Policies

SANCTON WOOD SCHOOL POLICY DOCUMENTS

Contents

1. Whole School Policies
1.1 Statement of ethos and aims
1.2 Admissions Policy
1.3 Behaviour Policy
1.4 School Self-evaluation
1.5 Complaints Procedure ANNEX: Number of complaints in previous year
2. Health and Safety Policies
2.1 Health and Safety Policy ANNEX: Risk Assessments
2.2 Child Protection Policy
2.3 Substance Abuse Policy
2.4 Physical Intervention Policy
2.5 Offsite Activities Policy ANNEX: After School Clubs Procedures
2.6 First Aid Policy
3. Educational Policies
3.1 Teaching and Learning Policy
3.2 Assessment and Recording Policy
3.3 Home-School Advice Policy
3.4 Record Keeping Policy
3.5 Homework and Marking Policy
3.6 Library Policy
4. Staff Policies
4.1 Staff Induction
4.2 Staff Development
4.3 Staff Appraisal
4.4 Staff Leave Policy
4.5 Pay Policy
4.6 Staff Number and Qualifications
5. Equality
5.1 Equal Opportunities Policy
5.2 Special Educational Needs Policy
5.3 Teaching Able and Gifted Policy
5.4 Disability Policy
5.5 English as an Additional Language Policy
5.6 Collective Worship Policy

1.1 STATEMENT OF ETHOS AND AIMS

1. History of Sancton Wood School
This school is a small, family-orientated school, which has seen hundreds of happy and successful children pass through its doors. The School was founded in 1976 as a primary school, by Mrs Jill Sturdy, and was housed at 9 Station Road, Cambridge. Having a large family, including nine adopted children, Mrs Sturdy was fully aware of the emotional, spiritual and educational needs of children. She decided to open her own school because of her passionate desire to provide an educational establishment of excellence.
The school was founded on the principle of small class sizes, research having identified the numerous benefits of providing the individual attention upon which children thrive. It opened its doors to 11 pupils, in two classrooms, taught by Mrs Sturdy and a friend. Within a term the numbers had increased sufficiently to open another class. The school has continued to grow since then, to just under 200 pupils, but its philosophy remains the same: small classes with excellent teaching in a homely atmosphere.
The Senior School was opened in September 1979. This was in response to the demands of parents who wished their children to continue with the same high standard of caring education until they were 16 years old. Premises were found in St Paul’s Road, only five minutes away from Station Road, to accommodate both Infant and Senior Departments. In 2008 a new building was opened to accommodate a number of lessons for children from Sancton Wood and our sister school Cambridge International School on Glisson Road. The Junior School is to move to the main building at St Paul’s Road later for the academic year 2009-10. All buildings of the school are within easy reach of the many facilities and amenities offered by the City and University of Cambridge. The school is run according to the tradition of the Church of England, but welcomes children from all faiths, reflecting the rich diversity of the community of Cambridge.
The staff are all highly qualified and committed teachers, who endeavour to make each pupil aware of his or her innate qualities and skills, and to develop these to full capacity. The policy of having small class sizes ensures that each pupil is well known and understood. It also provides a learning environment in which confidence can be strengthened and the high academic standards for which the school is renowned are achieved. Each child is encouraged to live a fulfilled life in the years ahead and to make a happy and positive contribution to society.
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2. Values The key values underlying the school’s ethos are reflected in the expectations of high standards in: care for the pupils; educational provision; behaviour; respect for self and others; respect for property and the environment; responsibility for one’s own behaviour.
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3. Expectations We expect people to address one another politely, to recognise and praise good behaviour, effort and achievement, to listen to one another. We expect children to comply with requests and instructions from the adults in school. We expect children to understand that their behaviour has consequences. We expect children to comply with the school’s structures and routines for promoting positive behaviour.
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4. Ethos The school’s ethos is promoted in all aspects of its work, beginning with the way people address and engage with one another and through: assemblies; approaches to teaching which aim to raise pupils’ self esteem; promoting co-operative and inclusive activities in the playground; structures and routines such as lining up quietly before moving through the school; the code of conduct drawn up by the children through discussion with teaching staff; Personal Social and Health Education (PSHE) lessons.

1.2 ADMISSIONS POLICY

Rationale
Sancton Wood is academically non selective offering an excellent education to children from a range of abilities in small classes with dedicated teachers. We are unable to take pupils with behavioural difficulties, believing that we are not the best place for these children. Detailed entry arrangements are described below.

Procedures:
Baby Unicorns
Babies are admitted to Baby Unicorns after their first birthday. Siblings of children already in the school are given priority for places, and all other children are offered places on a first come first served basis.

Nursery
Children are admitted in the academic year they become four following a visit to spend some time in the setting.

