev’d Ian Brackley, Bishop of Dorking preached a sermon, especially for the children. Afterwards Bishop Ian led the procession back to the school where he cut a ribbon that had been stretched across the new entrance.

Inside we inspected the new facilities and enjoyed a delicious cup of tea and cakes while Ben Tatham, Chairman of the Governors paid tribute to Geoff and Jean Suckling who, through the Ranmore Trust, had provided the vital school’s share of the cost. and to the staff who had endured considerable hardship and inconvenience during the building work. None will forget the temporary office nicknamed the ‘Tardis’.

Ben pointed out that the inspired plans had altered and improved the way the school works. And finally he commended the builder who had defied the elements to deliver the project in budget and only ten days late.

from the December 2010/January 2011 Mickleham magazine

November Highlights
Our return to school after half term had a real wow factor as we devoted the day to a celebration of Diwali. The day began with a wonderful introduction to what Diwali means and how it is celebrated by one of our families. The children then spent the day in small mixed-age groups tackling a range of activities from their ‘shopping list’ of possibilities. It was wonderful to see the Year 2s working alongside the Reception children on tasks that included making rangoli patterns on a welcome mat, door hangings, masks for retelling the story of Rama and Sita, diva lights and mendhi hand patterns.

When you read this the excitement of our very special ceremony officially opening our newly refurbished school will be over. We are so looking forward to the service in church to celebrate the new facilities that we have. The Rt. Rev’d Ian Brackley, Bishop of Dorking, will be joining us for the service at church, the ribbon-cutting ceremony at school and, of course, for tea. The children have been singing their hearts out and doing extra homework to learn the songs. We were so pleased to be joined for our afternoon practice by St Michael’s Church Organist, Barry Williams, who will be playing at the service.

Our Advent charity is yet to be decided by the school council. This year we will be supporting a UK charity. The children will be doing odd jobs at home to raise money and the Friends will be organising a raffle.

The Christmas workshop will take place here at school on Saturday 4th December from 10 a.m. to noon with the Christingle Service the following day, Sunday 5th December, in St Michael’s Church at 10 a.m.

Our Christmas production will be on Wednesday 15th and Thursday 16th December at 2 p.m. Both performances are by ticket only. If you would like to come along please ring the school office and we will reserve a seat for you if we can.

After parties, Christmas lunch and a visit from the man in red, our term finishes on Tuesday 21st December with a service in the church at 1.30 p.m. At this service our youngest children will be forming a Nativity tableau, their first public performance as members of St Michael’s School. We would love to see you there to wish you a Happy Christmas in person, but failing that everyone here at St Michael’s wishes you a Very Happy Christmas.
Anne Hossack

from the November 2010 Mickleham magazine

Far from being an excuse to escape for the day a well organised school trip is an excellent way to take learning beyond the classroom and in the jargon ‘make it real’.

Educational visits to indoor and outdoor venues are hugely rewarding for pupils and teachers. Many children have their horizons widened by involvement in all kinds of activities outside of school. Of course good planning is the key to getting the most out of the day and to ensuring that the children are both excited and safe. We often visit the venue in advance to carry out our risk assessments and to liaise with the education departments at the venue.

At St Michael’s we try to take the children in Years 1 and 2 out twice a year. We have our favourite destinations depending on the theme of our learning at any particular time. Over the past few years we have been to several of the London Museums e.g. the Science, Natural History and British Museums. We have also been to more regional places of interest eg Portsmouth Dockyard, Chichester Harbour, Bignor Roman Villa and the Weald and Downland Museum.

At the beginning of October Year 2 went on the first of their excursions for the year. Their trip to Hever Castle fitted perfectly into their topic work. They were able to explore both inside and out and were not daunted by the inclement weather. Anyone talking to them the next day could not underestimate their excitement and the stimulus given to their learning, with many carrying on writing at home. Here are one or two extracts,

‘I went in the adventure playground, it was fun’ ( and very necessary to let off steam after an hour in a coach)
‘We went in the Water Maze, I got soaked’ (but fortunately Mrs. Long was prepared with dry clothes – planning, you see!)
‘In the castle we saw the armoury room it was really interesting, there were axes and swords and shields’
‘King Henry had the biggest bed!’
‘We had to draw the castle; it had a moat around it’

We are really lucky that so many of our parents are willing to give up their time to spend the day with us when we take the children out as otherwise it would not be possible to supervise them. They are also willing to pay as coach hire and entry fees do not come cheap. We are also very lucky that the fundraising efforts of the Friends of the school mean that we can subsidise such activities so that our families do not have to bear the full cost. I hope the pictures give you a flavour of the day.

Year 1 will have their turn in November when they will be going to the Lookout Discovery Centre in Bracknell, a hands-on Science Park where the visit will reinforce their work on forces.
Anne Hossack

from the October 2010 Mickleham magazine
Listening to the radio on my way to school today the weather forecaster announced that autumn has arrived. In the world of education this first term of the academic year is often known as the autumn term. This could be considered rather a misnomer however as autumn is associated with the year drawing to an end but the academic year is just beginning.

We are already making very good use of the new space created last year and are looking forward to the year ahead. We have exciting news this term as Ian, Bishop of Dorking, will be joining us on the afternoon of Tuesday 16th November for a formal ceremony to celebrate the opening of our new building.

For 23 four- and five-year olds, September marked the beginning is of their time at St Michael’s Infant School. Many of them are familiar with the school building as our friends from the nursery have been to visit many times, and those joining us from other pre-schools all had the chance to spend time here last term. However these little people now have a new set of routines to get used to. The oldest among them are staying at school all day, while the youngest are going home at lunch time.For the rest of the school there are new classes and new teachers to become familiar with. We are all delighted that Mrs Jenny Butterfield has joined the staff team. Jenny will be teaching year 1 on Thursday and Friday each week.
For each class the children’s work this term is linked through a theme. In Year R the topic is Ourselves, Year 1 The Magic Toybox and Year 2 Castles. Visits and visitors are planned including a trip to the Discovery Centre in Bracknell and to Hever Castle.

We are also delighted that the Yehudi Menuhin School are able to continue with the violin project, so once again everyone in year 2 will begin to learn the violin.

Even though the academic year has only just begun we need to look further ahead and the new admissions round is about to begin. For primary schools this is later than in the past as the final date for admission applications is 15th January 2011. All applications are made to the county which prefers that the process is completed online. Details can be found on www.surreycc.gov.uk/admissions. If you do not have internet access and require hard copy telephone 0300 200 1015. Other admissions queries can be made to Surrey Schools and Childcare Service on 0300 200 1004.

St Michael’s is holding an Open Day for prospective parents on Thursday 11th November. The school will be open between 9.30 and 11.30 a.m. and 1.30 and 2.30 p.m. I will give a brief presentation about the school at 10 a.m. and 2.30 p.m. This would be an ideal opportunity to come along to find out all about us, our achievements, our facilities and the opportunities we provide for all the children in our care. If you can’t make this date but require information about the school, just ring the office on 01372 373717, e-mail info@stmichaels-dorking.surrey.sch.uk or look on our website, www.stmichaels-dorking.surrey.sch.uk .
Anne Hossack

from the September 2010 Mickleham magazine
From First to Infant School

When St Michael’s School opens its doors for the new academic year at 8.55 a.m. on Monday 6th September it will be as St Michael’s C of E (Aided) Infant School. Quite a title for a little school and one that is slightly different from when we closed for the summer holidays.

We share our status as a Church of England school with 25.3% of all state primary schools in England (that is 4,470 schools). Our pupils are among 18.6% of all primary pupils who attend a Church of England school. This status has not changed and is very important to us. Our ethos is distinctive; our religious education and worship is Anglican. Our link with St Michael’s Church is strong and David Ireland’s assemblies are a popular weekly feature.

The school is owned by the church, a majority of the governors are appointed by the church, the teachers are appointed and employed by the governing body. Funding of repairs and capital projects is raised by the governing body with a 90% grant from the DfES and the governing body is required to contribute the remaining 10% of all building and maintenance costs. Hence the need for fundraising for our recent building project.

Our governing body is the admissions authority and at St Michael’s anyone who wishes is welcome to apply for a place, including members of other faiths. If there is a shortage of places in the school, the admissions policy set by the governing body gives an order of preference to categories of pupils.

These criteria are displayed on our website and are available from the school office. In our new guise as an infant school we can take 25 children in any one year group. Therefore our classes should always remain smaller than the 30 children established by the School Standards and Framework Act 1998. Our aim is to fill all our places and not turn anyone away and this has certainly always been the case until now! The key difference to our title in September therefore is that one word ‘INFANT’!

Children start at an infant school between the ages of four and five in a reception class which is the final part of the Foundation Stage. At St Michael’s the youngest children (those with summer birthdays) attend part-time (mornings only) for the first term. In the September following their fifth birthday children transfer to Year 1, and then to Year 2 the following year. These two years form Key Stage 1 in the English education system. At the end of this time, pupils will move to a junior school or into the junior department of an all-through primary school. We have a link with St Martin’s School in Dorking which reserves places for pupils from St Michael’s.

The main change for us therefore is that this year we will have three year groups in three classes unlike the mixed-age classes that have been a feature of our provision before. Our school population will be younger and we will certainly miss the maturity of Year 3. However every member of our staff has experience working across this age range and we look to the challenges of the future with enthusiasm.
Anne Hossack

from the July/August 2010 magazine
Moving On July is a very busy time. The office staff have moved out of the blue cabin (referred to as ‘The Tardis’ by one of our neighbours) into our new extension and have the excitement of making it ‘home’. Our topic work based on the theme ‘Up in the Air’ continues. We also have lots of sporting activities planned including tournaments with other schools and our Sports Day. Year 2 are showing off their emerging skills as violinists or cellists in a performance at The Yehudi Menuhin School, and all the children will perform in a school concert.

As well as being a time of fun and activity, however, we also make time to reflect on the past. A tradition at St Michael’s is for our Year 3 children who are to move on to new schools to share their memories of life at St Michael’s with friends and family in our end-of-year service at the church. We send our leavers off to pastures new, confident that they are equipped to be independent and able to face new challenges. It is so well summed up in the chorus of their traditional leavers’ song:

This is our leavers’ song,
We’re proud of what we’ve done.
Many happy times we’ve had
And many songs we’ve sung.
Go from here with confidence
For all the things to come.
Songs for Every Occasion
Out of The Ark Music 2002

The goodbyes we will be saying this year however will also include those to the children currently in Year 2, for when the school re-opens in September after the summer holiday it will be as St Michael’s Infant School. These children will also have a special celebration of their time and achievements at St Michael’s. They will have the privilege of beginning to establish a new set of traditions in terms of saying farewell. We feel sure that they have the resilience and skills to take this next step in their school career. Some of the words from Sydney Carter’s song ’One More Step’ would be appropriate:

Round the corners of the world I turn
More and more about the world I learn
All the new things that I see
You’ll be looking at along with me.
Stainer & Bell Ltd 1971

Of course we are not just saying goodbye to the children, but for those children with no younger sibling to follow their footsteps into St Michael’s Infant School we shall say farewell also to their parents. Some of these mums and dads have been unstinting in their help and practical support of the school and our activities and will be a hard act to follow.

However, July is also a time to look forward. We have already met the 24 youngsters who are joining our new Reception Class in September. They have joined us for ‘getting to know you’ play afternoons and their parents have met with the staff team to begin to get to grips with what will happen when the children come to ‘big school’.

The teaching staff is also busy looking ahead, planning for the learning and activities for the next academic year. As I write, the first budget of the new Government has yet to be announced and I am sure that our governors are going to have some interesting decisions to make in the future.

So all of us, adult and child alike, will be facing new challenges next year. Perhaps that is just as it should be for as we state in our school aims we want
‘children and adults to become confident, resourceful, enquiring and independent learners’. Anne Hossack

from the June 2010 magazine
One of the inevitable features of the summer term in a primary school is the National Curriculum teacher assessments and tests, known as SATs. These are designed to give parents and schools information about how well a child is doing, although they are often used to make judgments as to how well a school is performing, to make comparisons between schools and they certainly influence Ofsted judgments.

Children’s progress through primary school is divided into stages. Until the age of five they are part of the Foundation Stage, from 5 to 7 Key Stage 1 and from 7 to 11 Key Stage 2. All through a child’s time at school teachers informally assess their learning to help them plan future teaching but at the end of each key stage teachers formally assess the children’s performance.

At the time of writing the Key Stage 2 assessments are very much in the news because some teachers and headteachers are refusing to implement them. However they remain a fact of life at Key Stage 1.

During Key Stages 1 and 2, progress in Maths, English and Science is assessed against levels of achievement. At Key Stage 1 the level will be based on the teacher’s assessment, taking into account a child’s performance in several tasks and tests.

Teacher assessment for seven year olds covers reading, writing, speaking and listening, maths and science. They are informed by how well the child achieved in a set of prescribed tasks and tests in reading, writing and maths. These tasks and tests can be taken at a time the school chooses. They last for less than three hours altogether but are broken down into lots of shorter activities. At St Michael’s we call them puzzle pages. By the age of seven, most children are expected to achieve level 2 although of course some children take longer to attain this landmark and others have already moved beyond the expected level. This is why the teacher’s assessment of a child’s performance is so critically important.

At St Michael’s we are confident that the children in our care are nurtured and guided in every aspect of their learning. We are proud of our record of achievement in the SATs: over the past few years the performance of our seven-year-olds at Level 2 (the expected level) has ranked among the top 5% in the county.

So much else happens in school in the summer term. This summer we will be celebrating the new facilities provided by our building project. Thank you so much to those of you ho have responded to our sponsor a brick appeal – it’s not too late to do so still. We would like to invite our local friends to join us to see our new extension and the work of the school. To this end the school will be holding an Open Afternoon the afternoon of Monday 28th June, please pop in to have a look around and join us for a cup of tea. Anne Hossack

from the May 2010 magazine
What is a tree?
At times recently my response to the question ‘What is a tree?’ might well have been ‘a bit of a nuisance’. Our lime trees are tall with extensive branches potentially reaching into neighbouring properties and blocking light thus requiring extensive pollarding. Severe weather caused one of our trees to split making its removal necessary on health and safety grounds and restricting use of the playground until the work was completed. The ingress of roots from another tree compromised the underground pipes requiring serious remedial work. Add to this the complications of obtaining permission to remove two trees in order for the current building project to take place …

For the children our school grounds are a veritable wonderland with all manner of natural processes to observe and delight in, from wildlife and wild flowers through to life cycles and growing patterns. As children are naturally curious about how things grow and evolve and love to get digging and planting, we are encouraging an interest in the environment through sowing seeds and cuttings. We have joined the Woodland Trust and have achieved gold status by virtue of our hedgerow planting programme. Our Eco Committee lead the way in developing projects to help us take care of our environment and the gardening club is a popular lunchtime activity.

We of course have plans to replace the trees that have been removed. This in itself will be a learning process for the children. We will have to think about the soil, the potential size of the new trees, the spread of the roots etc. We will also concentrate on the ecological benefits of our trees including some amazing tree facts: In a year, an average tree can remove one tonne of carbon dioxide from the air. A family of four can get all the oxygen they need for a whole year from just one average mature tree.

We are so fortunate at St Michael’s to be situated on a picturesque site surrounded by views of the surrounding hills. Our school grounds contain trees which have been here for very many years. The issue really is not about the trees themselves but about their management. Our obligation is as custodians of our remarkable environment within which the trees are so much more than an ornament or a nuisance and to pass that sense of responsibility on to our children.
Anne Hossack

from the April 2010 magazine
One of the key tasks entrusted to us at school is that of helping children to learn how to read with fluency, accuracy and understanding. Learning to read puts together a range of sources of information. The mechanics of learning to read is underpinned by learning phonics. At St Michael’s we use a structured scheme called Jolly Phonics. Through this mechanism children learn letter sounds (phonemes) that build together to form words. Each letter sound has a story and action.

Reading happens all the time at school not just in formally arranged opportunities and we use a wide variety of resources. There is a range of web-based materials; we use big books (large scale versions of some favourite stories); group readers where small groups of children reading at a similar level have copies of the same text; independent readers carefully graded to match their ability that are shared both at school and at home.

Above all we want the children to develop a lifelong love of reading and enjoyment of books and stories. To this end we endeavour to bring the reading experience alive. A recent example of this was book week which took traditional tales as its theme. The week began with a dressing up day where all the children came to school dressed as a favourite character. The school was populated with Red Riding Hood, Puss in Boots, bears, wolves (the big bad variety), elves, shoemakers, frogs and princesses among others. This is such an effective way to get under the skin of a character. Every afternoon the children worked together in mixed ability groups to create a puppet show. They chose a story to retell and in the course of the week designed and made puppets and scenery, created the script and rehearsed their presentations. At the end of the week each group performed their story to the rest of the school.

As a contrast we have enlisted the services of a storyteller to visit us this week. His brief is to bring us a range of bright, traditional stories retold from many cultures. He promises to bring songs and an array of instruments for children to use – from African pods to Peruvian gourds to enhance the story experience.

Providing real exciting and varied experiences works. Not only do our children achieve highly in their reading assessments but reading comes alive for them and they develop the motivation to continue to develop their skills. Anne Hossack

from the April 2010 magazine
Fundraising for St Michael’s School The Friends of St Michael’s First School – mums to you and me – has a challenge or two this year. How does a school with around just 70 children raise five thousand pounds?
By asking more of our friends to help of course!

You probably know our thriving village school is undergoing major building work to help turn it into an infant school. The new building will need furniture and equipment and that’s where we all come in.

We are organising a sponsored climb up and down Box Hill on Saturday 8th May. Actually the plan is to meet at the top and walk down and up again – singing all the way followed by a picnic. We also have a disco planned for later that month and we are selling bricks.

And when I say selling bricks I really mean we are asking for donations in return for a symbolic brick.

Add to that coffee mornings, gallons of tea, lashings of cakes – baking and eating, a summer drinks party and a few other ideas in the pipeline, we hope to have some fun while inching towards our target.

But to help widen our fundraising opportunities the Friends are going technical! We have our own web page on the Just Giving website. Mickleham First School, soon to be Infant School, is going global! Now friends and family living in other parts of the country, indeed the world, can see what we are doing and help us fundraise. Anyone can log on, read all about us and what we aim to achieve. You can follow the instructions on the page and make a donation there and then. The website will enable more people to help us. And as the saying goes all donations – however great or small –will be gratefully received. So take a look you’ll find us at http://www.justgiving.com/friendsofstmichaelsschoolfundraising Lisa Hazelhurst

from the March 2010 magazine
Celebrations Assemblies
Visitors to school on a Friday morning join us in an atmosphere of celebration. Of course it is the end of the week but the celebration is not one of ‘thank goodness it’s Friday’ but rather that we take the opportunity to sit back and think about all that we have achieved. Our gathering time on Friday morning is named ‘Celebrations Assembly’ and that is exactly what we do.

Any child who has had a birthday during the week is invited to come to the front, is given a sticker appropriate for their age and we all join together for a special birthday song. A key part of the song is that the child chooses and plays a percussion instrument from the range available on our music trolley. The joy and pride on their faces is just wonderful to behold.

All present, child and adult, are invited to sit back and reflect on the week just passed:.
• what they have done well
• what they have learned to do that they have never done before
• what they have improved
• what they are proud of
• what they would like to get better at doing

The staff also take the opportunity to pick out anything from the work, behaviour or demeanour of any child that they think worthy of note. These achievements are encapsulated on a certificate presented to the children in front of the whole school. To give you a flavour of the children’s many successes this term I have presented certificates for:

Literacy skills, including • stunning story writing • accurate use of speech marks • exciting vocabulary in a poem • practising hard and moving on a reading level • beautifully formed handwriting Numeracy skills including • spectacular progress through hard work • pattern making • tables learning • being a whizz at solving problems Creative skills including • selecting appropriate materials • colour mixing • collage work

Physical skills including • enthusiasm in PE • being a team leader • taking part in sporting competitions Scientific skills including • careful observation • effective recording Personal and Social skills including • kindness to others • taking care of a friend • remembering to smile

I am sure that you will agree that this is quite a range. We pride ourselves on the achievements that the children make in their learning. Our Foundation Stage results and SATs results show that academically they achieve among the best in any school in the County. This is in no small part because they enjoy coming to school. The staff are creative in providing exciting and varied opportunities to foster this enjoyment so that children are successful and learning is fun. That in itself is worthy of celebration.
Anne Hossack

from the Feb 2010 magazine
The big January Freeze: I am writing this piece from home after a few unexpected days here rather than at school. No one can have failed to notice the snow and we were particularly affected in Kingsfold where I live as we had about 9 inches. We also experienced a 24-hour power cut. It made us realise just how much technology has come to dominate our lives as not only could we not get to work but for that 24 hours our only link with the outside world was the telephone. What it has made us appreciate is the helpfulness of those around us. We are blessed with friendly and considerate neighbours; we shared hot drinks and soup prepared on barbecues and worked together to clear the snow from our driveways so that we could access the world outside.

For three days school remained closed - most members of staff could not access the main roads and the school site itself needed a lot of work to make it safe for the children. How did I know this? I had a daily Mickleham weather update from Angela Ireland; a Westhumble one from Ben Tatham and a Leatherhead one from Mrs Piggott. Our new-look website really came into its own as we could use this as a means to update parents as well as texting and emailing them. By Friday my husband was able to drive to work and dropped me off at school en route so that I could see it for myself. I was not the first visitor to a snow-covered St Michael’s School as the builders working on our extension and adaptation project had not let the snow and ice deter them.

It was clear that the school could not re-open without some extensive path clearing. Again we used the website and email to appeal to parents for help. We also made a more personal appeal when David Ireland asked for volunteers from among Sunday morning’s congregation. By mid-day Tim and I were joined by a team of about 30 people wielding snow scoops, shovels, and brooms who set about clearing and gritting all the walkways around the school site. Staff, parents, children and members of our local community all joined together to make the site safe for a return to school the next day. It was so heart warming to see school and local community working together and if I refer you to my piece in the December magazine – a tangible example of community cohesion in action.

I hope you enjoy Mrs Long’s photographs of the working party in action. You might also like to visit our photograph gallery on our website.
Anne Hossack

from the Dec 2009/Jan 2010 magazine
By November in school the academic year is well under way. The children are settled into their classes, the newest members of our community are established and new routines tested. Our topic work is beginning to bear fruit and we are able to look beyond our immediate community. Thinking about others is a key theme that permeates our preparations for Christmas.

All schools now are charged with a duty to promote community cohesion: to work towards a society with a common vision and sense of belonging by all communities. A society that appreciates and values people’s backgrounds and circumstances, where similar life opportunities will be available to all and where strong and positive relationships will exist. Our work in this regard was recognised by Ofsted last term who reported that ‘The school works well to promote pupils’ understanding and respect of communities both locally and internationally’.

How is this achieved? At St Michael’s we work hard to develop a sense of belonging, ownership and responsibility within our school community. A large part of this is achieved through our School Council and our Eco Committee. The children have devised projects of their own and displayed impressive adaptability when I explained that their request for redecoration of the toilets could not happen because of the building project. They took matters into their own hands and asked their friends to provide posters which are now proudly displayed.

We try to involve our community in the life of the school. These experiences are wide ranging. Students from Box Hill School spend Wednesday afternoons helping at school. Students and staff from the Yehudi Menuhin School are teaching all the children in Year 2 to play the violin. We are also keen to share our excitement with you all. For example our Christmas production this year will be called ‘Born in a Barn’ and takes place on the afternoons of 10th and 11th December. If you would like to come and see it please ring the school office (01372 373717) to check on the availability of tickets.

We try to involve our school in the life of the local community, whether this is country dancing at local events, contributions to the Horticultural Show or hosting and helping the church children’s workshops. The children have a sense of responsibility and pride in the school which they are keen to share with others

We celebrate the experience of members of our school from other places or cultures and traditions. Most recently Mrs. Moore, Justyn (Year 1) and Dilan (Year 2) helped us to understand more about and celebrate Divali. The children have responded to these experiences with a genuine desire to know more. We try to understand, appreciate and celebrate national and physical differences among people. We encourage visitors from far and wide and they have included friends from China, Somalia, and India. The children took Aurelia’s appeal for help after the Tsunami in Samoa very much to heart and were a key motivating force which led to their parents organizing one of the most profitable cake sales in the history of St Michael’s School, raising £200 in one afternoon. We continue to fund the education of an 8 year old in Southern India and this will be the focus of our Advent appeal this year the children will be encouraged to earn extra pocket money at home in order to equip Martina for school. This all helps the children to see that we have experiences in common and their generosity and reactions to the fundraising displayed a real sense of responsibility.

We also work closely with other schools and in particular we belong to The Dorking Partnership of Schools. This gives us the opportunity to share resources, organise joint training for staff and governors, and share expertise among staff.

None of these themes are new to St Michael’s. We have a strong and long tradition of valuing ourselves, each other and the world around us. If you would like to know more about us check out our website. Anne Hossack

from the November 2009 magazine
Food awareness week
The week leading up to harvest was designated Food Awareness week for us at school. During the week the children gave careful consideration to what they eat, what makes a balanced diet and why such a diet is important.

The week culminated on Friday with the opening of St Michael’s Café. The focus of our activity was ‘what makes a healthy packed lunch?’ We cancelled our regular school lunch arrangements and instead an army of parents joined the team to help the children create their own lunch.

On the menu were sandwiches, pasta salad, crudités and houmous, chicken drumsticks, fresh fruit salad with a yogurt topping, raisins, and a mini muffin.

The children were encouraged to make choices at every step of the process. For the sandwich would they like; brown bread, pitta pocket or wrap, would they have low fat spread or light mayonnaise? For the filling they could have any combination of cheese spread, grated cheese, tuna, egg, cucumber, tomato, lettuce. In their pasta salad they could include a choice of peppers.

Each child’s sandwich was carefully wrapped in greaseproof paper and saved for lunchtime.

All the children made sandwich trays to use when they ate their lunch, and eat them they certainly did. Even our reluctant eaters tucked in to the food they had prepared – a real message there I think. I hope the photos give you a flavour (pun intended) of the occasion.
Anne Hossack

from the October 2009 magazine
Brick by Brick
In the interests of relevance and in anticipation of the event we decided to link the theme for our learning this term to the building project at school.

Stage 1 is complete – we have a fantastic new space for learning created out of one small classroom and the old lobby area. Mrs. Bass and Mrs. Papworth who teach in this space are delighted as are the children who now have room for sand, water, play dough, painting, role play as well as more formal areas in the classroom, all at the same time! What luxury and so fitting for the modern day curriculum. The children's reaction as they arrived on the first day made all the hard work of sorting, storing and reorganizing equipment worthwhile.

We now have planning permission for Stage 2 – a new entrance, with space for the office staff (Mrs. Piggott and Mrs. Rathband) to actually put down their pieces of paper while working on them and not to have to dance around each other in the process. The plans are drawn and the tender process under way – watch this space.

We anticipate that the children will be fascinated by the process of adapting and expanding the aspects of the school that we are developing, hence the topic title. Year 1 are already displaying their skills of persuasion in the classroom estate agency whilst Years 2 and 3 will be exploring the legacy of Roman building, from Stane Street to Bignor Roman Villa.

Of course the new term has also brought with it the excitement for our youngest children of joining their 'big school' – somewhat of a misnomer in our case, with only 3 classes! The transition into school has been very carefully planned with visits by the children to school last term and visits by school staff to the children at home early this term, all before the big first day arrived. This getting to know and trust each other early on is so important. All children are different and learn in different ways. We develop strategies that allow them to develop their skills at a speed and in a manner that suits them best. Our curriculum is broad, balanced, and relevant to a modern and fast changing world. Learning is fun and school an exciting and stimulating place. We build on the child's own environment and experiences and develop their imaginative and creative abilities, encouraging them to take responsibility for their own learning and reflect on their preferred style.

Don't forget that you can come along to see us in action on the morning of 7th October between 9.30 and 11.30 a.m. We hope to see you then.
Anne Hossack

from the July/Aug 2009 magazine
Out with the old and in with the new academic year
The beginning of August is an interesting time to be writing a piece about the school for the magazine. One academic year has ended and a new one is about to begin.

The end of term, of course, was dominated by saying goodbye to the children and families leaving our school community to move to pastures new. In particular we said goodbye to the 12 young people leaving from Year 3, we will be thinking of them at the beginning of September when they start the term at their new primary schools. Each one of them had made a very special contribution to St Michael’s School; we will miss them but know that they are well placed to continue on their learning adventure.

During the summer term the school experienced two inspections. Ofsted provided us with a report to be proud of, and then in July we were inspected by the Diocese. This inspection was looking specifically at the distinctive nature of the school as a Voluntary Aided Church of England school. It looked to answer four questions. How well does the school, through its distinctive Christian character, meet the needs of all learners? What is the impact of collective worship on the school community? How effective is the religious education? How effective are the leadership and management of the school as a church school?

The inspector judged us to be outstanding in every regard, summarised as follows:

St Michael’s first school is an outstanding church school and its Christian foundation and principles support all it does. There is a strong family feel to the school and children are valued and encouraged through the support of a committed headteacher and staff. Pupils enjoy going to school and appreciate all they receive. They are enthusiastic about their learning and being members of the school community. This is having a clear impact for good on the school as a whole. Parents are fully supportive and very enthusiastic about the school.

We are delighted that the quality of the school has been recognised in this way. We are looking forward to welcoming a new set of children and their families into our school and to the challenges that the new academic year will bring. The new term will, I hope, see the first stage of the adaptations to the building complete - with an enlarged classroom ready and waiting. We know that the school will experience some physical disruption as the rest of the building work continues but I am sure that we will weather any inconvenience.

Details of our Open Day are printed below If you are interested in finding out more about the school please feel free to come along.
Anne Hossack

Open Day – St Michael’s School
Becoming an infant school in 2010
Wednesday 7th October 2009
9.30 to 11.30 a.m.
Headteacher’s Presentation 10.15 a.m.
A school where the children have positive attitudes, where behaviour is exemplary
and where nurturing and pastoral care are fantastic - Ofsted

Come and see our popular small village school in action.
Headteacher: Mrs A Hossack BSc PGCE NPQH
You will find us in School Lane, Mickleham. Just off the A24 between Dorking and Leatherhead.
Behind Frascati Restaurant.
Contact: M Piggott Tel: 01372 373717
E mail: info@stmichaels-dorking.surrey.sch.uk
www.stmichaels-dorking.surrey.sch.uk

from the July/Aug 2009 magazine
The Proposed Extension of St Michael’s School
The drawings of the proposed extension of St Michael’s School are due to be discussed with the Planners at Mole Valley in the week beginning 15th June. A planning application will be submitted immediately after that.
During the summer holidays we are planning to carry out those internal works which do not require planning permission. These include the insertion of steel beams in the ceiling over the present Year1/Year2 classroom and the lobby and then the removal of the existing walls to make one large space for the new classroom. The remainder of the work will be carried out in term time after we have received planning permission. We plan to place a portacabin in the school grounds while construction proceeds at the north end of the school as the existing offices will be out of action. Ben Tatham, Chairman of the Governors

from the July/Aug 2009 magazine
St Michael’s C of E (A) First School
It doesn’t seem possible that three years have passed since the school was last inspected by Ofsted. However, much like an elephant, Ofsted never forgets and therefore in the middle of May we received the call to inform us that an inspection would take place on 13th May. We had been chosen for a reduced tariff inspection i.e. one day rather than two because our last report was very good and our SATs results are also very good. This meant that the process was very intense, driven by the school’s own self evaluation and the team of two inspectors arrived having already read a great deal about us from our own documentation.

On the day, the inspectors visited all of the classes, looked at children’s work, had conversations with parents, teachers, children, especially the School Council and Eco Committee, governors and myself, and considered the responses to a questionnaire completed by the parents. In particular they were interested in finding out:
• the impact of leadership and management on raising achievement and standards and maintaining a high quality of teaching and learning;
• the use of assessment to plan lessons for all abilities;
• the quality and standards in the Early Years Foundation Stage.

We are delighted that they consider that the school has maintained its high standards. They have judged that
St Michael’s is a good school. Good leadership and management, with committed staff and governors, ensure that pupils make good progress in both their personal and academic development. They point out that the children are keen to take responsibility for their learning... and are encouraged to evaluate their work. …. This along with their exemplary behaviour and very positive attitudes to learning, contributes to their good achievement. In the Early Years they felt that the children are creative in their thinking, inspired by a good range of equipment so that they become very confident learners.

In fact the inspectors found that every aspect of our work is good with appropriate support or challenge provided for those who need it. We are particularly proud that they consider the children’s personal and social development, and the care, guidance and support given to them to be outstanding. High praise indeed, not easily earned, but very well deserved and a testimony to the care and professionalism of the whole staff.

As a school team we are always striving to ensure that we offer the children the best possible experiences and are very proud that this has been recognised and endorsed so fully, not just by the inspectors but by children and their parents too, one of whom said: The nurturing and pastoral care is fantastic. Every inspection leaves the school with an area to consider for future development. In our case this is linked to planning for skills in learning. This is something already being addressed in our School Improvement Plan.

I must admit we all breathed a huge sigh of relief after the inspectors had left, but it is always empowering to know that ‘the experts’ endorse one’s approach and work.

As a voluntary Aided School the inspection process for us will continue with the Statutory Inspection of Anglican Schools, due to take place on 2nd July.
Anne Hossack

---

from the June 2009 magazine
St Michael’s C of E (A) First School
Friendship In assembly this term we have been looking at what we can learn from stories that Jesus told. In one we considered the story of the Good Samaritan. There are of course lots of themes that could be developed but this time we were looking at the choices that were made. The idea of choosing to ‘do the right thing’ is a theme that we often use with the children when talking about their relationships within school. Deciding just what that right thing is can be a bit tricky at times but the majority of the children can understand the concept and that it underpins most friendships. What a lonely place it would be if we had no friends!

As a school we feel that we are surrounded by our friends. In fact we have an organisation called ‘The Friends’ that is run by a committee of parents. They are such an active and imaginative group of people who give their time at a moment’s notice to help with anything that is asked of them from baking cakes to tidying the school grounds. In recent times their fundraising through events like quiz nights, barn dances (for the whole family), balls, coffee mornings, cake sales and so many more, have enhanced the provision that our little school can make.

If I took you on a tour of the school you would see so many things provided by funds from the Friends. They bought our very first interactive whiteboard, provided us with mobile ICT facilities in the form of laptops and a trolley to store and recharge them in. Our mobile non-fiction library and play equipment in the Reception class have all been funded by the Friends. More than that, they make a regular contribution to the Governors Fund, to ensure that we can continue to meet our obligations to develop the school buildings. It is the donations from the Friends to School Fund that make our creative approach to the curriculum feasible. Without their subsidy the trips we make to places far and wide (Chichester Harbour this term) and visitors into school (Reptile celebrities this term) would be a much greater drain on the resources of our parents. We rarely ask for contributions of the full cost.

Our friends don’t stop with the parents (and grandparents) of course. Our neighbours are so helpful and supportive from investigating when the alarm goes off unexpectedly (thank you, Chris) to providing extra space at a ‘peppercorn’ rent (thank you Geoff). The Parish Council makes it possible for us to use the Rec for games especially in the summer and ensures that the grass is mown for special events like Sports Day (thank you Mo).

Then of course there is the support that is given by the wider community. All our governors come from within the local community and of course David Ireland, the PCC and the church community always hold the school in their thoughts and provide practical support.

I could carry on but space and time are limited. So a huge thank you to everyone who shows an interest and supports us in any way. Anne Hossack

---

from the May 2009 magazine
St Michael’s School report 2008-09
Our children continue to achieve excellent academic standards (Year 2 SATs top 5% in the county this year) and the staff work extremely hard to ensure that everyone is challenged and supported. We strive to make the learning experience varied whilst still aiming for the highest possible achievements among our young people. To this end we plan the curriculum carefully, making strong links between subject areas, with lots of opportunities for dressing up and role play. Our wall displays have been bright, lively and a celebration of all that the children can do. Some work is still on public view in Dorking Library!

We have organised some exciting themed weeks, including those devoted to the arts, to science, to life in other countries, to healthy eating. A multitude of visits off-site this year have included: outings to the Science and Discovery Centre in Bracknell, Birdworld, Guildford Cathedral, the Life of Christ presentation at Wintershall, a trip on a Canal Boat, several Sports Festivals. As usual we joined the other Dorking Schools for the Big Sing and this year wowed them by singing in Japanese! We have welcomed musicians, drama groups, jugglers and new born babies and new pets into our classrooms.

The children have continued to be aware of the need to protect our environment, live a healthy lifestyle and to think of others. Once again we achieved the Active Mark for sports and are celebrating the fact that we have achieved both our Silver Eco School’s Award and The Woodland Trust Silver Award. At Christmas the children and their parents raised £350 for Help the Aged and in March raised £225 for Comic Relief – we all wore pyjamas to school too! Much of this effort is organised by the children themselves. Our school council, eco committee and of course our very talented year 3 pupil monitors have risen to the challenge of making our school an Eco School with a global dimension. As always our work is enhanced by the contributions made by parents, grandparents and volunteers from within our community. Their fundraising has provided us with much extra equipment and their gifts of time make cooking, sewing, playing games an integral part of our provision.

Monthly Church Assemblies are well supported by parents, each term continues to end with a service in Church with an appropriate seasonal theme and we relish the opportunity for the school community and the community at large to meet together when we host the regular Saturday morning workshops.

The school is a popular choice and our 20 Reception places for September 2009 have all been taken up. The review of the distribution of school places in the Dorking Schools is moving into a period of public consultation but all the schools concerned have reached a consensus about the move forward. For St Michael’s this will mean the change from being a First School (children aged 4 to 8) to an Infant School (children aged 4 to 7). Associated with this change we will be able to offer 5 more places in each year group so that each year we will offer 25 places. Akin to this is the fantastic news that the Diocese has allocated funding to the school for a building project. The governors’ commitment to 10% of the cost of the project is to be funded by the Ranmore Trust for which we are extremely grateful. We will now be able to enlarge our smallest classroom and our office space, both of which are too small to meet the ever changing needs of our school community. Anne Hossack

from the April 2009 magazine
The Future of St Michael’s School Future arrangements for primary schools in the Dorking area have been agreed and put out for public consultation. The intention is to change the three existing First schools (transfer at the end of Year 3) into either Infants’ schools (transfer at the end of Year 2) or into all through Primary schools so that as many parents as possible can be assured of a clear onward route for their children through the primary system.

St Michael’s School, Mickleham is one of those First schools. The plan is that it will become a three class Infants’ school with a maximum of 25 pupils entering the school each year as from September 2010. It is proposed that the admissions policy of St Martin’s School, Dorking, will be changed so that priority is given for up to 15 pupils from St Michael’s School to go to St Martin’s at the beginning of Year 3. The remaining pupils from St Michael’s will continue to go to a wide range of other schools as they do now.

At the moment St Michael’s School has three classrooms. Two of them can accommodate 25 children but one is undersize by modern standards. The school office is much too small and the school lacks various other facilities. We have drawn up a plan with DHP our surveyors to change and extend the school in the following respects:

• Extend the middle classroom into the lobby area. This requires the insertion of steel beams at ceiling height so that two load bearing walls can be removed
• Construct a new entrance, lobby, print room, WCs, cleaner’s cupboard and school office. This will require some new retaining walls to be built so that the new space will be at the same level as the rest of the building
• Move the entrance of the children’s toilets to the new lobby area
• Convert the area outside the reception window of the existing office into a store
• Extend the Head Teacher’s office into the space previously occupied by the school office. This will allow meetings to take place in the Head’s office which now use the staff room
• Construct an open-sided covered walkway down the east and south sides of the school so that all rooms can be reached without going through classrooms or the school hall
• Construct new doors from the middle classroom and from the school hall into the covered walkway

The cost of this work has been estimated to be £353,000 plus IT equipment and furniture. We are very fortunate that the Guildford Diocese has allocated 90% of this money from Government funds and that the remaining 10%, which the Governors have to find, has been given to the school by the Ranmore Trust. The Ranmore Trust is a charity set up by Geoff Suckling who has previously contributed funding to the village hall and St Michael’s Church. We are extremely grateful to Geoff and Jean for their magnificent generosity.

There will be other costs in addition to the building works – so please stand by to support fund raising by the school and the Friends of St Michael’s.
Ben Tatham, Chairman of the Governors

 

from the April 2009 magazine
St Michael’s C of E (A) First School - Red Nose Day for Comic Relief
A visitor to school on Friday 13th March may well do a double-take and wonder if they have entered another dimension. Instead of our usual smartly-dressed children and staff everyone will be sporting their brightest and best pyjamas. No, not an excuse for an extra half-hour in bed! Apart from giving the children an opportunity to laugh at the vision of their teachers in their nightwear, this is one of our fundraising activities for Red Nose Day.

One of our recurring themes is thinking about others, whether at home or abroad and this year we are embracing the fun of Red Nose Day as a focus for our endeavours. Having fun – a key feature of life at St Michael’s – will underpin all our fundraising efforts. In every corner of the building and the playground at the moment there are children practising telling jokes, singing, dancing and playing instruments. As for the staff – well you never know they might have planned a contribution too! Tickets are being made, posters designed, costumes altered; all in the name of ‘entertainment’.

Year 3 is planning a mega bring-and-buy sale, encouraging their friends to contribute unwanted toys and items for sale in the afternoon of our Red Nose Day. All the children will be busy baking cakes and biscuits to sell, all with the obligatory red nose (or glace cherry for the uninitiated). They will need to sort and price the items for sale, man the stalls, take money and give change. All the children in the school and their parents and carers are invited to come to the sale and spend, spend, spend.