Infant Department
Children are offered places in the Infant Department following an interview with parents, and initial visit and informal assessment of the child from the class teacher. Places are awarded to those children who we think will fit in well with balance of the existing class.

Junior Department
For internal candidates, entrance to the Junior Department is by assessment and recommendation of their class teacher. Offers of places to external candidates are made following satisfactory observation during a morning visit and a suitable report from the child’s former school. Generally speaking , children of average and above average ability are offered places.

Senior Department
Entrance into the Senior School is by observation following a day visit and satisfactory reports from a previous school. Children from our Junior Department have priority over places subject to satisfactory performance in year 6and the comments of the class teacher.

Mid Year Admissions
If there is a space in the class in the middle of the school year, a child will be allowed to start immediately. It is unlikely that we would offer places to children in Year 10 and 11 in the middle of the school year.

Gender Balance
We attempt to achieve a balance of gender in each class, and where a class has a preponderance of boys, we would endeavour to redress the balance of sexes by holding a place open.

Catchment Area
Children are accepted from a wide catchment around Cambridge. Priority is given to siblings of children already at the school. There is normally a waiting list for many year groups so it is advisable to apply for places as soon as possible.

Equality
We try not to discriminate on the basis of gender, religion, culture, or sexuality.

1.3 BEHAVIOUR POLICY

RATIONALE
The School is committed to the principle that “good behaviour is a necessary condition for effective teaching to take place" (Education Observed 5 - DES 1987) and seeks to create an environment which encourages and reinforces good behaviour. Furthermore, it acknowledges that society expects good behaviour as an important outcome of education.
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AIMS
1. To create an environment which encourages and reinforces good behaviour.
2. To define acceptable standards of behaviour.
3. To encourage consistency of response to both positive and negative behaviour.
4. To promote self-esteem, self-discipline and positive relationships.
5. To ensure that the school's expectations and strategies are widely known and understood.
6. To encourage the involvement of both home and school in the implementation of this policy.
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STANDARDS OF BEHAVIOUR
1. In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations which are either fulfilled or not. Thus the school has a central role in the children's social and moral development just as it does in their academic development. Just as we measure academic achievement in terms of progress and development over time towards academic goals, so we measure standards of behaviour in terms of the children's developing ability to conform to our behavioural goals.
2. The children bring to school a wide variety of behaviour patterns based on differences in home values, attitudes and parenting skills. At school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles.
3. The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children. As adults we should aim to: create a positive climate with realistic expectations; emphasise the importance of being valued as an individual within the group; promote, through example, honesty and courtesy; provide a caring and effective learning environment; encourage relationships based on kindness, respect and understanding of the needs of others; ensure fair treatment for all regardless of age, gender, race, ability and disability; show appreciation of the efforts and contribution of all.
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CURRICULUM AND LEARNING
1. We believe that an appropriately structured curriculum and effective learning contribute to good behaviour, whether, for example, as part of lessons or assemblies. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feed- back all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.
2. It follows that lessons should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children's efforts are valued and that progress matters.
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CLASSROOM AND PLAYGROUND MANAGEMENT
1. Classroom management and teaching methods have an important influence on children's behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.
2. Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual's contribution, and overall the classroom should provide a welcoming environment.
3. Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Criticism should be a private matter between teacher and child to avoid resentment.
4. Outside the classroom. Children should not linger in cloakrooms, toilets or corridors; staff should challenge this behaviour if it is observed and send children on their way. Lining up to enter the school or move around the school should be orderly and quiet; some teachers have found it helpful to have a lining up order to avoid placing distractible children together. Walking around the school should be orderly; staff should challenge individual children running and ask them to go back and walk. Activities should be provided for wet play. During playtimes co-operative and inclusive activities are encouraged. All staff in the playground should be vigilant and engage eye contact with children as they patrol. They should position themselves at various points around the playground so as to see into all areas. They should avoid talking to groups of children for a prolonged period so that they can scan the playground. If children are alone or in dispute, the person on duty can use distraction, engage them in conversation, suggest another game to play etc. Some staff are in the playground to care for particular children and not on general patrol.
5. Managing everyday incidents A key objective is helping children learn from the incident, including strategies to help them operate independently should a similar problem occur. Children are listened to – separately or together as appropriate. Children are encouraged to talk to others involved to try to resolve the situation and consider alternative behaviour in future. Adults dealing with the incident may suggest strategies to help pupils manage their own behaviour in a similar context and perhaps encourage the pupil to rehearse or role-play the behaviour. Children are encouraged to use assertive strategies to others annoying them, e.g. by saying firmly “I don’t like that, please don’t do it again.” Children are encouraged to express their opinions and feelings e.g. telling the other person why they are upset, with the emphasis on what the person has done and not by labelling, name-calling or putting down the other, giving the other the chance to apologise. Children are encouraged to tell the teacher if someone is persistently annoying them and to know that this is not “telling tales”. The child’s class teacher should be informed. There will be regular reviews of playground issues at staff meetings and the outcomes communicated to Midday Supervisory Staff and Learning Support Staff.
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RULES AND PROCEDURES
1. Rules should be designed to make clear to the children how they can achieve acceptable standards of behaviour. They should be kept to a necessary minimum. They should be positively stated, telling the children what to do rather than what not to do. Everyone involved should be actively encouraged to take part in their development. They should have a clear rationale, made explicit to all. They should be consistently applied and enforced. They should promote the idea that every member of the school community has responsibilities towards the whole.
2. Individual plans: identify objectives and address one target at a time; include strategies for managing the environment, the class or group, the activities which give rise to the negative behaviours; emphasise teaching the child alternative positive behaviours; specify the behaviour that is unacceptable and the consequence should it occur e.g. time-out, reporting to Head of Department etc; include some form of self-assessment – e.g. chart to grade own behaviour during a session – to encouraged responsibility; include a timetable for review; should be applied consistently – all members of staff, supply teachers and parents aware. In implementing the plan adults should avoid giving children attention only when negative behaviour occurs. Rewards can be included but with care, we want children to feel confident and proud of themselves when they meet out expectations independently. We want children to clearly understand that positive behaviour is the expectation – the reward is not having to follow a programme. Referral for advice to Educational Psychologist or outside agencies will be considered if behaviour persists after several reviews of individual programme.
3. Extreme behaviour: whether an isolated or repeated incident (violence, temper-tantrum, swearing), it will be dealt with promptly and calmly. An adult should remain with the class, with the teacher sending for assistance if required. The child should be escorted out of the room, or if this is not possible without physical intervention (see Physical Intervention Policy), the other children should be asked to line up quietly and taken to the hall, staff room or other area of the school. He/She should not be left unsupervised or sent out of the room alone or with another child. The adult dealing with the incident should listen to the child, encouraging him/her to describe the incident and give him/her chance to explain how he feels. If the child is on an individual plan and the behaviour is within its scope, the relevant consequences should be applied. Otherwise the Head of Department or Deputy Heads will decide whether parents should be informed and what next action should be taken.
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REWARDS AND SANCTIONS
1. Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements.