For the first time ever schools will be able to choose how the money they raise should be spent. Across Africa millions of children face barriers that stop them from going to school.

We will be able to:
· Help families afford school OR
· Help children who have to care for their families OR
· Help children who don’t live at home

There are, of course, other outcomes from setting aside a day like this. I have written about the ‘Every Child Matters’ agenda in previous articles and here is a prime example of helping children to enjoy and achieve, make a positive contribution and experience aspects of economic wellbeing, first hand.

In the next magazine we will announce how much we raised on Red Nose Day and the children’s choice of how their money should be spent. Anne Hossack

from the March 2009 magazine
St Michael’s C of E (A) First School
A school with a past, a present and a future

The theme of many of the contributions to the magazine during the school’s centenary celebrations was that of the continuity of the provision of education for the children of the parish of Mickleham and Westhumble. The form and content of this education may have changed over the years but the existence of a school that aims to meet, in the best possible way, the educational needs of children in our local community has been a constant.

St Michael’s now serves the communities of the United Benefice of Leatherhead. It is a very good school. Academic achievement is among the best in the county. Our ethos of care and personal attention to every child is always remarked on by visitors to the school. Our parents are supportive and involved in every way.

At the moment we are facing a new set of challenges to ensure the most effective format of provision. Our status as a first school (i.e. for children aged 4 to 8+) has been challenged by both the surrounding primary schools who receive our children at 8, and by the local authority. The local authority is keen that where all-through primary schools (i.e. schools for 4-to-11-year olds) do not exist there should be a clear route of progression from one school to another mapped out. The primary schools are keen to receive children at 7 rather than 8 as this fits more closely with the way the curriculum is organised into key stages, with Key Stage 1 finishing at age 7.

In the recent past this has meant that St Michael’s parents have felt under pressure to move their children early to be sure that they will secure a place at their most preferred school for the next step. This has created uncertainty every year.

There has been a series of meetings among the headteachers of all the Dorking schools, the chairs of governors, the local authority and diocesan representatives in an attempt to find a resolution to the issues. These meetings have explored many options in the hope that we could achieve an agreement that would provide a secure route through their primary education for all Dorking children.

Among the proposed changes is a plan to amalgamate Abinger and Westcott First Schools with the Westcott site being extended to take the whole primary age range. This proposal for consultation was being presented to the Executive of Surrey County Council for consideration on 5th February. With executive approval of the proposal a process of public consultation would begin, the outcome of which to be reported to the Executive in the summer 2009.

Consideration of the proposals for St Michael’s and the other Dorking schools by the Executive was postponed. We are now trying to develop a plan of transitional arrangements which will need to be considered by the governing bodies of other schools. When these are finalised the proposals for St Michael’s and all the other Dorking Schools will be presented to the Executive for consideration before they too become open to public consultation.

To address the issue of age of transfer: the proposal is that from September 2010 St Michael’s would become an infant school (i.e. for children aged 4 to 7+) with a published admissions number (PAN) of 25 – meaning that each year we would be able to take in 25 children and therefore the overall size of the school would remain the same. This would require some adaptation to the building and would be costly and will require some fundraising. We have a buildings plan and a bid for funding with the diocese at the moment.

To address the issue of a secure route through their primary education for children: it is suggested that from 2010 St Michael’s would become a feeder school to St Martin’s School in Dorking. This would mean that in their admissions criteria for oversubscription St Martin’s would name St. Michael’s – just as we now do for St Michael’s Nursery. Children who attend St Michael’s School would therefore be given priority if they applied for a place at St Martin’s. The staff at both St Martin’s and St Michael’s will continue to work closely together looking at the curriculum and transition arrangements to ensure the best possible outcome for all of our children.

This would not mean that everyone who attends St Michael’s will have to go on to St Martin’s, in fact we would not expect that to be the case. Other options will become open for parents to apply for places at schools that already have an admission at 7+. In fact many parents of children at St Michael’s have exercised this option in recent years, with children moving on to Brockham, Oakfield and others. Children attend our school from quite a wide geographical area and a Dorking school is not necessarily the most convenient next step for all. We do of course work closely with any next step school to ensure that the move is as easy as possible for the children.

The governors and myself are working hard to achieve the best possible outcome for all of our children, both those at the school now and those still to come. Our aims are: to provide education of outstanding quality in a caring, supportive and nurturing environment and to be the school of choice for an intake 25 children every year, whose families are enriched by the experiences we offer. To do so we need the support of our community. Anne Hossack

---

from the Feb 2009 magazine
St Michael’s C of E (A) First School
At St Michael’s we believe in making the most of every opportunity.

Our statement of purpose says:
‘At St Michael’s we work together within a caring Christian environment to promote an enjoyment of learning that enables the intellectual, creative emotional, social, spiritual and physical development of us all.’

I think this is perfectly illustrated by our return to school after the Christmas holidays on 5th January. There had been a snowfall during the night and the school and its surroundings were covered in the cold white fluffy stuff that children love. Of course the staff had all been busy planning a host of return to school activities but that planning was delayed (not abandoned, of course) and instead everyone donned coats, hats, scarves, gloves and boots and ventured into the playground, and later the recreation ground, to make snowballs, snowmen and generally experience the joy of a snowy day. As you can see from the photograph the children and staff had a great time.

This experience was then built on back in the classroom. Lots of work on contrasting temperatures, some beautiful paintings and some mixed media art work. Children throughout the school were given the challenge of creating their own acrostic poems using the word snow. You can see below how some of the children from years 1, 2 and 3 responded.

I hope those of you who enjoy the snow had a great time and that everyone else managed to keep warm and dry.
Anne Hossack

Postscript Thanks to everyone who contributed to our Advent Appeal. We raised over £350 to donate to Help the Aged via the children’s pocket money for odd jobs, the retiring collection at our production and the hamper raffle

The Mothering Sunday Children’s Workshop will be on Saturday 21st March from 10 a.m. to noon at St Michael’s School

THE TIMES - THE SUNDAY TIMES - Please collect BOOKS FOR SCHOOLS TOKENS for St Michael’s

---

from the December 2008/January 2009 magazine

St Michael’s C of E (A) First School

November Highlights

Alongside our very busy day-to-day work we have had a multitude of days with a difference, either by visiting other places or from visitors into school.
The children in Reception, Year 1 and Year 2 and lots of parent helpers all went to Bracknell for the day to visit the Outlook Discovery Centre. This is a hands on interactive science and nature exhibition themed into zones. They had a fabulous time exploring light and colour, forces and movement, sound and communication, body and perception and woodland and water.

The children in Year 3 spent a very worthwhile day at the Science Museum. They travelled by train and had an amazing time exploring the Launch Pad exhibit as well as the rest of the museum.

Years 2 and 3 also visited Guildford Cathedral to take part in an Advent workshop exploring the theme of angels and have been visited by the Fire Service to explore the whole idea of fire safety

Plans for December
Our Advent charity this year will again be to support Martina who lives in a Joan Grace home. We are committed to meeting her schooling expenses and last year raised over £300. The children will be doing odd jobs at home to raise money and the Friends of the School will collect items for a hamper to raffle
Our Christmas production will be on Monday 15th and Tuesday 16th December at 2 p.m. Both performances will be popular and are ticket only. If you would like to come along please ring the school office and we will reserve a seat for you if we can.

After parties, and Christmas lunch, our term finishes on 19th December with a service in the church at 1.30 p.m. At this service our youngest children will be forming a Nativity tableau, their first public performance as members of St Michael’s School.

We should love to see you there to wish you a Happy Christmas in person, but failing that all at the school wish you a very Happy Christmas. Anne Hossack

Stop Press: Outstanding Results
St Michael’s School is placed in the top 5% of schools in the county for its achievements at Level 2+ in the SATs taken last summer. Not to be outdone, the children in the Foundation Stage all achieved well above the county average too. This is testimony to the hard work of all the staff in the school and their attention to the needs of every individual. Many congratulations to all!

from the November 2008 magazine

St Michael’s C of E (A) First School
At our INSET day at the beginning of term staff, parents and governors met together to begin planning for the development of the school over the next few years. We know that we must help our children to understand the world in which they live, both now and in the future. That future is changing rapidly. It is said that 80% of the jobs available now probably will no longer exist for the children who started school in September. Our task is to help the children gain the skills they will need for a world where, jobs for life will no longer exist, maybe even a place of work will no longer exist. We need to help them develop the skills of self confidence, independence, creativity, risk taking, and communication.

We thought that it would be an interesting exercise to ask the children just what they would like to be when they grew up. The range is huge!

Our potential sports men and women include a hockey player, a tennis star (Ben) and footballer. Archie is very keen to be selected to play for Manchester United. Some knowledgeable equestrians include Maddie, Isobel and Evie who ‘would like to be a horse riding teacher to teach how to trot and canter and jump over jumps’.

The caring professions were represented for example by Frankie who wants ‘to be a doctor because I want to make people better, so they can get out of hospital’ or by Ailsa, Holly and Olivia who want to be teachers. Ailsa thinks it would be fun, Holly would like to teach everyone games in the playground, but Olivia’s aspiration is to ‘get to have coffee in the staff room’!

Those with a practical bent like Oliver and Cole are considering becoming builders, or tree surgeons, but Jago, Patrick and Liam are hoping for a career in archaeology so that they can ‘discover more about history’.

Reece, Sage and Elisha are keen to be astronauts, Reece so that he can ‘see the moon’ and Elisha ‘to see the world from above’, while Sage wants to see the stars close up. Whereas Edward prefers to keep his feet on the ground and is certain that he wants to join the army ‘because I want to protect England’.

Amber is keeping her options open and is considering making a career of hockey, or skating, or teaching, or nursing or maybe something else. Jasmine is clear that she wants to be a hairdresser so that she can cut people’s hair.

We have our share of those like Anya and Bethan who wish to join the ranks of the rich and famous as pop stars ‘because I have a good voice’ or like Sonny who ‘likes making a noise’ or Ana who feels she is ‘really talented’. Then of course there are Isobel and Isabella who really want to be princesses because ‘they are so beautiful’.

Katie is excited at the prospect of becoming a scientist so that she ‘can make big bangs’ but Madison is keen to stick at what she enjoys and to become a mathematician.

Isabel is ‘going to be an author because ‘I am really into reading and always have a book with me.’ This option is shared with Philomena who is sure that she ‘will write lots of children’s books, perhaps some adult books too. I love reading books, in fact I have decided if Jan Mark can be an author, why can’t I?’

Phoebe’s wish is to become an artist ‘because I absolutely love art. I like going to art galleries because it helps me to think about what I could do. I like using straws to blow watery paint around. Art is fun, but hard work. The best bit is using your imagination because it could be your dream’.

What wonderful dreams for the future these children have and what an enormous privilege to support them as they begin their journeys towards achieving, at least in part that to which they aspire. Anne Hossack

from the October 2008 magazine

St Michael’s Cof E (A) First School
You may well have heard in the news that September 2008 saw the introduction of the new Early Years Foundation Stage to the world of education. This attempts to bring together the legislation and requirements that have governed work with children from birth to five years old since 1997. The legislation applies to anyone who provides education and care for young children, whether they be childminders, nurseries or schools. At its heart is the belief that early years care and learning are indivisible, that children must play and have experiences that are personal to them and tailored to individual needs. These principles are expressed within the new document as four key themes to be approached holistically.
A unique child
Positive Relationships
Enabling Environments
Learning and Development

There is very little within the new Early Years Foundation Stage that is different, rather it is a refinement: an attempt to codify what is considered to be good practice and to ensure that all children receive the best possible early experiences whatever childcare provision is made for them.

At St Michael’s School it is the children in our Reception Class who fall within the scope of the legislation. We have welcomed its introduction for it affirms the principles that underpin our work with all of the children in our care, not just our four- and five- year-olds. Thus we work very hard to identify what each of our children enjoys doing. We ask ourselves and the children how they learn best, whether by listening, feeling, doing etc. We build on their strengths and help them to identify and set targets for areas to improve. The strength of the relationships between children, between adults and of course between children and adults is always remarked on by visitors to our school. We listen to and respect each other. Our school building itself is delightful and within it we review how to organise the spaces to enable our young people to be independent learners.

We are very proud of the quality of learning that occurs at St. Michael’s. If you cannot come to our Open Day on 1st October but would like to see us in action, just ring the school to arrange to come and look around. Anne Hossack

from the September 2008 magazine

St Michael’s C of E (A) First School
Ready Steady Go!
No, I am not imagining that I am still the starter at sports day, but referring to the title of the theme for our learning this term. Very appropriate I feel for the beginning of the academic year. The new term brings with it the excitement of all the children moving into their new classes and for our youngest children the adventure of joining their ‘big school’ – somewhat of a misnomer in our case, having only three classes!

At St Michael’s we believe that education deals with the ‘whole child’ and is a continuing process. All children are different and learn in different ways, so we develop strategies that allow them to follow an approach and speed that best suits them. The curriculum we offer is broad, balanced, and relevant to a modern and fast changing world. Learning is fun and school an exciting and stimulating place. We build on the child’s own environment and experiences and develop their imaginative and creative abilities. They are encouraged to take responsibility for their own learning and reflect on their preferred style.

We are so lucky with where we are positioned and make the most of the opportunities that our outdoor facilities provide. In our grounds we have a trim trail, places to hide and build a den (a very popular Year 3 privilege). We have an environmental area that is developing all the time and have just achieved the Woodland Trust Bronze Award.

When children start at St Michael’s they join our Reception Class. We teach the final stage of the Foundation Stage Curriculum, covering the same six areas of learning as at pre-school, therefore the classroom is not dissimilar to a Nursery class. Children in Years 1, 2 and 3 follow the National Curriculum. On paper this means that subjects are more carefully defined into maths, English, history, geography, science etc. However we adopt a creative approach and the children’s work is linked around a theme – hence ‘Ready Steady Go’! We do teach maths as a discrete subject and give a high focus to developing reading and writing skills. Our approach is very successful. All our children reach, and many of them exceed the levels of achievement expected of them. This is measured by the SATs (Standard Assessment Tasks), a set of activities that all 7-year-olds complete in May each year and used to judge how well a school is performing.

We are very proud of our happy lively and successful school. If you would like to see us in action why not come along to our Open Day on Wednesday 1st October.
Anne Hossack

---

from the July/August 2008 magazine

St Michael’s C of E (A) First School
July is a time of mixed emotions at school. It is the end of the academic year and so a time when we celebrate success, but it is also when we say goodbye to old friends.

The children in our Reception class have not only come to the end of their first year at school but also to the end of the Foundation Stage of Learning which they began officially when they were three years old. They will receive their first written school report which will reflect their achievements in the Foundation Stage across the six areas of learning that make up the Early Years Curriculum. Looking back to the beginning of the year it is amazing just how well they have settled into school and applied themselves wholeheartedly to the learning experience.

The teachers throughout the school assess the children’s learning all the time by watching what they do, listening to what they say and marking what they write. The children all have targets, so they too keep track of the improvements in their learning. Therefore there is plenty to share with Year 1 parents too.

The children in Year 2 have reached the end of the stage of education called Key Stage 1. Their achievements will also be reported to parents along with their Key Stage 1 SATs results. For 7-year-olds these Standard Assessment tasks are predominantly determined by the teacher’s assessment of what the children can do in English, mathematics and science. This impression is then confirmed by a series of standardised activity booklets completed by 7-year-olds across the whole country. At St Michael’s we call these ‘puzzle pages’. The children think they are great fun and are largely unaware that this is an assessment process. We take a similar approach with Year 3 assessments.

July is also the time when we say goodbye to our Year 3 children. We hold a special assembly on the last day of term where they share their special memories of their time at school with us and their parents. We say goodbye to them with pride, knowing that they are independent and confident youngsters ready to approach the next stage of their education in their new schools.
Anne Hossack

---

from the June 2008 magazine

As I look out of my window it is a bright, warm and sunny day and so it seems appropriate to be writing a piece about the forthcoming term. Sometimes the label summer term can appear a misnomer but here’s hoping that in 2008 it will live up to its name. The children are already sporting their summer uniform – blue checked dresses for the girls and grey shorts for the boys. Now is the time to revisit our sun safety policy with reminders to all about applying sun cream, drinking plenty of water and finding the shade as much as possible. This can be quite a challenge on our school site but we use gazebos and umbrellas to great effect and of course we give all the children a sun hat.

This term’s themes are varied and the staff have used them creatively to link all the aspects of our curriculum to plan an exciting term. The youngest children in the Reception class are having a ball with a host of ‘ugly bugs’. Visitors to the classroom have included ants, worms, tadpoles, water snails, caterpillars, and the children can often be spotted with magnifiers and bug pots looking to add to their knowledge and understanding of the world around them. Year 1 is travelling over the rainbow. Their learning journey will include an exploration of colour as a tool for an artist but also its reflection in literature and music and of course the natural world. Years 2 and 3 have built a castle in the classroom and will be linking their work on history, design technology and so much more. I am rather enthusiastic about their proposed outing to Hever Castle having spent some of my spring holiday relaxing in the sun reading about Anne Boleyn.

The first of our summer term special themed weeks for the whole school will be International week at the end of June. Stories and music from around the world will be the focus. We aim to add a Japanese flavour this time, helped by Dr Yuasa from Box Hill School’s music department and by Mrs Sudo a parent also from Box Hill School, who both visit us regularly. We hope to sing a Japanese song at ‘The Big Sing’ where all the local primary schools meet to share music from around the world. This international dimension will be reflected in our summer term concert in July.

This is just a flavour of the many and varied activities of the school. We love visitors (not just of the ‘ugly bug’ variety) so give us a ring if you would like to see the school in action. Of course you are most welcome to join our church assemblies at 9.10 a.m. on 9th June or 14th July, or perhaps you may like to watch the sports day from 1.30 p.m. on 22nd July. Anne Hossack

---

from the May 2008 magazine

I am writing this article at the end of a very busy term. Time seems to have flown past and we have all found the change of routine with Easter before the end of term quite an interesting feature. It was great to be able to focus wholeheartedly on the Easter story. Our year 2 and 3 children had a wonderful workshop experience at Guildford Cathedral and Year 3 took the lead in a moving service in church on Maundy Thursday, where they retold the story of Easter in their own words.

A highlight among our other activities was Arts Week during which we were visited by two artists, one of whom works in watercolour and the other on mosaics. It was quite a magical experience watching the watercolourist create movement in her representation of Koi carp and our outside wall now sports an impressive mosaic on the theme of friendship, created by the children during the week. We also mounted an exhibition of our artwork which was very well received by parents and friends and which virtually sold out.

The term culminated with a Science Week. Each afternoon a different class invited their parents into school to find the answers to some intriguing questions.
Investigating ice - What is it made from? How does it become water? How do you know when it is melting? Which melts first – ice in hot or cold water?
Wet and dry - Which materials are waterproof, and which dry quickly?
Floating and sinking - Which objects float and which sink, do they always float or sink or can you make a sinking object float?
The magic of magnets - How do you know if something is magnetic? Can you make an object move without touching it?
Forces - What makes a tricycle move? How can you make a toy car go faster? Does a ramp help?
Outside - How many animal homes can you find? Are there any signs of spring? How many birds can you see/hear? How long is your shadow, does it change?

Great fun and a lot of intriguing discussion was had by all. The week and term culminated with an assembly led by the school’s Eco Committee on the theme of creating a sustainable future. The children’s message to their parents in the audience was powerful – it is our world and it is up to us to ensure that it is preserved.
Anne Hossack

---

from the April 2008 magazine

By the time you read this Mothers’ Day will be long gone. We will have had the excitement of the workshop organised by Angela Ireland and Magdalen Deakins, and the service in church, but for the children of St Michael’s School the whole celebration began much earlier. We had a special afternoon assembly for our mummies and most of the words in their presentations were written by the children themselves in the preceding week. I think such appreciation of the special people in our lives cannot be repeated too often, so here is what the children at school think about their mothers.

The children in our Reception class (ages 4 and 5) were inspired by the tune to You are my Sunshine and sang:

I love you mummy,
My dearest mummy,
You make me happy,
When I am sad.
I want to tell you,
I really love you,
When I’m with you I am so glad.

Year 1 (ages 5 and 6) showed their appreciation of all that their mums do for them by acting the words of a poem about mums. They illustrated the many things that mummy does, from waking them in the morning, preparing a healthy lunch, washing and ironing their clothes, to waiting at the school gate at the end of the day.

Year 2 (ages 6 and 7) used their newly-learned skills at creating similes to pose the following riddle:

Who is as clever as Mrs Hossack?
Who smells like the best cream in the world?
Who is more beautiful than a butterfly?
Who is as pretty as a flower?
Who is as comfy as an armchair?
Who is as colourful as a rainbow?
Who is as super as Superman?
Who is faster than Sonic the Hedgehog?
Who is lovely?
Whose cuddles are as warm as a fire?
Who is as sparkly as a diamond?
Who is funnier than a clown?
Who is as tough as a wrestler?
Who bakes mouth watering cakes?
Who do I love the best?
Why of course it’s mummy!