Infants: Stickers collected individually
Juniors: House Points collected individually and for Houses: Griffins, Phoenix, Dragons
Seniors: Merit Points – 30 points = 1 gold bar
1 gold bar = cinema/ HMV voucher
3 gold bars = 1 gold star

End of Year Prizes – achievement, progress and behaviour
Rates of praise for behaviour should be as high as for work.
2. Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.
3. The use of punishment should be characterised by certain features: It must be clear why the sanction is being applied. It must be made clear what changes in behaviour are required to avoid future punishment. Group punishment should be avoided as they breed resentment. There should be a clear distinction between minor and major offences. It should be the behaviour rather than the person that is punished.
4. Sanctions range from expressions of disapproval (being told off), through withdrawal of privileges (time outs, losing part of playtime), to referral to the Head of Department or Deputy Heads or the Directors in extreme cases, letters to parents and, ultimately and in the last resort, exclusion. Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence. Children should not be left unsupervised at any time.
5. Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from an Educational Psychologist or Child Guidance Service may be necessary. This possibility should be discussed with the Head of Department, Deputy Heads and Directors.
6. Exclusion A serious offence, for example involving violence, could by itself justify a pupil’s exclusion. Otherwise exclusion would be applicable only when alternative strategies have been tried and have failed. Exclusions may be fixed (suspension) or permanent (expulsion) or may be for the duration of lunchtime break. Only the Directors have the power to exclude a pupil from school. This power may not be delegated. The Directors may exclude a pupil permanently. In all cases the Directors will promptly inform the pupil’s parents of the period of the exclusion, or that the exclusion is permanent, and give the reasons for the exclusion.
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COMMUNICATION AND PARENTAL PARTNERSHIP
1. We give high priority to clear communication within the school and to a positive partnership with parents since we believe that these are crucial in promoting and maintaining high standards of behaviour.
2. Where the behaviour of a child is giving cause for concern it is important that all those working with the child are aware of those concerns and of the steps which are being taken in response. The key professional in this process of communication is the class teacher who has the initial responsibility for the child's welfare. Early warning of concerns should be communicated to the Directors so that strategies can be discussed and agreed before more formal steps are required.
3. A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.
4. The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.