Year 3 (ages 7 and 8) made us all smile when they explored the whole idea of responsibility in the following dialogues.
Remembering
Did your mum remember your Box Hill clothes?
No she left them on the kitchen table.
Did your mum remember your homework?
No she left it on the coffee table.
Did your mum remember your library book?
No she hasn’t finished reading it yet.
Did your mum remember to learn your three times tables?
No, but she did learn her 2s, 5s and 10s
Mums, they’re not very good at remembering are they?

But she does cook me my meals,
And she does read me a story before bed.
She does help me to tidy my bedroom,
And she cleans my shoes.
She does cook me my meals,
And she helps me to make delicious cup cakes.
When I’m stuck on my homework she always helps me,
And she always picks me up when I’m down.
And she always remembers to love me.

Add in songs called Supermum, and My Mum’s One in a Million, and a present of a paper flower that the children had made, with a very special photograph of themselves at its centre and there were not many dry eyes in the audience. The mums all shared tea and cake provided by the Friends of the school before going home. What a lovely afternoon. Anne Hossack

from the March 2008 magazine

St Michael’s CofE (A) First School
Every school develops a whole host of policies that outline its work. One of these is the Learning and Teaching policy, which identifies the principles that underpin the core purpose of the school. One of the statements within our teaching and learning policy is as follows:

We believe in the role our school can play as a community resource and the benefits we can derive from those around us.

Just what does this mean in practice? Once I started to think about how we benefit from our local community the list just grew and grew and I am convinced that this benefit is mutual.

We value our relationship with St Michael’s Church, the PCC and with David Ireland enormously. David’s weekly assemblies always have his own special touch. It is comforting to know that support is always there and that the children’s contributions to services and activities are welcomed. The workshops for Harvest, Christingle, Mothering Sunday and Father’s Day have become a highlight and it is wonderful to host them and to see parents and other members of the community working together with the children on their very special creations.

Our relationship with Box Hill School is also valued. The loan of the staging every Christmas makes such a difference to our Christmas production but the support goes further than that. Singing at school is really benefitting from the weekly visits from Dr Yuasa, Head of Music at Box Hill School. The children look forward to seeing her for their special singing sessions – such a joy to learn new songs accompanied by a piano rather than a CD!

We are helped in many ways by local businesses. Every Friday afternoon we are joined by two volunteers from Kuoni who read with individual children. The same two people have joined us at this time for the last five years and are welcomed enthusiastically by the children with whom they are going to read. Last year as part of a team building project a team of volunteers from Friends Provident spent an afternoon at school creating a sensory garden. They followed this recently with a donation as part of their anniversary celebrations.

At Christmas we were given a sum of money by Waitrose which we were able to spend on items for the children’s party, and of course we collect Sainsbury and Tesco vouchers. Many of you I am sure have seen our walking bus wending its way to school on Wednesday mornings. This is only possible because Rykas allow parents and staff to park in their car park just for the duration of the walk. Pepe from Frascati supports all our productions (and the staff always enjoy his gift of Pannetone at Christmas.)

Our link with The National Trust is longstanding and prized highly by our Year 3 Guardians. Their monthly trips to meet with Andy on Box Hill are greeted with enthusiasm and we are now learning how to use a weather station that has been installed by the Trust in the school grounds.

We are currently developing a link with High Ashurst Activities Centre, and one of the staff has begun to visit to help with the weekly after school club for Year 3. She also has lots of ideas to help with the development of the gardening club.

The school is a member of the Dorking Partnership of schools and this means that we work together to support the needs of particular children and on training for the staff. We are often visited by pupils from the Secondary schools and are always pleased to welcome them for their periods of work experience or to share in news of their adventures or trips abroad. Our Year 3 pupils are due to take part in an orienteering competition at the beginning of March but this is only possible because pupils from Year 3 at St Martin’s School are willing to make up the team number for us.

Those who provide local services regularly visit the school to talk about their roles and how the children can keep safe and healthy. We have talks and workshops provided by the community police officer, fire safety officer, school nurse, dental services. Topics are varied and have included the importance of cleaning your teeth, washing your hands, sun safety, what to do if a fire breaks out.

All of these relationships are highly prized and make a huge difference to the range of provision that we as a very small school can make. However we also value enormously the friendship offered by individuals within our community. We are making excellent use of the extra outside space provided by Geoff Knight, our parents and governors of course are very supportive with their time and enthusiasm but there is always room for more help. For example, Mrs Sudo joins us each week to read or play games with the children - could you do this? Maybe you have a particular skill or interest that you would like to share e.g. the children loved it when Jack Richardson came to talk about his experiences as a pilot.
Just contact us on 01372 373717 we would love to see you.
Anne Hossack

---

from the February 2008 magazine

St Michael’s CofE (A) First School
One of the emerging themes in the current world of education is that of the Global Dimension. Our world is changing rapidly and television, the internet, international sport and increased opportunities for travel all bring the wider world into everyone’s daily life. UK society today is enhanced by peoples, cultures, languages, religions, art, technologies, music and literature originating in many different parts of the world. The gap between rich and poor is widening, poverty denies millions around the world their basic rights. Education in the Global Dimension is vital to help our young people deal with the challenges they will meet now and in the future. We aim to encourage children to care about the planet and develop empathy with and active concern for those with whom they share it.

Our approach at St Michael’s School is to incorporate global themes into our work in a way that is relevant and accessible to the children. The topics that we study make such links natural e.g. last term Year 1 explored the theme ‘journeys’ which was made more real by parents who originate from beyond the UK coming into school to share their experiences of life in India, South Africa etc., We plan specific weeks to explore contrasting countries and cultures which in the past year have included Tanzania, China and India. We try to incorporate a time of celebration, for example Divali.

We are ever mindful of issues of the sustainability of the world’s resources and this has been the key theme of the work of our eco committee. The committee is made up of elected representatives from each class in the school. Years 2 and 3, whose topic last term of the Rainforest meant many such issues were explored, are leading the school in finding ways to reduce our energy consumption.

Comparing our own lives with those of children living in other parts of the world featured highly last term in a very real way, bringing the inequalities inherent in the allocation of the world’s resources to the fore. We were visited by Hannah Piggott after her summer experience as a volunteer in a Joan’s Grace Home in Southern India. She shared many photographs and memories of her time there and the children were very taken with the idea of supporting one particular little girl. Martina is eight and like many in the home is from a low caste. Without the work of the organisation she would not be able to attend school. The cost for her to live in the home and to attend school is £150 a year. She is doing very well at school, passing all her exams and is able to visit her family twice a year. We were keen to make it possible for her to stay at school in order to realise her ambition of becoming an engineer and therefore have undertaken to provide the £150 each year for the next eight years.

In order to raise this year’s contribution we made it the focus of our Advent fundraising. The children were asked to do odd jobs at home in exchange for pocket money and to bring the money into school. They were spectacular and earned £108 in this way. We were able to supplement this from the retiring collection at our Christmas play which raised £92 and from the proceeds of the Friends’ raffle which raised £235. Altogether during Advent we managed to achieve the total of £435 and therefore are assured that at least for the next three years we will be able to ‘send Martina to school’.

As we embark on 2008 and plan for the new term, news of the disaster in Kenya reaches us. I know there will be many opportunities to take our global themes further.
Anne Hossack

---

from the December 2007/January 2008 magazine

St Michael’s C of E (A) First School It is impossible to forget that Christmas is coming. In fact it seems to come earlier every year. Coloured lights decorate many town centres and shops, alongside a huge array of potential gifts wrapping and cards. At school Christmas most certainly dominates our activities. We will decorate the rooms and a tree; we will have a celebration meal, make cards and gifts, have parties, some of us are going to a pantomime, we will all have treats from a visitor wearing red and much more.

Like many schools we will be continuing the tradition of putting on a Nativity play. The word nativity means birth, and in this country the tradition of acting out the stories of the birth of Jesus goes back to the Mystery Plays of Mediaeval times. Usually the two stories from Matthew and Luke are merged together. Today there is an incredible array of commercially produced versions to use with children, all of which tell the story from the point of view of one of the protagonists in the action. In some it is all too easy to stray quite a distance from recreating the scene of Jesus’ birth in the stable.

St Francis of Assisi is said to have created the first Nativity performance in Italy in the thirteenth century. It was a means to convey the story to those unable to read it in the bible for themselves and who did not understand services in Latin. St Francis wanted not only to tell the story of the first Christmas but to show people what it must have been like on that night in Bethlehem when Jesus was born, so he set up a nativity scene. He got hold of some live animals, a manger and some hay. Then he asked people from his village to take the parts of Mary and Joseph and the Shepherds.

Conveying a simple story in a lively way, that the children enjoy and will remember lies at the heart of what we try to achieve. Of course that is not necessarily as easy as it sounds and I am aware of how hard the staff are going to be working in the next few weeks to write and practise dialogue and action, teach songs, create costumes, scenery and props, make programmes, organise tickets and so on. Through it all however we know that we are part of helping the children to understand what underlies all the Christmas hype and at the same time creating with them a very special memory to share with their family and friends. If you would like to join us please ring the school to see if there are tickets available for the performances on Thursday 13th or Friday 14th December at 2pm.

As well as our production at school the youngest members of our Reception class will be presenting a simple tableau at our end of term service in church at 1.30pm on Wednesday 19th December. We would love to see you there.

Best wishes from all at St Michael’s School for a Very Happy Christmas.
Anne Hossack

---

from the November 2007 magazine

St Michael’s C of E (A) First School An Open Day at the school on Saturday 6th October was the third and final part of our Centenary celebrations. The idea was to make the school available to anyone who would like to look around and to reflect the last 100 years of education in this particular building. To that effect one of our parents Clare Moran, masterminded a superb decade by decade display of key events in the life of the school. There were extracts from the logs, material from the parish archive and memories and photographs from the many past pupils with whom Clare had made contact. Mrs Long and Mrs Kempthorne had created a very authentic looking replica of an Edwardian school room which contrasted with our colourful classrooms full of examples of children’s work reflecting the lively and exciting curriculum of today.

We were visited by a huge number of past pupils who had attended the school from the 1920s onwards. Penny Mitchell, another parent had spent much time doggedly tracking them down. Old friends were reunited and what they saw sparked further memories and great excitement. Our first visitor went straight to the decade that reflected her time at the school and was delighted to find herself in a photograph of when she had won a swimming competition. Others found references to themselves or family members in the old punishment book, recording such awful crimes as ‘removing ice from pond and putting down younger boy’s neck’ which warranted ‘one stroke, posterior’.

The admissions registers were also available and several guests turned detective, trying to find the exact date of their admission to the school.

The happy atmosphere and time to sit and reminisce was enhanced by the opportunity to sit outside under the new early years canopy for a cup of tea and piece of cake. Many of our visitors took the opportunity to walk to the village hall for lunch, just as they had in their time at school. It was a much shorter walk that many remembered and they all enjoyed the lunch of shepherds pie and apple crumble enormously. All these refreshments were provided and served by parents of current pupils.

What struck me very forcibly on the day was the fact that people had such fond memories of their time as a child in the building. Many remarked that even though the building had changed a bit the school had retained the ‘feeling’ that they remembered from childhood. Our responsibility today is to ensure that we ‘create’ these happy memories for the children now in our care.

We have come to the end of a period of looking to and celebrating the past successes and traditions of Mickleham and then St Michael’s School. The Fun Day of the Summer, the very moving Centenary Service and finally the Open Day in school have been the result of considerable planning and hard work from an amazing group of parents and staff, no matter what is asked of them they find a way to make it happen. Our events have all been so wonderfully supported by our governors and this local community.
THANK YOU. Anne Hossack

BAG2SCHOOL Monday 3rd December: Please fill black bin bags with any unwanted clothes, shoes, soft toys, towels, bedding, belts, handbags etc. and bring your bags to the village hall car park on the above date before 10a.m. 

from the October 2007 magazine

St Michael’s C of E (A) First School Writing this article at the beginning of September is an interesting challenge, just what is there to write about? You might think that not a lot happens in school during August when the children, and in theory the staff are all on holiday. Of course that is not strictly true.

During the summer break this year two key things happened to the building. Firstly we had a new security alarm fitted, a necessary evil in the modern world I am afraid. Secondly we had an all-weather canopy erected in our early years outside area. This will mean that the children will be able to play outside, rain or shine, and Miss Fox our Reception class teacher is already making very good use of the opportunities it provides.

The staff spent much time at school organising and sorting the resources in their classrooms and of course planning for what I am sure will prove to be another exciting year in the history of St Michael’s School. Our work is stimulated by topic titles, from which we generate a range of themed activities that incorporate all areas of the curriculum. Topics this term encompass ‘Me Me Me’ in Year R, ‘Journeys’ in Year 1 and ‘Rainforests’ in Years 2 and 3.

As the term begins our Year 3 pupils have begun their work as school monitors and are sporting their badges with pride. They are responding to the challenge of their new responsibilities with pride. They have already joined the Year 3 pupils from the other First Schools in our cluster of schools on a team building adventure course.

The children in Year 2 are working very hard in this very important year which of course culminates in the statutory assessment by the teachers of their achievements in Maths, English and Science known as the SATs. We are confident that they will do very well.

Year 1 have made the move from the Foundation Stage with ease. They are enjoying working in their new classroom and making very good use of their role play area, taking the toy bus for amazing journeys.

It is hard to believe that the children in the Reception class have only just joined us. They are busy, happy and making the most of everything the environment both inside and outside offers.

All is in place then for the academic year 2007 - 2008 to be one of challenge and adventure!.
Anne Hossack

St Michael’s School 1907—2007
Centenary Open Day
Saturday October 6th 10.30 a.m. to 2.30 p.m. at the school
All welcome

from the September 2007 magazine

St Michael’s School’s Centenary Celebrations
Thursday 19th July marked a milestone, being the 100th Anniversary of St Michael’s School, in its current location. There had been a school, in Mickleham since 1843, but in 1905 an acre of land was acquired at a cost of £250, to accommodate the new premises. We all wish we could buy a few acres of land at those prices today.

I arrived at school at about 1pm to meet Alan Piper (who attended the school between 1929 -1933) and witness him plant a commemorative ornamental Acer alongside the path in the grounds. Alan had extensive memories of the school, as his father was headteacher, from 1920-33. Anne Hossack had worked tirelessly searching the old school records and read several extracts to the children, who enthusiastically offered symbolic reasons for the planting of a tree.

The press was in attendance to record the moment, which made me wish I had worn slightly smarter clothes! From the school we moved to a packed church for the celebration service. It started with a musical interlude provided by past pupils of the school, accompanied by Tracy Kennington. Matthew Shelley played the piano, followed by Jessica Lowes on the flute, Claire Fellowes-Freeman on violin and Susie Wood on clarinet. Georgina and Clare Kennington finished the interlude with solo performances singing and playing the violin. The depth of talent on show was truly inspiring, providing an excellent example of how education and the instilling of confidence allows people to excel in any field.

The Bishop of Guildford welcomed us in our celebration of the laying of the foundation stone. He stressed the importance of foundations and the role they play in our lives. They form the bedrock of not only of our personality and character, but they bind and link our communities. This could not have been more evident, than in the cross section of those in attendance. The past pupils extended back to 1929, but were augmented by those who have supported and contributed to the ongoing success and viability of the school.

We were then entertained by the St Michael’s Campanologists. I ignorantly assumed that we were to witness either a demonstration in erecting tents or cross dressing, but was pleasantly surprised to hear an excellent rendition of Happy Birthday played on the bells.

The Hilliard family – who have supported the school, not only in supplying a seemingly endless number of children (five daughters) – but in the constant need to fundraise, provided their thoughts on how the school was involved in the past, present and future of their family.

The finale to the service was a world premiere of the St Michael’s School Song, written by pupils at the school, set to music by John Batt and enthusiastically performed by the whole school.

We retired to The Rectory garden for tea and cakes. The children had baked 100 little cakes which were arranged to form a big 100 and everyone sang Happy Birthday to the school before the children blew out the 100 candles. I have to admit that as chairman of the Health & Safety committee I was a little uneasy over the fire risk ... but everything ended up OK.

Watching the kids running in the garden and the adults reminiscing over their memories and experiences of the school left me with a warm glow and a hope the next 100 years will provide as many happy memories and relationships as the last. Andrew (Mac) McNaughton

St Michael’s School Mickleham 1907—2007: Centenary Open Day October 6th 10.30 a.m. to 2.30 p.m. at the school. All welcome

 

St Michael’s School
Anyone visiting school on a sunny Friday in early July could be forgiven for thinking that they had stepped back in time. The playground was full of children – not unusual you might say, playing with hoops and skipping ropes, again not uncommon, however everyone was wearing Edwardian costume. The classrooms had been set out in formal style with rows of tables and blackboards at the front and a very severe headmistress rang the bell for the beginning of our Edwardian Day.

The whole school community embraced the theme with imagination and enthusiasm. Lessons were traditional and reflected research into what a day at the school 100 years ago would have been like. In handwriting practise, the younger children used chalk, the older ones pen and ink, and tried to copy an Edwardian style alphabet with all its flourishes and then to produce their own name in this style. The ink managed to find itself in all sorts of unusual places! P E was approached by the whole school together (which of course 100 years ago would have been one class – the infants) and consisted of a drill session in the playground. Scripture consisted of reciting the Lord’s Prayer, mathematics included reciting the tables and so on.

Discipline was strict – Mrs Long’s enthusiastic rapping of the cane on a desk made everyone jump and broke the cane! Manners – always a strong feature of life at our school – extended to standing up to greet any visitor who entered the classroom. The children in Year 1 decided that an Edwardian classroom must have had far fewer visitors than we do, as they were up and down like yo-yos all day!

The school assembled in the hall for the daily act of worship which was attended by the Rev’d David Ireland, also dressed in formal attire. I can still hear his very deep, firm and unusually formal tones announcing ‘let us pray’. Mrs Siberry represented the governors (in Edwardian terms the Board of Managers) and visited every classroom to inspect progress in lessons. We were pleased to note that she pronounced herself ‘extremely satisfied’. We all had a wonderful day, though this head teacher found the strain of strict formality very difficult to maintain for a whole day! We did identify many similarities between a day in 1907 and a day in 2007. Basic principles are basic principles, however staff and children alike prefer the more modern approach – small classes, supporting adults, a varied and creative curriculum.

If you would like to see the modern school in action we are open to visitors on 26th September a great opportunity especially for prospective parents to see us at work and play.

May I also recommend our Centenary Open Day on Saturday 6th October to everyone, when you will be able to look around our building and grounds. There will be displays of the records, work and photographs that are part of the school’s history. Anne Hossack

St Michael’s School
A very caring and friendly school where each child is made to feel special. Ofsted 2006
OPEN DAY Wednesday 26th September
Come and see our small and successful school in action
Open times
9.30 – 11 a.m. (Headteacher’s talk 9.45) Assembly 10.15 a.m.
1.30 – 2.30 p.m. (Headteacher’s talk 1.45)

from the July/Aug 2007 Parish magazine
St Michael’s School Centenary Special
As St Michael’s School starts the celebrations of the centenary of the present school buildings, we include articles about the history of school and its accommodation, views from Anne Hossack, headteacher, Jenny Hudlass, former headteacher; and memories from a range of former pupils. The photographs illustrate development of the building over the years and the variety of activities in which the pupils are involved.

If any other former pupils are inspired to write about their memories of their days at St Michael’s, do send them as they can be included in the magazine later in this centenary year.

The buildings
The first school in Mickleham was opened in 1843 between Byttom Hill and what is now the A24. The building survives as two private houses: ‘The Old School House’ and ‘The Old School Cottage’. Ronnie Shepherd in his book Micklam: the Story of a Parish records that ‘The school was paid for and erected, together with a master’s house, by public subscription.’

The school was extended in 1872 when it became a Public Elementary School.

The old school was deemed inadequate in the early 1900s by the County Education Authority and the foundation stone of the new school was laid by the Bishop of Dorking on 26th July 1907. The land on which the school was to be built was acquired for the sum of £250 by the Rector and Churchwardens of the Parish of Mickleham on 29th September 1905. The land was to be held on the same trusts as the original school under the Grant of 30th May 1843, namely, that a school should be erected on the land ‘for the education of Poor Children of the Parish of Mickleham according to the established usage of the Church of England’

A newspaper cutting, dated 26th July 1907, includes the following: Up-to-date in every way the new schools (sic) will be commodious, well lighted and well ventilated… Accommodation will be provided for 120 children, 84 mixed and 36 infants… Ample accommodation is allowed for cloak rooms and separate entrances will be provided for the senior and junior scholars. Electric light is to be installed and hot water will heat the buildings, which will be surmounted by an ornamental turret for the purposes of ventilation. The floors will be of block wood and the whole site is to be enclosed with an unclimbable iron fence. The photograph above shows how the new school looked when it was opened in 1908. School Lane was constructed at the same time.

In about 1964 the ‘Mobile’, the temporary wooden classroom was put up to cater for the increase in numbers. I have a drawing showing a second mobile classroom but those with the longest memories think that this was not built. At this time the original building (which consisted of the three central gables of the present five gables) plus the outside toilet block was largely unaltered. It is difficult to imagine how up to 140 pupils aged from 5 to 14 plus the staff managed to operate as a school in the small space available. The children walked across the Rec to the village hall where in 1954 the County had built the kitchen to cook the school lunches. The children used the Rec for games.

At some point an office was added where the main toilets for the children are now. It measured just 2.8m by 3.2m and was the only office space for the Head Teacher, the secretary and the school admin officer. In 1995 a new office for the Head Teacher, another for the secretary and admin officer and a lobby were added. At the same time the old office was converted to toilets. This addition is inside the left hand gable as viewed from the playground in the photograph below.

In 2000 the right hand gable was added with additional space for the reception class, toilets for the youngest children and for the first time, a staff room. We were told that a staff room was unnecessary for this size of school but the governors and parents went ahead and raised the £45,000 to complete the work. An Early Years/Reception Class outdoor play area was added at the same time. As a result of this project the very small hall was extended to its present size.
Since then we have converted the outside toilets to storage and put a toilet into the mobile classroom. The next project is to add two 4m by 4m canopies in the Early Years/Reception class playground so that it can be used in all weathers.
Ben Tatham
Chairman of Governors

The staff
At this time of celebration for the school I am very aware that my tenure has been short in relation to its history and comes at the end of a line of head teachers who have all been part of change in the nature of the school and even challenges to its very survival. It has given me cause to reflect on just how I have reached this stage in my professional career.

When I became a teacher I was idealistic and convinced that I could make a difference to the lives of the young people with whom I worked. I taught history and economics, substantially to ‘A’ level classes, in a large boys’ comprehensive school in Hounslow. One of my proudest memories of that time is when I was invited to a celebratory meal at university by a former student. Each student had invited a ‘formative influence’ to the meal. It was quite a challenge to be the only female guest, but the gentlemen allowed me to stay at table when the port was passed. I would never have imagined then that I would now be the head of a small village First school in Surrey. What a contrast in age (the children’s and mine), area and location!

My arrival at St Michael’s School was via a very long spell at Redland’s School (now St John’s) in Dorking, quite a different catchment area and a much larger institution. During my time there the school changed from First to Infant to Primary, and I progressed from class teacher to Key Stage Manager. It was here that I learned so much about young children, how they learn and how to support that process. I was and am still fascinated by the rapid acquisition of knowledge and skills by 4- to 8- year olds and before it was fashionable, as it is now, was a staunch advocate of learning through play. Play is such an exciting vehicle through which children are stimulated to investigate, explore, develop creativity and make sense of the world around them.

The invitation, in 2003, to become head teacher at St Michael’s was unexpected but I am so very grateful that it was made and that I had the courage to accept. My own learning journey over the past nearly four years has been immense. Academic achievements have been the passing of the NPQH (National Professional Qualification for Headship) and completing the New Visions Course. However my own professional development has encompassed so much more.

There has been much for the school to celebrate in the last 4 years. Changes to the use of the buildings: the introduction of a mobile non-fiction library; the development of an environmental area; the installation of a trim trail; and the introduction of new technologies have all enhanced its facilities. The successful Ofsted and Diocesan Inspections were testimony to the dedication of staff, parents and governors to the education of our young children. They are all willing to embrace the changes to the curriculum that are constantly with us and develop them to meet the needs of our pupils. It is not surprising that the school’s capacity to improve was earmarked as a key strength.

I am proud to lead such a team, to be part of a school that embraces change but recognises the importance of its heritage.I retain the conviction that I do make a difference to the lives of the children I encounter. I hope that the affection for the school that shines through in many of the messages that we are receiving as the centenary approaches will continue in the memories of those children still to experience the special magic of St Michael’s First School.
Anne Hossack

My Years at St Michael’s
I had first become acquainted with Mickleham and its school in 1984 when I was offered a part-time job, teaching alongside the then head Gwyneth Anderson. Gwyneth was a great advocate for children’s education and I spent a happy year as her teaching partner. Gwyneth had great visions for education, and when she decided to retire in the summer of 1985, she worked hard convincing me that I should ‘fill her headship shoes’. The rest became Mickleham history with a headship spanning 18 years.

I was fortunate, in a sense, to have worked at the school the previous year - this had given me not only a wonderful introduction into the general running of the school under Gwyn’s direction, but had allowed me the opportunity to become acquainted with Mickleham and its community.

I inherited low pupil numbers; in 1985 there were 30 children in the school. Such budget restraints meant that I had to be a three-day class teacher as well as headteacher. Juggling a headship and teaching a lively class was an interesting challenge for any ‘new girl on the block’!

In 1986 Surrey County Council launched a schools’ ‘Energy Conservation Project’. Schools were encouraged to conserve energy and show a saving on their fuel expenditure as well as to present a project to the County showing how this was to be done. Pupils who were attending St Michael’s at that time may well remember our campaign with the hot air goblin and drippy tap goblin. Every time we found outside doors left open or taps left dripping a cardboard goblin was bluetacked onto the offending door or tap. It did not take too long for the children to remember that we did not want to lose all that hot air and water. This campaign certainly paid off, and our efforts were rewarded when we won the first prize - our very own minibus. The red Sherpa van was a familiar sight around the area for over 13 years.

With the school located in an area of outstanding natural beauty we took every opportunity to use our environment as an integral part of the school curriculum. Over the years we worked closely with Juniper Hall Field Study Centre and the National Trust.

In 1992 the Surrey Education Committee decided to reorganise the structure of schools throughout Surrey, bringing them in line with other counties. Surrey had continued to hang on to its first and middle schools whilst other authorities had long since changed to infant and junior schools. The reorganisation was called The Age of Transfer and it meant just that. Surrey wanted to have a clean sweep by reorganising its schools, which meant some would face closure. St Michael’s was given three options to debate:
• Remain a first school - no change
• Become annexed to St Paul’s School, Dorking
• Close

Schools were invited to submit their preference and supporting arguments in time for a meeting at County Hall, Kingston. We knew, along with all the other small schools that we would have a fight on our hands, and so the St Michael’s Action Group was formed and a lengthy highly-professional document was produced setting out why we should continue as a first school in the village of Mickleham. A crowd of supporters accompanied us to County Hall with Hands off St Michael’s banners and the stressful day began. The Diocese had always used us as a flagship school and we were not going quietly. Thankfully we won the day and much celebrating occurred that day and night in and around the village. Our future had been secured; we would be celebrating our centenary after all!

I will always feel extremely privileged to have been part of the continuing development of St Michael’s School over this period. I have been fortunate to work with some truly professional people, and some remarkable pupils whom I have had the good fortune to see bloom and grow into fantastic young people.
Jenny Hudlass
Headteacher 1985-2003

The pupils - recollections of the thirties and forties
I was born in Essex and, soon after my mother passed away, went to live with my grandmother in Kent. In 1935 my father married Edith Collins who was a member of the family that, for many years, ran the Upper Farm complex (tea gardens (now Smith and Western), petrol station, camping/caravan site swimming pool etc.) on Box Hill.

At this point I should mention that three of the Collins children (Gladys, Edith and Percy) also attended Mickleham School (their elder brother George attended Headley) and did the daily journey from the top of Box Hill on foot. Following my father’s remarriage I moved into Red Gable, Box Hill Road, a house my father built, in November 1935.

I started at Mickleham School in 1937. At that time the staff comprised Miss Strudwick, who took the bottom class, Miss Clarke, who took the middle class, and Mr Johnson who was Headmaster and took the top class. Miss Strudwick had the classroom at the Leatherhead end, Miss Clarke that at the Dorking end and Mr Johnson the one in the middle.

The daily journey from Box Hill was done by coach, provided by Dorking Coaches who were located in Junction Road, Dorking. I remember Miss Strudwick as a wonderful teacher who really smoothed the way into life at school. I have pleasant memories of my time in her class. My main recollection of Miss Clarke is her manner of reprimanding errant pupils: a sharp rap with a wooden ruler over the back of the hand. Indeed, the phrase ‘Clarkey’s bust another ruler’ went round the school from time to time.

Mr Johnson I remember as a kindly man who, for some obscure reason, always insisted on calling me ‘Dick’ although my name is Bernard. I remember visiting him some years after I left the school, he opened the door and I said to him ‘Do you remember me?’ ‘I’ll never forget Dick Burbidge’ was his reply I still wonder to this day why he would never forget me: was it for the right or wrong reason? During Mr Johnson’s time pupils in the top class each had a small ‘allotment’ (at the top of the grounds on the right as you look at the school). He gave gardening lessons and we were allowed to take home any produce we grew.

In those days each pupil was entitled to a free 1/3 pint bottle of milk each day (an entitlement that was stopped by Mrs Thatcher many years later). No school lunches were provided and we each took a packed meal. I still remember to this day how once my satchel was left against a hot pipe which rendered my meal inedible: but I was forced to eat it. At the top left of the grounds we had two swings, which provided a lot of fun during breaks and lunch times. In cold weather hoar frost would form on the railings above the playground and, when it snowed, we made slides across the playground.

I was made to wear Wellington boots during snowy weather and, much to my annoyance, they did not go as well as ordinary shoes on the slides. During cold weather we had an open fire in Miss Strudwick’s classroom. I remember we had regular visits from a nurse who inspected everybody’s head, presumably for lice or nits.

1939 saw the beginning of the Second World War and brought some significant changes to the school. The most notable was the arrival of a class of evacuees from London’s East End. That area of London was a major target for German bombers and the children were evacuated to a safer area. They brought with them their master, a Mr Maybe.

The hall was used as the fourth classroom. To limit damage from flying glass in the event of a nearby explosion every pane of glass in the school had a paper X stuck to it from corner to corner. Mr Maybe also organised the construction of an air raid shelter. The work was done by the pupils and it was located to the left of the playground, as you look at the front of the building. Hot lunches were also provided in the village hall so we had a daily walk to eat at lunchtime. Mr Maybe also insisted on playing draughts against pupils during the lunch hour with the winner being allowed to administer one stroke of the cane to the loser. Mr Maybe usually won, but I remember well the day that he lost and suffered the fate he had so often administered to others.

In 1940 I was awarded the Samuel Woods prize (does it still exist?) This was awarded for ‘Regular Attendance, Good Conduct and General Progress’. The prize was a book entitled ‘At Home In The Fields’ by R. Melville Nicholas. I still have it although, unfortunately, it suffered water damage when my house was flooded in 1968.

My time at the school finished in 1942 when I won a scholarship to the then Dorking County School, now part of the Ashcombe School. At that time my parents were adjudged sufficiently well off to have to pay tuition fees, which were, I believe, 4 guineas (£4.20) per term.
Bernard Burbidge

At the school from 1937 to 42
As with most children of the time, I entered Miss Strudwick’s infant class at the age of five. ‘Mixed Infants’ had to queue outside the staff room entrance to the school. The staff room, as far as we were concerned was the ‘nit nurses’ room!

Miss Strudwick was a perfect reception teacher. She helped everyone to have a sense of self worth and importance. I remember her as a cheerful, yet calm person full of encouragement for each child’s achievements. Round the classroom walls were large individual pictures of the alphabet. A picture of an apple was of course the first one with a large lower case ‘a’. This was followed by the whole spelling of ‘apple’. Although technically, we learnt by rote with our daily chants of (a says a for apple) I am sure osmosis had a part to play. For myself I felt challenged to learn all the pronunciation and sounds before my peers.

We did not have assembly every day; but the scripture lesson began our learning day. I loved the stories; but how I hated the difficult task of trying to draw the story on my slate! Somebody taught me a short-cut: birds. grass and sun and then later, clouds. People and sheep defeated me - and just how could you draw a man in bed on a sloping roof?

When we could write and do number with ease we were promoted to paper and pencil. This was a wonderful challenge to accept, and spurred us on to achieve this goal before a required birthday.

Raffia work I remember as just a tangle of slithery colours and knitting a mustard-coloured square was the least enjoyable thing I could imagine. Oh, how many dropped stitches and tangles! Our school milk bottles had wide tops with waxed cardboard lids. We pressed the centre to reveal a hole for the straw. Later, the lids were collected and washed to be reused for making bobbles or pom poms. This, I believe, was everyone’s favourite craft exercise.

Personally my two favourite lessons were singing, and the Friday afternoon story. The part I enjoyed with learning to read was finishing a book and then standing beside Miss Strudwick and reading it to her before I was given another.

All too soon, the move up to the juniors came. For the first few weeks the junior class was headed by a teacher who has left no memory of her name whatever. Then came our permanent teacher Miss Clarke. She was a very stern but fair-minded person. With our PT bands worn in ‘Sam Brown’ fashion, we started to learn the value and loyalties of teamwork.

History and geography were added to our curriculum, helped by the World Map, which seemed to take up the space of one wall. We were quite impressed with all the pink countries belonging to the British Empire. In her class we improved the speed and logistics of thinking with daily chants of ‘times tables’ and mental arithmetic. Both of these were very difficult for me; but I have blessed that discipline all my life.

Also in the juniors, learning italic letters took many hours of intense practice. When we were neat enough we progressed to using ink. A senior ink monitor filled up all the desk wells each week. The promotion to ink however was not without its pain. It took a long, long time to write without blots! Smudges too, took over as though they had their own life.

Moving up to the junior class meant that we were now summoned in from play by the school bell high on the roof. With the commencement of the war, this bell was put out of commission and replaced by a hand-held bell. We queued up at the door facing ‘Batchelor’s Yard’ named for a local builder who lived there. On one occasion, Mr Johnson the headmaster, was talking to us about the origins of place names and came up with the theory that in days to come there would be a street of houses there with that name. I enjoyed the times when we were kept waiting in the queue as it gave us time to look at the house martins nesting there.

On the grass beside Batchelors Yard were some lime trees, and I seem to remember sitting under them during the war having story lessons. This involved someone starting and continuing a story until another child was pointed at to continue - much better than the soulless compositions!

As we entered the junior class we took part in the school assemblies. Once a week the vicar took the assembly. Standing in the hall gave us time to notice the pictures and the ‘on roll’ board. There were two prints I especially remember: ‘Boyhood of Raleigh’ by Millais, and ‘And when did you last see your father?’ by Yeames. I am not sure when it dawned on me that the pictures encapsulated the subjects history and geography. There were also two photographs. One was of Boxhill School in Australia, and the other of a 1926 production of ‘A Midsummer Night’s Dream’. Childhood memory often plays one false, so I apologise if the year and play are wrong. The best thing that took up school assembly time was looking at the ‘on roll’ board. I loved it when ‘on roll’ tallied with ‘present’.

For annual concerts Mr Johnson’s screen was drawn back for the hall to become the stage. Another use for the hall was for the dinner-time sandwiches. As I was about to leave the school during the war we saw kitchen and eating utensils being delivered. Another delivery I looked forward to was the termly arrival of the library book box. It was a privilege, not a right, to borrow one.

With the war came changes. When the evacuees came from Peckham School and Dulwich Central, we shared half days with them. One week we went to school in the morning, the next in the afternoon. During these days we had a certain amount of homework - mainly sums and English I think. For a very short time at the beginning of the war we had two German refugee boys attending. They stayed with Miss Corbet-Hue at Pinehurst. One of them was called Wolfgang Darlabrook. That is how we pronounced it anyway.

After a while Dulwlch Central disappeared and we were left with the younger children and their teacher Mr. Maybe. Mr. Maybe breathed excitement and enthusiasm into his teaching. He had the upper juniors, now in Miss Strudwick’s class. Miss Strudwick moved to Mr. Johnson’s class, while he took classes in the hall. While the boys dug for victory, or whatever they did, the girls knitted various comforts for soldiers and airmen. Knitting socks and turning heels was something we could do with ease, and knitting gloves with separate fingers!

At the beginning of the war we were instructed to bring barley sugar sticks to school, to be held there for the duration, or until such time as an air raid forced us to stay over night. On one occasion I remember we had to keep our coats and gloves on in class it was so cold.
Pauline Strauss, née Abercrombie

At the school from 1936 to 42
The Journey to School
Gladys Collins (who died in 1995) was born at Bullen Wood, High Ashurst. Her father was killed in the First World War and for many years her mother managed the Tea Rooms at Upper Boxhill Farm. [now Smith and Western]. Gladys attended Mickleham School from about 1917 to 1925 when she left at the age of 14. Her niece Maureen sent extracts from the journal which Gladys wrote. Not surprisingly the journey - on foot - to school from such a distance was an important part of her memories:

When we transferred to Mickleham School, we walked down to Warren Farm, if fine, scrambling up White Hill, over the Downs, dropping down by William IV pub, just above the school. If wet we had to keep to Headley Lane, to Juniper Hall, London Road to the Church, then across the recreation field.

… We thought Mr Elliott was feeding a ferret in an unused pigsty, what joy when we discovered a tiny puppy and christened him Victor. My brother painted ‘Vic’ in red paint on the sty door, we kids just took him over and in no time at all he was one of the family in the little cottage. Several times he followed us to school, he enjoyed it so. Even dear Mr Piper, the schoolmaster then, brought him a bone after lunch. He was quite content to stay in the lobby with our coats.

One morning he caught up with us at Juniper Hall. After that he had to be kept in until we were safely at school. We tried every route to school according to the weather - that never kept us at home. [When we went up] the Slopes we aimed to be on the Whites when Burford House clock struck four. It was a minute or two faster than Dorking church clock.

Sometimes we used Military Road or zigzag, slipway and through woods to Upper Farm, the Tower and Pinehurst Drive, often seeing the white Rolls Royce belonging to Miss Corbet Hue [who lived at Pinehurst], Happy Valley and even Ashurst Valley and over White Hill. When it snowed my brother pulled me on a sledge to the top of the Slopes, then got on it too for a wonderful trip down. Here we had the Westhumble and Pixham Lane children waiting to join in, always late for school in those days. We left our sledge at the lodge [now St Jude’s Lodge] at Bencombe [now Glenrose] until we came home and then, what fun, if it was moonlight, it was nothing for us to get home at 8 o’clock, no thought of tea and Mother knew where we were.

Another pupil who lived at Box Hill was Peggy Livingstone, née Killick, born in 1924. By the time she attended St Michael’s there was a school bus:

…the school bus that would take me through the winding lanes picking up the other little children on the way. In those days there were no buses running on the hill and very few people owned a car so this was a special treat and the drivers Mr Holman and Jack became our friends.

Maureen Collins also followed her aunt Gladys to St Michael’s. She wrote:

Looking at the modern day photographs of my primary school I find it hard to believe it is the same place. Perhaps we always have a jaundiced view of our early school days or is it just my own memories? According to my aunt, I would come home and say to anyone who would listen ‘Mith Thrudwick thayth…’ which I should translate to ‘Miss Strudwick says…’ as she was the infants’ teacher and a very kind and much loved one she was. I would apparently gather my younger brother Alan and my cousin Jane into my ‘classroom ‘ and instruct them in my interpretation of lessons with Miss Strudwick.

Sometimes the headmaster, Mr Webb, would teach us. We went for walks to learn about natural and local history and we worked in our own strips of garden. I remember receiving a prize, presented by Lady Lawrence, one of the school governors, for collecting and naming 100 species of flowers and grasses from the area.

I started school in the last year of the war. We had air raid practice in making our way to the air raid shelter but I seem to remember that we got underneath our desks when the sirens sounded. There was great excitement when food parcels arrived from Canada and we each had something nice to take home to the family.

There was a special school bus and living on the top of Box Hill my cousins, brother and I were usually the first to be collected for the 40-minute journey along the country lanes to Mickleham. It seemed so far and such a long day and I was always longing for home and better food. The cooks did their best, I suppose, but I hated some of the school meals, and the free milk was often almost sour from being left out in the sun in the summer.

Pony Express
I have very happy memories of St Michael’s as a child. My family used to live at Norbury Park Farm and all four of us Johnson children went to the school. As my home was so near, my mother would sometimes bring a pony for me to ride home. How we made it across the A24 I cannot remember, but this was the early seventies.

The school was (and still is) a very good one and I remember the teaching methods distinctly. They have helped me throughout my life.

First there were your times tables. You had to learn every table from 1 to 12, and I remember that 8 times 7 was always the one that caught me out. In any event I learnt my times tables and to this day, I do not have a problem with mental arithmetic although I could not solve an algebra problem to save my life.

Then they had reading and writing. I have a clear memory of sitting in Miss Jeffries’ class up at the top of the school reading the story of ‘The Twelve Silly Billies’ out loud together with about twenty other children. The plot was a simple one – twelve Silly Billies all look in the village pond and deliberate upon the issue of why there are now another twelve Silly Billies. Classic stuff and far more thought provoking than Harry Potter. I also remember the parable of the Prodigal Son and the teacher explaining that the hero of the story had spent all his money on ‘bingo’. Quite what bingo was I had no idea, but I have never gone anywhere near a bingo hall.

Finally they had coloured blocks to help you count. I think that the long purple one was No. 11 but, being colour blind, that created a couple of problems. It was nothing that the times tables could not sort out.

I remember that when it snowed heavily the children from Box Hill could not get down the road by coach into the school. No such luck for those of us who lived on the flood plain.

Christmas was a wonderful time at the school. I remember being thrust upon the boards at a Nativity play dressed as a shepherd and sporting a tin foil crook. My memory of that episode is marred by a dispute that I had with the Second Shepherd. He had been issued with a better designed crook and to a five-year- old, that seemed a clear case of unjust enrichment.

In case you are wondering, I am now a solicitor and a local councillor for Mole Valley.
Malcolm Johnson

The St Michael’s School Walking Bus 2007
Usually we come to school in our cars, park at the Village Hall or Frascati and just walk along School Lane to get to school. It is really great that on Wednesday we get the chance for a much longer walk. We meet at Ryka’s in the car park at 8.15 a.m., put on our fluorescent yellow jackets and Year 3 lead the way to school.

We are very lucky that Mrs Long organises for us to have the opportunity for a fun way to get to school. Our mummies or daddies come too and we meet lots of people on the way who join in. Our route takes us along the pavement, but we love it when the path goes up the steps and between the trees. You have to be careful of the tree stumps which are easy to trip on. We have given them names so you can hear people say watch out for Ellie’s stump! Holly’s stump has the added challenge of a rabbit hole. There are lots of interesting things to look at and learn about on the way. We stand under a particularly big tree to see whether the amount of sky that we can see has changed. It depends on the number of leaves so we watch the seasons go by.

Mrs Hossack wants us at school on time so we have to be as quick as we can. We like running on ahead, but always stop when we are meant to. We love our walking bus and find it very healthy.
Ellie Parnham Year 3 (Aged 7)
Holly Spencer Year 2 (Aged 7)

St Michael’s School Funday
As part of its centenary celebrations, St Michael’s School hosted a Funday on Sunday 17th June 2007, and what a fun day it was! Over 200 people attended the event which was held in the Rectory garden. Parents of St Michael’s School students organised the afternoon with no other objective than for the sheer fun of it. The children also contributed to the day’s festivities and put in a lot of hard work to entertain us. With the help of Mrs Hossack, the school headteacher, they learned a song while Mrs Bass kept them busy learning quite a few country dances. They were just brilliant and a joy to watch!

Chris Parnham organised some really fun bunny races and the children never had a chance to slow down. There was so much to do! There was a makeover tent, some really cool tattoos, a lucky dip (with very good prizes!), story telling, and plant identification for budding (and seasoned) botanists. Ice creams, a roller coaster, and coconut shy made for a perfect summer scene, especially with the silly ‘seaside scene’ photos thrown in to the mix.

Ailsa McNaughton, nine years old and a former student of St. Michael’s, didn’t spend her Funday goofing around, but she did manage to have a whole lot of fun doing something just a bit different. She wanted to raise money for a good cause and after carefully researching various charities decided to support Oxfam in bringing a clean water supply to a village in Africa. From simple and natural ingredients, Ailsa prepared her own home-made lip balm and hand cream to sell from her booth. Her highly sought after twinkly pink gloss with edible vanilla sparklies is particularly fetching (and tasty). Perfect for the school run, play ground, or beach, it is destined to be the fashion highlight throughout Mickleham social circles this summer. Ailsa also sold sweets and raised a total of £70 to donate to Oxfam.

We are fortunate in having such a fine school in our village, particularly one that contributes so much to our lives as it guides and nurtures our children as they grow up. The community of St Michael’s - its headteacher and all the staff, parents, pupils and governors - does much to enrich the lives of so many in the village. A great deal of hard work and co-ordination goes into planning these events and for those of us who only had to show up and enjoy the day (and that Cava summer berry drink!), it was a real treat to enjoy a perfect Sunday afternoon in the village in this way. Fun day, indeed!
Carolann Patterson

from the June 2007 magazine
There can be no doubt that our school culture ensures that every day at school is both fun and challenging, where achievements big and small are made, recognised and celebrated. It is gratifying when aspects of our achievements with the children are recognised, For example our work on developing the children’s environmental awareness means we have been awarded Eco Schools status, attaining the Bronze Award and working towards the Silver. Our focus on developing the amount and range of sporting activity in school means we have achieved an Active Mark.

In the current school year one of our objectives has been to gain the status of being a Healthy School, which encompasses a very broad agenda. To achieve it we need to:
* Identify, develop and communicate a positive message and appropriate values in relation to the health and well-being of the whole school community
* Actively value and promote the self-esteem of all members of the school community, develop good relationships in the daily life of the school and be welcoming and open to parents and the wider community
* Be successful in helping pupils and staff do their best and celebrate their achievements
* Offer all pupils the opportunity to benefit from a broad, balanced, creative and stimulating education that challenges and promotes brain-friendly learning
* Promote good communication within the whole school community ensuring that pupils and staff are given an effective voice in whole school decision making
* Provide an accessible and relevant PSHE* / Citizenship programme which enables pupils to develop their skills and attitudes in order to make informed choices about their health and to develop their social, moral, spiritual and cultural awareness
* Invest in the physical and emotional health of staff and pupils to help improve standards and raise achievement
* Provide a range of opportunities beyond the curriculum which promote the development of skills
* Take every opportunity to provide a safe, happy and reflective learning environment which promotes inclusion
* Develop partnerships with appropriate outside agencies and individuals, for advice and active support within the context of health education and health promotion in the school.

The achievement of Healthy School status would reflect the philosophy that has always underpinned life at St Michael’s School and it will be great if in this our centenary year such a major recognition of our work with the children can be attained.
Anne Hossack

from the May 2007 magazine
St Michael’s CofE (A) First School
As I write, the school holidays are under way and the weather is bright and sunny. We have a family of tits nesting in the bird box in our garden for the first time ever and I am sitting at my computer making plans for the next term and ahead. Looking to the future is such an exciting prospect. Many government documents that come my way also have positive titles such as All our futures that aim to inspire. I am just coming to the end of a course for head teachers called New Visions which again emphasises the importance of knowing what you want the future to hold.

I am however also a historian, and very aware that much of our future is shaped by our past. It is timely at this point in the history of St Michael’s School that in planning for the immediate future we reflect on that past. In fact when you read this, some of what now is a plan will have become part of that past!

The emphasis of the children’s work this term is on providing a context for our centenary celebrations and making comparisons between the past and the present. In fact our topic work throughout the school is centred on the title Past and Present. We hope to mark the centenary of our current building in several ways in order to give as many people as possible the opportunity to mark such a rich and powerful history. In fact we have begun already.

For our end of Spring Term Service in church the children celebrated Easter in style and all left sporting a new backpack. These have been provided by the Friends of the school as a gift to mark the fact that the Foundation stone of our current building was laid on 27th July 2007. They were emphatic that the journey made by countless young people to and from the school over the past 100 years be reflected in a tangible way by the children currently on roll. From now onwards you will not be able to miss our young people carrying all the equipment they need for a day at school in a very smart blue backpack with the school logo blazoned on the back.

The next event we plan is to be one to include our community, and will take the form of a family fun day on Sunday 17th June from 2 p.m. in the Rectory garden. So whether you are a recent or not very recent pupil or parent of a child from St Michael's, or a supporter of the school in any way please consider this your invitation and come along and join in the fun.

When the Foundation stone for the new school building was laid the occasion was marked by a dedication from the Bishop of Dorking. When the children moved from their old school building to the new one in January 1908 they processed. We have taken these key events as the starting point for our next centenary activity. Therefore on the 19th July the Bishop of Guildford will be joining us at school. We will process from school to the church for a service of celebration, followed by tea. The list of people that we would like to join us for the service is limited by the space available in the church and so this event will be by invitation only.

The school building and grounds of 2007 are somewhat different from those at the turn of the century. In my short time as head teacher there have been changes in the use of certain parts of the building; I know that Jenny Hudlass worked very hard to lead the efforts to create facilities that I take for granted – an office and staff room for example. (Thanks Jenny!) We wished therefore to make it possible for anyone who has had a connection with the school to visit. To this end we will have an Open Day on Saturday 6th October where it will be possible to walk around, perhaps relive old memories, maybe meet old acquaintances and see how we are organised today. We hope to take an Edwardian theme. Lunch will be available on the day – at the Village Hall – just as it used to be.

Although the building has been with us for 100 years our concept has been to place our celebrations within the heart of our community. This is why we have chosen several different types of activity and held them in different places. I hope that everyone will find an opportunity to join with us in rejoicing not just the fact that the bricks and mortar of St Michael’s school building has withstood the test of time and modification, but that the heart of St Michael’s School lies with its children and their families, its church and its community.
Anne Hossack

---

from the April 2007 magazine
As I write this I am aware that many parents have been receiving letters offering their child a place at the school that will begin the next step of their education. Rightly parents have put a great deal of thought into their choice of school and at St Michael’s we take the trust they place in us very seriously. We try to make the process of starting school a happy one by visiting the children at their pre-schools, inviting them to visit us at school and giving our new parents the opportunity to meet with each other.

The children in Year 3 at St Michael’s have been informed of their Primary School allocation. They have spent an extra year in their First School, something that marks out St Michael’s as a very special place to be. As the year develops the children noticeably mature in so many ways. They are school monitors, accepting the responsibilities that this entails, growing in confidence and becoming really independent learners and by September will be very well equipped to move on.

A report by The Basic Skills Agency has highlighted the fact that at many schools staff ‘notice a dip in pupils’ results’ when they are in Year 3. They identify that ‘a sudden change in the nature of their learning environment is to blame’. It made a comparison of the learning experiences of children at a larger all-through primary school with those in a small rural First School (just like St Michael’s) where this temporary stalling in progress did not occur.

In the larger school the transfer was between Key Stages 1 and 2 within the school. The contrast between the supportive, relaxed environment of Year 2 with the more formal ‘teaching-from-the-front’ style of year 3 was marked. The head identified that the children experienced a definite challenge to their comfort zone, finding it difficult to concentrate for any length of time or to come to terms with new classroom routines. This had an obvious impact on the depth and quality of their learning, until they had come to terms with their new class.

In the First School the process of adjustment was more gradual. The children were learning in a mixed-age class with Years 2 and 3 grouped together, again just as we provide at St Michael’s. Here we recognise the differences between the year groups but blur the edges, making the provision of real continuity for the children possible by providing subtly differentiated learning activities. The children have the same teacher for two years, with an established routine that provides each child with as much or little support as they need. Their learning is related but not identical with many opportunities for Year 3 to develop their skills For example, one morning last week Year 3 children were working in pairs reading each other’s stories, identifying the effective language and discussing how to make improvements - real peer assessment and independent learning.

Mervyn Benford, of the National Association of Small Schools describes this structure as the ‘master-apprentice model of learning’ where pupils become more involved in their own learning, manage it and pass it on, becoming less reliant on the class teacher. When the children leave St Michael’s at the end of Year 3 to move on into Year 4 in their new schools they still need time to become established, but are better equpped to make a smooth transition, meet new challenges and continue as independent and effective learners. Anne Hossack

from the March 2007 magazine
When we plan our school activities each year we try to include a variety of themed weeks, where the usual timetable is adapted to allow for a greater emphasis on a particular area of the curriculum. Last term we had both design technology and creative writing weeks. This term we plan a maths week and as I write we are embarking on arts week.

For this arts week each class has taken a painting linked to a fairy story as a starting point for their work. We are also being visited by a drama group for workshops entitled The Fairytale Forest.

It is Monday as I write this so the excitement has only just begun. A walk around the school has revealed a hive of activity and projects well underway, with a great deal of extra help. As well as parent volunteers our team has been swelled by four work experience students, two young ladies from Holland and two young men from The Ashcombe School.

In the Reception Class they are concentrating on The Sleeping Beauty by Henry Rheam. The children are converting their role play area into a castle and have been thinking hard about what may have been in the forest as the prince made his way to find his sleeping princess. Their inspiration has come from a visit to our environmental area. They have been painting beautiful flowers to drape over the sleeping princess and making clay hedgehogs to snuffle in the undergrowth.

Year One are looking at Arthur Rackham’s illustration of Cinderella. When this illustration was produced in the early 1900s colour printing was a recent invention. He used four colours for Cinderella the main character, but everyone else was a silhouette. The children are inspired to create their own pictures in silhouette form. They are also experimenting with the printing process.

This term’s topic for years two and three is fire and so a natural choice for their picture was St George and the Dragon by Paolo Uccello. They are making clay dragons, sewing fire salamanders and using role play to explore the emotions in the story. Just how would you have felt if you were the king and your daughter’s name was picked as the next victim?

When Ronald Shepperd in his book Micklam, The story of a Parish describes the departure of the headmaster Caleb Wood and the arrival of the new headmaster R I Mortimer in 1874, he says ‘the village has been very lucky with their teachers’. This little taster of one day in February 2007 is evidence that the same holds true today. Our teachers’ imagination, hard work and dedication makes our school a very special place to be.
Anne Hossack.

---

from the February 2007 magazine
As 2006 moves into 2007 and I reflect on the end of the year I thought it might be interesting to make some comparisons between the autumn term at St Michael’s school in 1906 and that of today. [This was in the old school building in Byttom Hill - now a private residence.]

When the school opened after the summer holidays in September 1906 there were 88 children present. This number fluctuated from day to day. The log book records that at some times there were as many as 94 children present and at others only 74.

Some of the explanations for temporary absences are familiar to us at school today: ... ear not sufficiently healed … stomach out of order... visits of relatives…

Others are less common: ... rebuilding of house… elder children temporarily employed at home.

I certainly hope not to receive a letter of explanation like that from W Hunt on 16 October: ... knocked off ladder by two fighting dogs. Fractured thigh and other injuries.

Poor George Hooper had a tooth extracted on 8th October, an abscess formed and he did not return to school until 19 th November. Modern dental care and antibiotics avert this circumstance today.

Much of the emphasis in the log seems to lie with reporting on the weather – rain, fog, snow etc. I certainly expect the children to come to school rain, shine or snow. Of course transport was very different in 1906 when the connection between the children’s attendance and the weather was quite marked. The entry for 8th November 1906 reads: Too wet to expect long distance children...

And that for 30th October: Downpour at the wrong hour. Still 83 managed to be present. Very creditable to them. Colds about...

The school population was subject to fluctuation, with movement onto and off the register, for example on 24th September Jessie and Winifred Winch were removed from the register as: ... father was leaving his situation.

The saddest entry of the term was that of 15th November which reads:
Regret to write that Ellen Bruford died about 2 a.m. She has been very ill for a considerable time. Aged 8 years.

We also experience fluctuations during the school year, which can be disruptive to us all and certainly makes forward planning difficult, but nothing quite as distressing as this.

Unlike today, the academic year in 1906 did not begin until 1st October when the head teacher reports: Began the new school year in capital form, all scholars present this morning viz. 93.

Inspection was a feature of school life although the emphasis, duration and report bare very little relation to that experienced by a school of the twenty first century.

The school received its report from W Henderson HMI on 4th October 1906 and all it said was: The work is making satisfactory progress. The children are in good order and interested in their work, but should be more confident and self reliant.

There is certainly much more detail in our Ofsted report of 2006 and I am pleased that our standards were good and outstanding. Mind you, the children are all in good order!

Rev W R Lloyd visited school regularly to assist with religious teaching, just as David visits us each week to lead our act of worship. Rev Lloyd was also chairman of Managers. Similarly David is one of our governors, although Ben Tatham is chairman of the Governing Body.

As 1906 came to a close the signs of difficulties to come were becoming apparent with:
Influenza in one part of the village.

We will return to St Michael’s in 1907 at a later date to see what the impact of this was.
Anne Hossack

---

from the Dec 06/Jan 07 magazine
Poetry Workshop at St Michael’s First School In October we were delighted to be visited by Chrissie Gittens who writes radio drama, short stories and poetry for both adults and children. Chrissie spent the whole day with us, reading from her collections of poetry for children and encouraging us to join in with actions and repeated phrases. She gave us all a fascinating insight into the inspiration for each of the poems she shared with us. Chrissie then worked with the children on compositions of their own and at the end of the day each class presented their group poems to the rest of the school and to some of their parents. We thought you might like to share them too.

The excitement continues into December, there is certainly a lot happening. Much of our work will focus on the Christmas production Is there a baby in there? It will take place on Monday11th and Tuesday 12th December at 2 p.m. We would love to see you – just ring the office to check that there is a ticket available. Alternatively we would love to see you at our Nativity Service in church at 1.30 p.m. on Friday 15th December. As well as this we have parties, panto trips, Christmas post and much more. However we do like to make sure that the children think about other people too. Our advent charity appeal will support the work of the Rainbow Trust. The children will be encouraged to do odd jobs at home to earn extra pocket money and the Friends of the school will be raffling a hamper. Anne Hossack

WHAT THE GIANT HAD FOR DINNER First He ate A block of flats. Then He ate A field of grass. Then He ate A whole city. Last Of all He drank a lake of apple juice. Then He had A nap in the car park By Reception TEN THINGS I HAVE LOST I lost my favourite yellow teddy bear Down a drain pipe, I lost my horse’s stable When I got bunk beds, I lost my car remote control When my dad threw it in the bath, I lost a lung full of air When I breathed out, I lost my mum and dad in Tesco’s When it was crowded, I lost my friend When we fell out I lost my dog When he ran back home, I lost my cat When he hid under a duvet, I lost my head When I zipped up my coat, I lost my great, great granddad Who gave me a glow in the dark watch. By Years 2 and 3

THE ‘I’M NOT TIRED’ DANCE I’ve been to the park today, Climbed on the climbing frame, Slid down the pole, Went on the rope ladder, I’m not tired. I’ve been to school today, Sang in assembly, Drew a cat, a dog and a girl, Ran all the way round the playground, I’m not tired. I got home today, Watched Pokemon on the telly, Ate sausages with smiley faces, Played with my slime, I’m not tired. I’ve read my story, Put on my sleepy pyjamas, Brushed my teeth, Listened to some happy music, Broken a vase doing somersaults, Played with my motor cars, Played in the garden in my slippers, Washed my hands, Gone downstairs to eat chocolate, Because I’M NOT TIRED! By Year 1

from the November 2006 magazine
A new look logo for St Michael’s
Over the past year the PR working party of the school’s governing body have been, consulting and discussing (sometimes heatedly) the design for a new logo for the school. This was a whole new learning experience for some of us – how to create a snapshot of all that is St Michael’s School in one very small picture?

Initially we were prompted into action by a gift from a past pupil: a very attractive wall plaque which hangs outside the school entrance depicts two children in school uniform, separated by a tree. Our very talented Teaching Assistant Julie Kempthorne translated the plaque into a drawing, but it did not quite convey what we wanted. Finally we offered the task to a professional company. That was when the fun really started as we had to come up with a brief for an image that did not merely a reflect what St Michael’s is, but would be symbol of what St Michael’s stands for.

Just what is that ? A small school in a rural setting, that serves the local community (but also appeals to those living elsewhere) with small class sizes, high academic achievement, a caring feel and a strong partnership with its parents the church and the local commnity. At St Michael’s there is always someone to turn to and the ethos is one of care, nurture and support for the children, their parents and the staff. Rather a tall order for one little picture. The company started with Julie’s drawing and then adapted it to reflect three key words: Children – Church – Community

I hope you like what we finally settled on, a modern image with the children at its heart, the oak leaf reflecting our fantastic setting and the title reflecting our Voluntary Aided status. Feedback from parents has been very positive. The new brochure is also now available too, so look out for that around and about. It seems very appropriate to launch our new documentation as we approach the celebration of 100 years of the life of St Michael’s School in the current building and look forward to the happy successful and child-centred school it will remain in the 21st century. Anne Hossack

from November 2006
Calling all past pupils, staff and governors of St Michael’s School
Please find a moment to write, ring or email the school with your contact details so that we can invite you to our centenary celebrations during the current academic year.

St Michael’s C of E (A) First School, School Lane, Mickleham, Dorking RH5 6EW
Telephone: 01372 373717 Email: info@stmichaels-dorking.surrey.sch.uk

Most of the new autumn-term children have settled in well and are already looking forward to half term. Dolly and her team have been keeping the children busy and have continued the tactile theme this half term. Some of the activities included playing with ‘Smash’ potato, making sandpaper pictures, baking cookies and writing in shaving foam (child heaven, surely!).

Some of the older ex-nursery children who have progressed to ‘big school’ have been attending the popular lunch club at the nursery after their half days. They have even been lucky enough to have their own escort and the nursery children have also enjoyed their walks up to St Michael’s to fetch them. The children have also been busy posing for the nursery’s photographer – thankfully all of them were very well behaved.

Lastly, just to mention some important dates for your diaries. The Christmas Concert will be on Monday 11th December, when all will be welcome. The Children’s Christmas Party is on Friday 15th December. Will Father Christmas be there? More details will follow in the December issue. Liz Manwaring

---

from the October 2006 magazine
The school term has just begun and the children found one or two differences on their return. We were visited by painters in the holidays to spruce up the outside of our building so we look quite smart. Our new trim trail was fitted and the children are making the most of the opportunities that it provides for climbing and problem solving. The parents of our departing Year 3 children made a decking and seating area in the new environmental space behind the school. We are now making full use of all the land our site provides. The outside environment at St Michael’s enables us to teach physical and environmental activities to the maximum. Learning outside is always much more fun.

A sound education in basic English and Maths is vital as these provide the essential skills that children need to access all subjects. Children achieve well in these areas at St Michael’s. This emphasis is not at the expense of a wide range of foundation subjects – History, Geography, Science, Art, Music, Design and Technology, ICT, Physical Education and Religious Education However young children need a lot more than the basics and we provide variety, challenge, creative activities, thought provoking visitors, and trips outside the school environment.

Children, of course, do not put their learning in little boxes and we teach most subjects through themed topics which are carefully planned to ensure appropriate content. This term Years 2 and 3 are following the theme of ‘Adventurers’, Year 1 ‘Journeys’ and Year Reception ‘Me Me Me’.

Now is the time when parents are choosing where to send their child to school. These first experiences are vital and we know that choosing the right school for your child is one of the most important decisions parents have to make. If you missed our Open Day on 27th September we would be delighted to welcome you to meet us at any time. Look around and experience first hand the warmth of the Christian environment we provide for the children in our care.
Anne Hossack

---

September 2006 Mickleham magazine
St Michael’s Church of England (A) First School One of my summer holiday tasks has been to write the school prospectus for the next academic year. How to encapsulate all that is St Michael’s School in a document that prospective parents will want to read and find useful?

Of course our work at school has been inspected and validated in past months. July’s magazine gave advance notice of Ofsted’s findings and we have subsequently received the full text of the report. Our statutory Inspection as an Anglican school also took place (on the last Friday of term!) Both reports were informed by the school’s self evaluation processes and therefore seem to be the best starting point.

Some extracts from the reports give a good picture of just what our school is all about:
OFSTED
“Pupils’ personal development is outstanding because they are well cared for at school and as a result feel secure and happy, a view endorsed by the overwhelming majority of parents.”
“Teaching and learning are good. Pupils make good progress and are keen to learn because lessons are interesting, relevant, well planned and based on practical experiences”
“The curriculum is good…promotes greater creativity and enjoyment to capture the enthusiasm of the many groups represented”
“Pupils describe their school as a happy place”
In his letter to the pupils the inspector said:
“Your behaviour is excellent … the school council represents your views very well ... you like all the club visits and after-school activities the school has organised for you”

This overwhelmingly positive endorsement of all that our school has to offer was reinforced in the comments by the SIAS Inspector. He summed up his judgements by saying:
“St Michael’s C of E Aided First School is an outstanding church school with both a distinctive character and very effective leadership. At its core is a Christian ethos, which permeates all aspects of school life and there is a strong sense of community and mutual respect. Pupils thrive in a supportive, secure and safe environment”

Such high praise is not easily given so it is with great pride and confidence that I embark on the task of creating the new prospectus. We have a community where everyone - staff, parents, pupils - work closely together to provide the best possible experience for our children. Anne Hossack

---

July/Aug 2006 Mickleham magazine
St Michael’s Church of England (A) First School
Ofsted: The Inspector Calls
On Friday 9th June the word came: Ofsted inspection on Wednesday and Thursday of the following week (14th & 15th June).

Under the new system all schools were required to prepare earlier this year a Self Evaluation Form (SEF) which is a 24-page document with questions on all aspects of what the school does and our own assessment of how well we do it. The SEF has to include evidence to back the assessments and our own ideas of where we need to improve.

On Wednesday the Inspector started by joining in the Walking Bus from the car park near Rykas. Over 85% of all the children in the school were there. He chatted to everybody as they walked to school. At the school he spoke to the Head Teacher Anne Hossack, to me, the staff and the children. He observed lessons and activities, looked at examples of the children’s work and assessed documents.

Late Thursday afternoon the Inspector gave his preliminary assessment: in short he was impressed. We have done well. The children were brilliant and said all the right things. His official detailed report will follow.

Friday morning assemblies are used to praise children’s achievements during the week – on 16th June the whole school’s achievement was celebrated and the children were awarded with an extra play time on the Rec. I congratulate Anne and all the staff, Governors and children – it has been a splendid team effort. Ben Tatham, Chairman of the Governors

---

June 2006 Mickleham magazine
St Michael’s Church of England (A) First School

THIS FOUNDATION STONE
OF A SCHOOL TO BE ERECTED
TO THE GLORY OF GOD
AND FOR THE EDUCATION OF THE
CHILDREN IN THIS PARISH
IN THE FAITH OF THE
CHURCH OF
THEIR FATHERS
WAS LAID
BY THE BISHOP OF DORKING
ON JULY 26th 1907

Thus reads the foundation stone of our school building. Mickleham National School was built in 1844 but moved to the present site in January 1908 and was renamed as Mickleham C of E Primary School.

The school log entry for this day contains a very low key statement to this effect, amid comments about the average attendance rate of 79.3% for that week.
Much has changed since 1907 including:
- the number of children (85 now 56)
- their ages (5 to 15 now 4 to 8)
- the organisation of the school: (upper and lower divisions, now Foundation Stage, Key Stage 1, Key Stage 2)
- the name of the school (Mickleham C of E Primary School, now St Michael’s C of E (A) First School)
- the number of staff (two teachers and one assistant, now four teachers, three teaching assistants, two office staff)
- the size and layout of the building
- the curriculum (of which more detail in future articles).

The fundamental philosophy however remains the same.

Plans are afoot to make the next academic year one of celebration, to mark 100 years of a school on this site. To this end we are looking for information, ideas and suggestions. The school logs provide a wealth of material, but we would like to bring this to life. If you have a memory that you would like to share – we are hoping to develop a book of memories, photographs to lend or donate, contact details of pupils or staff from the past, please let us know. We want to develop a database of those with a connection to the school, so that we can invite them to join us as we look back to the past and forward to another 100 years, whatever changes they might bring. Anne Hossack

Extract from Anne Hossack’s report to the 2006 Annual Parochial Church Meeting: Currently there are 56 children on role, aged between 4 and 8. Predominantly we have recruited from St Michael’s Nursery but are now drawing from a wider area – particularly Leatherhead, and we have changed our admissions criteria to reflect our membership of the United Benefice. We have been active in promoting our school and in September 2006 we are oversubscribed. Academically the children continue to achieve well above the national average. The staff has chosen to focus on mathematics this year as an area for development in order to enhance the children’s problem- solving skills.

The last year began with the staff and governors coming together to re-assess our aims, encapsulated in a mission statement that says ‘At St Michael’s School we work together within a caring Christian environment to promote an enjoyment of learning that enables the intellectual, creative, emotional, social, spiritual and physical development of us all.’

Partnership with others has been a central theme. Our membership of the JAWs cluster of small schools has continued with joint training for both staff and governors. We are also enthusiastic members of the Dorking School’s Partnership whose remit has expanded beyond special needs to look at sports, and the extended schools agenda.

---

May 2006 Mickleham magazine
Spring is in the Air
Well, in theory, spring is in the air as I write this and it is all systems go at school for developing our outdoor learning environment. The daffodil spider at the front of the school is in full bloom once again; if you are passing don’t forget to have a look. Our new wildlife area behind the school is progressing and the fencing is in place.

Of course the playground planters all need refilling, but year 3 responded to the challenge, helped to organise a mothers’ day shop and will be visiting a local garden centre to buy compost and plants with the proceeds.

The soil arrived to fill the raised beds created behind the school and an intrepid band of wheelbarrow-wielding parents shifted 2 big loads into place. The children have been busy sowing vegetable seeds – there will be no excuse for not knowing where tomatoes, sweet corn, cucumbers, beans, onions or leeks come from.

The seed trays are all sitting snugly in the green house.

The gardening club will be meeting once a week to develop and maintain our new vegetable garden. I am sure that lots of children will participate, so we are in need of some extra tools. If you have a spare, fork, rake, trowel etc that you could pass on we would appreciate it.

Watering will also be a bit of an issue with the hose pipe ban – does anyone have a surplus water butt that they would be willing to donate? It is rather appropriate that this term’s science, history and geography topics will focus on a watery theme. Anne Hossack

---

April 2006 Mickleham magazine
When is a sheep not a sheep?
Rather a fascinating question and one that has been exercising the minds of our school governors recently. We met together with the governors from the schools that belong to our cluster of small school, fondly known as New JAWS and comprising, Newdigate, St Joseph’s, Abinger Common, Westcott and St Michael’s. The purpose of the evening was to understand the implications for our schools of the Children Act 2004 and the Every Child Matters, Change for Children agenda – the means through which the government has set out its policy and framework for coherent children’s services.

At the heart of this agenda are the needs of children and the idea behind this approach is to try to prevent things going wrong in a child’s life, rather than dealing with the consequences. It applies to all children and aims to engender respect trust and collaboration between the agencies that work with them. Educational achievement and children’s well being are closely related and therefore the role of the school is pivotal and considered to be the best place to provide the core offer of:

· Wraparound care
· Enriched and extended learning
· Support for parents, including information and family learning
· Easy referral to specialised services
· Wider community access to ICT, sports and arts facilities

With the core offer in place the five key outcomes at the heart of Every Child Matters should be achieved, namely:
Stay SAFE
Be HEALTHY
ENJOY and Achieve
Achieve ECONOMIC well-being
Make a POSITIVE contribution

Our training evening therefore gave us the opportunity to discuss what we provide already and what more we can do to meet these outcomes. Working together with other schools is crucial especially as some of our facilities are not easily adaptable to provide for them all. We are therefore working closely with all the Dorking schools so that the core offer will eventually be accessible to all our parents and children within the family of schools, rather than at each individual one.
So, when is a sheep not a sheep? Have you guessed? Anne Hossack

In aid of St Michael’s CE (A) First School
Plant Sale & Open House
Wednesday 24th May
9.30 a.m. to 2 p.m.
Ilex Trees, London Road, Mickleham
Please use back entrance off School Lane – parking at the Village Hall
Lots of plants: herbaceous, annual, indoor & vegetable
Homemade cakes & preserves ~ Stalls ~ Raffle
Entrance only £1 includes unlimited cups of coffee/tea
Sandwiches available from 12 noon – 2 p.m.
Further information from R Parkin 01372 363304
We should be grateful for donations of plants & cakes

---

March 2006 Mickleham magazine
If you visit our school hall you will see a large display board with TALKING MATHS in large letters and a sequence of hand-holding figures with different coloured faces and buttons of assorted number and colour. Why?

When the National Numeracy Strategy was introduced to schools in 1999 it emphasised the importance of practical activities and that children should be able to explain their thinking. To do so the children need to understand both how to do particular computations and when these computations are needed i.e. how to apply what they know. Fundamental to this is an understanding of the appropriate mathematical vocabulary- how many ways can you say add?

At St Michael’s we are aiming to give mathematics a very high profile within this academic year. The tasks we provide require the children to think and reason about the mathematics involved. The children are given time to think, often collaborate with their friends and are expected to explain and justify the approach they have taken. The teachers’ questions aim to encourage this – ‘Tell me why …?’ ‘Can you say more ?’ ‘Why did you decide to …?’

Think – pair – share is a strategy we use to help the children clarify their thinking and understanding with a friend.

Hence the display. An obvious visual opportunity for the children to talk mathematics, with prompts for the correct vocabulary and with problems to solve.
Anne Hossack

---

February 2006 Mickleham magazine
A key message in the modern world of Education has been that of developing a global awareness. We aim to help children to understand that we all have a responsibility to look after the world and everything and everyone in it, as it says in Genesis 2.15: Then the Lord God placed the man in the Garden of Eden to cultivate it and guard it.

The children are very aware that mankind has not discharged this responsibility very effectively. Global warming, endangered species, world poverty are all huge and complex issues facing the world in which our young people are growing up. Children are particularly optimistic however and will always want to try to do something about it.

Our Advent appeal supported the shoes for feet campaign. In Zambia, Zimbabwe and Ghana barefoot children risk hookworm infestation which can affect mental and physical development. The money raised is used to commission local cobblers to make shoes for the children of Africa. £15 buys 2 pairs of shoes, so the £200 that our little school community raised from a hamper raffle and odd jobs done by the children will buy 26 pairs of strong shoes.

The week beginning 6th February is our Arts Week. During this week we will be having a workshop day organised by the Born Free Foundation, an international wildlife and conservation charity founded by the actors Virginia Mckenna and Bill Travers. Their motto is ‘today’s education is tomorrow’s conservation’. The theme of our wild workshop is to be elephants and a range of creative experiences are planned for the children linked to habitats for wild elephants.

That is not to say we disregard more domestic difficulties and the children will be supporting the Blue Peter appeal once again this year. By the time you read this we will have mounted our annual Bring and Buy Sale organised by Year Three, the proceeds are to support Childline.

Our plans to improve and care for our own school environment continue to develop. School Lane has a new surface and Mr Knight has very kindly arranged for the School to have access to land behind us. The children and parents are thinking and working hard to create an exciting outdoor learning space.

So each of us in however small a way can do something to improve the world we share and to share what we have with those whose lives are less comfortable than our own. Despite the multiplicity of languages, cultures and creeds in the world, if we care enough and are determined enough we can make a difference.
Anne Hossack

---

December 2005/January 2006 Mickleham Magazine
What do you look for in a friend?

School assemblies this term have been exploring and developing this theme. It is easy to share happy times and celebrations with our friends, but how can we help others to be happy? What skills do we need to be a good friend and what do we look for in our friends?

As a school community we try to think of friendship beyond the immediately personal. We have links with other schools and regularly raise funds for others.

St Michael’s parents belong to an organisation that establishes a role model for friendship, ‘The Friends of St. Michael’s School’. This organisation works very hard to raise additional funds for trips and resources that otherwise the school just would not be able to provide. Fundraising is not its only remit however. The Friends support school life in so many ways. In practical terms parent volunteers spend a Saturday morning at school tidying the grounds, and many come into school to help to cook, read, sew and play games with the children.

The activities of the Friends are organised by an energetic committee who try to ensure that fundraising also has a very important social aspect. It is this that helps to create the very strong sense of community that is so much part of our school. The committee has set itself a challenge for the next year to help our school be part of the 21st century. They have set an ambitious fundraising target of £10,000.

What for?

A school of the 21st century needs up to date ICT equipment and they would like to provide:
· A third interactive whiteboard
· A mobile ICT suite (a trolley of laptops)
· New classroom PCs

2007 is the school’s centenary and the Friends would like to make a lasting contribution to the school grounds, including:
· A trim trail
· A sensory garden

A vital part of this campaign will be a Valentine’s Ball and Auction on Saturday 4th Feb 2006. For full details see the separate advert teh News page. We would love your support – in person at the event and, or, with items to auction. We need a few large items for a live auction during dinner. At past events these have included a dinner party cooked and delivered, a week in a holiday cottage, skilled carpenters for a day to make a piece of furniture, a load of manure and many more. We also need smaller items for a silent auction, can you offer babysitting, dog walking, a dinner party dessert, vouchers…

More immediately our December activities will of course centre on preparing for Christmas. Our production is called ‘Are We Nearly There Yet?’ and will take place on Thursday and Friday 8th and 9th December at 2 p.m. We would love to see you – just ring the office to check that there is a ticket available. Alternatively we would love to see you at our Nativity service in Church at 1.30 p.m. on Friday 16th December.
Anne Hossack

---

November 2005 Magazine
We have had lots of visitors to the school already this half term. Children from Year 3 in Queensgate School in London spent some time with our Year 3 in September. John Parnham from Juniper Hall put the two schools in touch and the contrast between our lovely environment and their school (which does not have a playground) was quite marked. We hope to make a return visit, set up an email link and the children plan to write to each other too.

Parents have been into school a great deal. A group of parents, staff and governors met one Saturday to work on tidying the school grounds. We had a full house when parents came to share our celebrations assembly followed by a cup of tea one Friday. We also have lots of parent volunteers who have been cooking, sewing, reading and playing games with the children. Mrs Davis brought her new baby to visit and Mrs Lees who is a nurse came to talk about her job.

The harvest workshop saw many of the children in school on Saturday morning alongside our friends from the church. That so many children were so engrossed and enthusiastic and willing to come back to school on a Saturday morning is a real testament to Jane Ireland’s organisation.

Roly Bain, described as ‘A clown for all seasons’, came to entertain us as part of the Leatherhead Festival of Faith. I am sure that the laughter must have been heard all along School Lane as the children watched his antics.

Our Open Day was a huge success. I and several governors had the pleasure of showing prospective parents around the school all day and the children were as usual polite and enthusiastic.

Who will visit in the next half term? We have puppet and drama workshops planned, additionally we would love to see any of our friends within the community. Do you have a skill or interest that you would like to share or would you just like to come and see the school at work?
Hope to see you.
Anne Hossack

---

October 2005 magazine
The beginning of the academic year is a time dominated by forward planning. What do we want to achieve, how can we go about doing so and what challenges will be thrust upon us as we strive to attain the best possible education for the children in our care?

It is often easy to criticise our inadequacies, sometimes more difficult to celebrate our successes, and perhaps more difficult still to prioritise how to move forward. This however is the climate of modern day education. The Government’s ‘New relationship with schools’ outlines its desire to listen to and develop the individuality of schools. A substantial element of the process has been a significant shift in the inspection process. From September Ofsted inspections will be much shorter and based on the school’s own self evaluation of its progress since the last inspection, and its current strengths and areas for development.

At St Michael’s we are convinced that the inspectors will be knocking at our door in the very near future - our last inspection took place in 1999. What will they find on viewing our delightful little school in action?

The school building in its beautiful setting remains one of our greatest assets (notwithstanding the challenges of a building designed for the turn of the century). Who can fail to be impressed by the magnificent view from our playground? The summer saw some minor modifications to the building – we are delighted that we can now see Mrs Piggott in the school office as her window has been enlarged, and perhaps more importantly she can see the little people on the other side! We had a new toilet fitted in the remote classroom and a little more parking space created in the staff car park.

We have three classes again this year and the children have settled back into routine very quickly. Of course this is made easier by the fact that the classes are small and we all know each other well – adults and children alike. Visitors have already commented that the atmosphere is purposeful, happy and supportive. The new Reception children are saying goodbye to their carers with confidence each morning – testimony to the care that was given to their introduction to school last term and the enthusiasm of our new Reception teacher Anna Fox. New displays of celebratory artwork are already appearing, trips have been arranged and plans for the curriculum are well advanced.

Our school improvement plan was the result of much work and sharing of ideas between staff and governors and is being put into practise day by day. It covers the whole range of our activities. The staff are already booked onto training courses and have all been allocated time for planning and preparation (another part of the new relationship initiative).

We are justly proud of our school and would love to share it with you. Our Open Day is on Wednesday 5th October. Drop in to see us in action between 9.30 and 11.30am or 1.30 to 2.30pm Who knows what you might find the children doing: using the classroom computers or interactive whiteboards, playing with new sports equipment that we got with the Sainsbury vouchers so kindly donated to us, practising their phonics, developing writing skills, solving mathematical puzzles, finding out about the body, learning about homes past and present the list could go on. Assembly is at 10.15am and you are most welcome to join our act of worship. Then when the inspector finally does arrive you will be able to see if you agree with the judgements made.
Anne Hossack

Alison Wood writes... After 11 years of being involved as a parent and a governor at St Michael’s First School, I wanted to write to express publicly my thanks and those of my husband Mike to all the staff at the School past and present who have given our three children, now aged 16, 13 and 8, the most tremendous start in their education. They have all benefited so much from the small school, ‘family’ environment where their individual characters and abilities have been recognised and valued and where they have learned in turn to respect the talents and contributions of others. As well as academic success they have all acquired a real enthusiasm for learning and sound values, and they have grown in confidence and maturity within a secure and nurturing community. I cannot recommend St Michael’s too highly and am so grateful for the ‘chance’ which brought us to Mickleham at a time when we didn’t even have children. It has been a real privilege to have been a part of the life of the School over the past decade.

Ben Tatham, Chairman of Governors: All the Wood family have made huge contributions to St Michael’s School. They have now moved on in their lives but I am glad to say that the family is still just the other side of the Lane from the School. Many thanks to all of you, particularly Alison whose stint as Chairman of the Governors enabled us to modernise and address the ever changing challenges of the educational world.

---

(July/Aug 2005)
The summer months provide us with opportunities to be out and about in all sorts of ways. Our intrepid Year 3 in particular has had an action packed term. They travelled to London by train to visit The Houses of Parliament. An appropriate outing as the children had been exposed to so much political discussion during the General Election. Their guide gave them just the right amount of information and the discussions at school have been varied. They are looking forward to testing out the local political system as they have prepared some interesting questions about recycling for their local councillor. A visit to Yo Sushi as part of the same outing gave them all the opportunity to attempt to make a sushi dish, great fun was had by all and our healthy eating message was reinforced at the same time. Many thanks to Lizzie Shepherd (Joshua is in Year 3) and Robin Rowland (Christopher is in Year R) for arranging these exciting opportunities.

However the children do not always need to travel distances to generate excitement, discussion or puzzles to solve. A walk around Mickleham aroused much curiosity about what happens in Box Hill School - who works there, where do the students come from, why do they sleep there. Plans are afoot for them to visit the school to ask their questions.

Whilst on the same walk the children encountered a gate. Situated in the churchyard it appears mysterious and provided the opportunity for some creative writing. Here are some extracts:

'It was a mysterious gate made of ancient wood. Twigs twisting below a creepy window'
'It is spooky and looks rusty and neglected... ...Is it enchanted or is it just an ordinary gate?'
'I thinkfairies live there .... the vines and twigs are twisted and gnarled'
'It looks as if it creaks when it opens... the vines strangle the gate'
'Where does it lead? ''Why is it there?' 'The gate is a gate that you never know where it will lead you... it is creepy and fascinating'
'Are there monsters in there?'
'I think it is the entrance to a ghost city - it gives me the creeps'

Back at school we realised that we actually do not know very much about the gate - can anyone help? We'd love to see you at school to answer the children's questions; will reality be more or less fascinating than their speculation?

The confidence, maturity and responsibility that the children have displayed in all these activities indicates just how well prepared they are to move on to their new schools in September. We will miss them and wish them well. Anne Hossack

---

(June 2005)
If you find yourself in Mickleham on a Friday morning at about 8.40 you may well encounter a bus. However this will be no ordinary bus, it certainly has no wheels and the ‘passengers’ will be more energetic than is usual for a bus journey. The bus in question is the St Michael’s School Walking Bus. In the summer months a group of children, their parents and the intrepid Mrs Long meet at the Rykas car park, don their fluorescent yellow vests and walk from there to school. Their arrival, always on time and with a great sense of satisfaction, is greeted with enthusiasm by those of us who have made a more leisurely start to the day.

The idea of the walking bus came from the Safer Routes to School Scheme. It encourages children to find a route to school that does not involve one child in a car with one adult. We participated last year during June and the class in the school that achieved the greatest improvement in the style of the journeys made, i.e. by walking, cycling, car sharing etc was awarded the golden boot. This accolade was achieved by last year’s Year 1 children, and I am sure they will be keen to retain the trophy! The walking bus however was very popular with those who participated and so we have extended its remit this year and it will run for the whole of the summer term.

Buses are actually quite a theme at school this term. The children in Year 1 and 2 are also planning to use a bus in its more traditional sense. They are visiting a building site in Dorking and will be travelling on the regular bus service to get there. This will be the first time some of these children will have travelled in this way, so the journey will be as much part of the learning experience as the visit itself.

In May we were visited by a ‘Technology Bus’. This vehicle is equipped with the staff and resources needed to develop a technology project from beginning to end and gave the children access to a range of expertise provided by Surrey University. We were most grateful to the Trustees of the village hall for allowing the bus to park in its car park (the bus just could not negotiate School Lane!) and to the Nursery for allowing the occasional emergency visit to its facilities. All of our Year 1, 2 and 3 children visited the bus during the day and explored axles and wheel types involved in moving vehicles, and pneumatic forces involved in growing flowers and dumper trucks. An exciting time for all concerned. Anne Hossack

Have you seen St Michael’s School’s smart new publicity leaflet? We have produced a leaflet to tell everyone about what we have to offer children at St Michael’s. Places are available for children living outside Mickleham and Westhumble.
If you know someone who might be interested in having a leaflet, please ring the school on 01372 373717 or email: info@stmichaels-dorking.surrey.sch.uk

---

(May 2005)
Looking to the future is very much a feature of life in the world of education. We are beset by wonderful ideas from all sorts of worthy sources and as teachers are expected to find a way to stretch our resources to make initiatives work! As the General Election approaches I am sure that all the political parties will be full of wonderful suggestions as to how our schools should develop in the future. The current agenda includes schools providing education and social care for children from age 3 to 18 in a range of formats.

Planning for the future is very much part of the agenda for all of us involved in the work of St Michael’s School. We are determined to give our children the best possible start to their education. Our INSET day at the beginning of term is such a good example of this. A group of nineteen of us – teachers, support staff, parents and governors - met to consider the development of the school within the twenty-first century. There was such a strong measure of agreement among us about our core values. We have more work to do to refine this, I am sure that I will return to this topic in subsequent pieces.

In the more immediate future the staff are busy planning and preparing for the term’s work and activities. Work will be centred on the topic of ‘Our Local Environment’ but the emphasis for each year group will vary. So far our plans include local and more distant outings, a visit to school by a technology bus, a walking bus to school and a gardening club. If you have any local expertise that you would like to share with the children please let me know, we would love you to visit.

It is exciting when you see the fruits of what was once a plan. We have experienced this in a tangible form as the Easter break saw the completion of a project to convert the original outdoor toilets into storage space in order to remove some of the pressure on the rest of the building. The children using the mobile classroom were also delighted to return to school to find a sink in their classroom, no more expeditions to the main building to wash up paint pots etc.

The key to future planning I feel is to have a clear idea of what you want to achieve and why, and to remember. The greatest danger for most of us is not that our aim is too high and we miss it, but that it is too low and we reach it.
(Attributed to Michelangelo)
Anne Hossack

---

(Apr 2005)
Where are your trainers and where is your coat
Where is your pen and where are your books
Where is the paper and where is the key
Where is the sugar and where is the tea
Where are your socks
Your bag and your hat?
Tidy your room
Look after the cat!
You're hopeless
Untidy

Mum.... Dad
Where are the rivers
Where are the seas
Where are the marshes
And where are the seas
These were your treasures
These keepsakes of time
You've lost them
You've sold them
And they could have been mine

This is an extract from a poem called Grown Ups by Peter Dixon. The children in year 3 have been considering it in the context of their work to help us achieve a Bronze Award as an eco-friendly school. It raises some very challenging issues for the adults among us and the children have embraced the project with enthusiasm.

A group of parents have joined them in the formation of an Eco Committee, which meets regularly to discuss environmental action for the school. They have taken a serious look at the school's performance and come up with suggestions for improvement and also involve our local community.

One of the ideas is linked to recycling and we are trying hard to collect the screw tops from plastic milk bottles. If we can collect the weight of a wheelchair we can convert the tops into a wheelchair. This is such a worthwhile way to recycle so please help us. There will be a collection point both at school and at St Michael's Church. Rather than throwing your plastic milk bottles away please put them into the recycling container, made by the children from recycled materials and help us to achieve our target.
Anne Hossack (Head)

---

(Mar 2005) St Michael’s Church of England (A) First School Jesus told a story about a master who made elaborate preparations for a party. The guests failed to come, so he sent his servant to collect the poor and needy to share in the food and festivities that he had prepared, for it is much more effective and fun to share your celebration with others.

If you come into school at 10.15 on any Friday morning the chances are that you will find the school community together in the hall taking part in our Assembly of Celebration. In this assembly we share a range of successes and happy events from the past week. This applies to children and adults alike. Anyone who has had a birthday will choose an instrument to play while the whole school sings a special birthday song. Certificates are presented for a range of achievements. It might be very good work that is recognised and rewarded, or a landmark achievement where someone has persevered for some time and finally achieved success.

Over the past few weeks I have presented certificates to children who have been ‘wicked weavers’, ‘king of the fractions’, ‘worked independently’, ‘climbed to the top of the climbing frame’ and many more. The children’s celebrity is then acknowledged in a display in the school entrance for all to see. So often success breeds further success and the school community delights in and shares the individual’s sense of pride and achievement.

We were therefore delighted that this assembly was the act of collective worship experienced in our recent diocesan inspection. We still await the inspector’s report, but she left the school thanking us for a very happy morning. The staff had prepared very hard for the visit and as well as the assembly the inspector also observed` RE lessons throughout the school. The youngest children were finding out about Zacchaeus whose life was transformed by meeting Jesus. Another class entertained a visitor who helped them to discover some of the symbolism inherent in church garments.

The oldest children were trying to relate to Moses’ feelings when he was called by God, and to translate these feelings into symbolic representation. The inspector remarked that she had seen three fantastic lessons that challenged the children and gave them opportunities to reflect. This of course is what we expect from our teachers but nevertheless is still cause for celebration.

So think of us at 10.15 on a Friday morning as we join together to thank God for our success during the week, or better still pop in and join us some time. Anne Hossack

St Michael’s Celebrates Anne Hossack’s Success At the assembly on 21st January it was the turn of the pupils to celebrate the success of their headteacher in passing the National Professional Qualification for Headship. Undertaking this course of study and achieving the qualification at the same time as taking on the headship of St Michael’s is a great achievement for Anne.

When I told the assembly about this, the voice of a five-year-old was heard to ask ‘Where’s the champagne?’ That boy will go far.
Ben Tatham, Chairman of Governors

---

(Feb 2005) St Michael’s Church of England (A) First School A spirit of generosity is one that permeates the culture at our school, not just in terms of giving money, but also time, encouragement, practical support and ideas. Our children, their parents, the staff and the governors all contribute to the life of our community in countless ways. Sometimes in asking for support, either for extra items we need at school, or in support of a good cause, we need to be cautious not to overload those most likely to contribute.

Following a well-established pattern we again mounted an Advent appeal in the run up to Christmas. Our efforts were in support of The Bishop of Guildford’s Foundation, in its work with the homeless. With that theme in mind we explored the idea of homelessness in the context of Mary and Joseph having nowhere to stay at the end of their journey to Bethlehem. The children did odd jobs at home and brought the money they raised into school to put in collecting tins, one for each day in Advent. For each successful day another part was added to a picture of the stable. In true St Michael’s style the giving was generous and the children were delighted that the picture was finished for the end of term. The collection was augmented by a raffle of a hamper. The contents were donated by parents (again generosity enabled two hampers to be created) and the winning names were drawn on the last day of term. Congratulations to Mrs Spencer (a parent) and Mrs Schofield (a representative of the Foundation). Our fundraising efforts were in the region of £150.

Our plan on returning to school after the Christmas holiday was, and is, to support the work of the children’s charity, NCH. However, world events overtook us, and in the first week back at school the staff and children have been considering the havoc wreaked by the tsunami in the Indian Ocean. In practical terms Year 3 have taken the lead and decided to share the proceeds of their bring and buy sale planned to support the Blue Peter appeal with the appeal for the tsunami victims.

All the children have been exposed in some measure to the television coverage of the devastation and human tragedy. Their response in discussions at school indicates a degree of empathy for a situation that defies the imagination. There have been disasters before, but the sudden and widespread impact of the tsunami marks it as one of the most terrible. When something like this happens we feel a mixture of emotions, empathy, horror, anger, fear, helplessness. These emotions can be channelled in a practical way, by providing funds for the relief effort, but at school we also wanted to join in with the concern showed across the world in our prayers and in a time of quiet remembrance. For a four-year-old this can be quite a challenge. In researching an approach I discovered a suggestion on an assembly’s website which we made the basis for our ‘thinking time.’ We punctuated our quiet time with some prompts for contemplation. I have reproduced those here, as they are thoughts that I have returned to frequently since.
• We think of those who have died and those who have lost loved ones.
• We think of those clinging to life or coming to terms with injury.
• We think of those struggling to rebuild their lives.
• We think of all the victims of the Boxing Day tsunami.
• We think of people all over the world thinking and feeling as one.
• We think of the generosity shown by so many people in so many countries.
• We think of what we can do to help.
I am sure that over the coming weeks, months and years we will all be returning in our thoughts, prayers and fundraising efforts to the relief and rebuilding efforts that are vital for the area affected by the tsunami.
Anne Hossack

---

(November 2004) St Michael's School, Mickleham The Friends of the School and various family members of the staff have contributed towards the creation of a mobile non-fiction library. Why mobile? Our small building presents challenges; when we need the hall the books can be wheeled out.

The shelving is wonderful. History and Geography books are on a castle shape; Science and Technology on a truck shape; and RE on a house shape. Why non-fiction? The classrooms already have their own storybooks. When we sorted through the existing books many ancient tomes came to light, which now grace the children's bookshelves at home or were disposed of. Our books are now up to date. This culling was quite painful for some of us, but necessary to make room for the new books. The books are all categorised, using colour coding, and each book has a number. This has highlighted the gaps in our book stock and I am about to buy a range of titles from which parents plan to choose ones they wish to donate. A bookplate will record their generosity. If you would like to join in with the scheme please let me know.
This worthwhile project has only been possible because of the backing of our wonderfully supportive parents, not just financially but also their willingness to give of their time. This practical involvement by parents permeates life at St Michael's C of E (Aided) First School. They lend us their children and then help us to provide them with the best possible experiences. Anne Hossack (Head Teacher)

---

from the October 2004 Parish magazine
The nature of our beautiful world has a high focus in our topic world this term and featured in the work that the children presented for the Village Show. What a super event. For many of us the starting point has been the story of the creation. For thousands of years people have tried to answer the question about the mystery of how the world began. There are many stories across the world which provide for some interesting discussions and of course our emphasis has been the Bible story.

‘Awe and wonder’ are much maligned in terms of being something that an Ofsted inspector is looking for, but I really wish I could bottle the excitement of a young child who finds a worm in the garden or a woodlouse under a stone.

The children are encouraged to reach an understanding of the key features of their own immediate environment and the part that people play in shaping it. They explore environmental issues such as pollution, and ways to improve their immediate surroundings. They find out about the variety of living things and variation within species, particularly the human race. The concept of a shared responsibility for the world environment is one that features and we make comparisons between our beautiful locality and others, both in this country and abroad. All the children took a small cuddly toy home with them for the summer holidays and these toys have visited some fascinating places. The photographs that the children have brought onto school have been a delight-ful prompt to this aspect of our work. They are encouraged to explore with all their senses, to join in with discussion and take time to reflect.

In preparing for some of this work I came across the following reflection which seemed appropriate to share with you.=

THE WHOLE WORLD IS ONE NEST
We are birds of the same nest.
We may wear different skins.
We may speak in different tongues.
We may believe in different religions.
We may belong to different cultures.
Yet we share the same home
– our Earth
Anne Hossack

from the September 2004 Parish magazine
The Department for Education and Skills describes primary education as ‘a critical stage in children’s development – it shapes them for life’. What a responsibility we hold at St Michael’s as a first school – a child’s first venture into the world of formal education. I say formal but that would suggest rows of desks and a very traditional curriculum. This of course is not what life in a modern primary setting is like.

The four-year-olds who join us in September will be following the Foundation Stage Curriculum. This is organised into six areas of learning - Personal, Social and Emotional development; Communication, Language and Literacy; Mathematical Development; Knowledge and Understanding of the World; Physical Development; and Creative Development.

Their activities are predominantly play-based and we have a delightful purpose-built area for them to explore their ideas and develop new skills.

Years 1 and 2 at school are called Key Stage 1.

Children remain with us into Year 3 where they embark on Key Stage 2 of the National Curriculum.

The subjects have more traditional titles and the curriculum sets out to ensure that all pupils receive a broad and balanced education. The school prides itself both on having a creative approach to the curriculum, and embracing modern technologies. We are really excited at the prospect of using the new interactive whiteboard purchased by the Friends of the School.

We are a small and happy school that values and respects each individual, and encourages children to become confident and independent learners. We are extremely successful in the SATs taken by children at the end of Year 2 - our performance matches the best in the county.

If you would like to experience first hand the warmth of the Christian Environment that we provide for the children in our care come along to meet us. Open Day is on Friday 1st October, from 10 to 11.30 a.m. and 1.30 to 3 p.m. Alternatively, ring the school to make an appointment to look around. We are sure that you will like what you see.
Anne Hossack
Headteacher

---

from the July/Aug Parish 2004 magazine
As the end of my first year at St Michael’s approaches our Year 3 children have reached the end of their four years at the school. It seemed appropriate to ask them to share their memories of the time that they have spent here and their responses have focussed on:

The fun we have experienced:

• ‘Before Mrs Hudlass left we were all given ice cream and sweets. In book week we dressed up as our favourite characters’ LUCY

• ‘In Reception we had fun doing maths’ OLIVER

• ‘Mrs Long filled the sand box with water for us to paddle in’ POLLY

Our creative approach to the curriculum:

• 'On the Viking Day we dressed up and played games. We wrote about it too’ KATE

• ‘I’d been in hospital and just come back. We were doing things with Walter, I really
  enjoyed that’ ISABELLE (Walter Gabriel was a visiting artist with whom we worked)

• ‘I remember in arts week we made masks and music’ TAYLOR

The places we have visited:

• ‘We went to the Bluebell Woods and went into Mrs Hudlass’ garden to play on the
  swing’ PHOEBE

• ‘We went to the village shop, bought ice cream and ate it in the churchyard’ MIRIAM

• ‘We went to Brighton to the Sea Life Centre.’ PHOEBE

• ‘We got to paddle in the sea and had lunch on the beach’ SHANNON

The most rewarding comments however reflect the values that they are developing in terms of caring for each other and those less fortunate:

• ‘When my best friend joined the school she was shy – we helped her to settle’ POLLY

• ‘Mrs Hossack and Mrs Hudlass make it special – they are really nice teachers’ KIERAN

• ‘Everyone tries to help you as much as they can, it’s easy to make friends’ JAKE

• ‘On blue and yellow day we dressed up to raise money for Wizz Kids’ KATE

• ‘Everybody’s kind’ MIRIAM

Overwhelmingly they have developed a great loyalty to the school, summed up by Oliver:
‘IT’S THE BEST SCHOOL IN THE WORLD’

I am convinced that they leave us fully equipped to meet the challenges and excitement of their next step along the road of education and that we have fulfilled our statement of purpose:
‘To foster an enjoyment for school and learning so that all children and adults can develop intellectually, emotionally, spiritually and physically, within a caring Christian environment’. Anne Hossack

---

from the Parish Magazine, June 2004
Sport is most definitely going to be on the summer’s agenda; Sports Aid, Euro 2004 and Olympic preparations all feature in the press and on televisio As a school we too are looking forward to developing the normal P.E. curriculum with the potential for a lot more outdoor activity than the winter has allowed.

We have joined a scheme, run by the British Heart Foundation, called Jump Rope. They have provided us with a super range of new skipping ropes and we have been practising a whole range of skipping techniques. Later this term we will be having a sponsored skip to show off our new skills.

A few weeks ago a group of children wrote to me requesting a football club. Not wanting to ignore such enterprise, but also not being footballers ourselves, we approached outside sources. A group called Grass Roots Soccer Schools operate in association with Arsenal Football Club (who I am reliably informed have not lost a league match all season!) were able to come to our rescue. The club had its first meeting last night and almost half the school got together to practise their skills. I had great fun watching, so if you happen to be passing the recreation ground on a Thursday afternoon, stop to admire their teamwork.

No summer term would be complete without a Sports Day. Ours is planned for July 16th and will take place on the recreation ground. We are so lucky to have the resource of a playground in such close proximity to the school. Without it our sporting activities would be much curtailed. I would like to thank all those on the playground committee who make it possible. Of course the local wildlife also likes to make use of the space. Let’s hope that everyone remembers to leave the gateways clear of parked vehicles, so that the groundsmen can keep the grass cut short and then the ticks will keep their distance!
Anne Hossack

If you would like to visit St Michael’s School, please make an appointment with Mrs Anne Hossack

St Michael’s is very fortunate to have the help and support of so many people in the community. Here are some examples:
* Staff from the Juniper Hall Field Centre spent an afternoon recently helping the children with landscape painting;
* Barbara Steadman-Allen comes in every week for assembly
* The travel firm Kuoni provides volunteer readers at the school;
* One of Kuoni’s managers is working with our Head Teacher in a Partners in Leadership scheme;
* We have a Guardianship scheme with the National Trust. Andy Bailey, one of the Box Hill Wardens is getting to know the children and has a programme of twice-a-month activities. He is now running a competition to name the four Belted Galloway cattle that are grazing on Juniper Top;
* Norbury Park Farm recently showed the children around their farm;
* Many mums come into school to support the work in the classroom by reading, playing games, filing, running class libraries and demonstrating cooking;
* Parents and friends form working parties twice a year to work on the school grounds;
* The Friends of St Michael’s organise events throughout the year and raise amazing sums of money to help the school.
Many thanks to everyone who has helped the school in any way. Do you have any ideas about how you might help the school? If so, please get in touch with Mrs Anne Hossack Tel: 01372 373717.
Ben Tatham, Chairman of Governors

Performance Results: From the DfES OfSTED Reports: From OfSTED's web site to view these reports you will need Adobe Acrobat Reader; if you do not have it on your machine, please click Adobe

Retirement of Jenny Hudlass from St Michael's School 2003