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BULLYING
1. Prevention. We believe that bullying can best be prevented by the promotion of a positive school ethos and the measures described in this policy for promoting positive behaviour generally. Isolated incidents of verbal, physical or psychological abuse are not always bullying and it is important that children learn how to use the word “bullying” appropriately.
2. Description. Bullying is when such behaviours become directed towards one or more particular individuals and may be carried out consciously or deliberately and persistently. The bully may gain power over the victim by his behaviour which makes it more likely that he will be able to repeat the behaviour, thus increasing his sense of power and the victim’s sense of helplessness. Bullying may involve: hitting, kicking, spitting and other physical approaches; name-calling, racist comments or jokes, threatening remarks, provocative behaviour; taking or hiding people’s possessions; spreading stories about someone or ignoring them. It might occur because the bully: thinks it is just a bit of fun; may not have been taught that it is wrong to bully others; is unhappy at school or elsewhere; has been encouraged to bully by their friends; has been bullied in the past; displays prejudice. By including in our general planning for teaching across the curriculum opportunities for children to increase their self-esteem, we reduce the likelihood that they will become victims of bullying. We need to be aware of children who are likely to be vulnerable to being bullied or becoming bullies. Both bully and victim need to be helped to learn new behaviours. Victims may be new to the class or the school, of different appearance, speech or background to other children, demonstrate entertaining reactions when bullies e.g. tantrums or loss of control, be more nervous or anxious than others.
3. Responses. Normally the class teacher will deal with incidents, referring the matter first to the Head of Department and then to the Deputy Heads if unable to resolve or if incidents occur. Serious incidents of violence towards another should be reported immediately to the Head of Department in the first place and then to the Deputy Heads and Directors. Staff should: remain calm and in charge, avoid reacting emotionally; take the incident or report seriously; reassure the victim but avoid being over-protective; take action as quickly as possible; talk to the alleged bully and the victim separately and not publicly; establish the facts – don’t let a bully’s reputation result in pre-judgments; make it plain to the bully that you disapprove of the behaviour, not the person – point out their strengths and explain how their behaviour detracts from these; encourage them to talk to one another for the bully to see the victims point of view; decide on the next step – an individual plan for the bully, an apology, an agreement that the bully should give up some playtimes to compensate – to avoid a punitive response that may give a mixed message – imposing a harsh punishment may legitimise bullying of children by adults. The bully should understand why any particular action or sanction is applied and that the objective is to behave differently in future; talk to the victim about what may have encouraged the bully to pick on him and talk about what they might do for themselves to avoid it happening again, rehearsing and role-playing an assertive response if appropriate; record incidents, including the circumstances giving rise to it, what happened and the consequences. This may help identify patterns of behaviour. Give the report to the Directors; inform other colleagues – all staff are responsible for being vigilant and trying to prevent further incidents; inform parents and offer a constructive course of action, including individual plans or referrals; listen to parents’ concerns. Dealing with bullying will often give rise to complex issues that extend beyond the school. It should always be handled sensitively but firmly. All reports will be taken seriously and children encouraged to tell. It is particularly important to encourage pupils and parents to report bullying early on. The culture of “not telling tales” needs to be discouraged.
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ANNEX: Code of conduct: Infants and Juniors

1. We always try our best.
2. Everyone tries to tell the truth.
3. We try to be kind to each other.
4. We don’t like bullies and we try not to be bullies.
5. We try to speak politely and quietly to everyone without interrupting and to always listen carefully.
6. We do our best to look after other people’s property and never take things that don’t belong to us.
7. We know it’s important to be in the right place at the right time.
8. We try to remember to walk around the school in an orderly way.

Addendum: October 2004 Seniors

In the light of the increase in ownership of and popularity in usage of
a) mobile phones for calls and text messages and
b) personal computers for email
the school is aware of the possibility of using this technology as a means of bullying by sending offensive and unkind messages.

This will not be tolerated and although the act may have been perpetrated outside school premises and school hours, if it impinges on the well-being of students in the school, students will be dealt with appropriately.

1.4 SCHOOL SELF-EVALUATION POLICY

RATIONALE and AIMS
The school aims to achieve the highest standards of provision and attainment. School Self-Evaluation is concerned with providing an accurate appraisal of the quality and standards of the school and diagnosing what needs to be done in order to improve them. It requires a process of systematic monitoring, evaluation and review. It emphasises success and identifies future development needs.
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1. The key area of the school’s activity to be subject to School Self-Evaluation is that of teaching and learning. However, a school which is striving to bring about continuous improvement will want to evaluate all areas of activity on which it may be judged by others, i.e. standards achieved by pupils, quality of education, the school’s climate and management and efficiency, in order to identify where improvement is needed.
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2. School Self-Evaluation complements the external inspection process. It informs whole school improvement planning, staff development policy and planning and monitors the progress of actions planned. It is a continuous, cyclical process of monitoring, evaluation and review.
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3. Monitoring involves information gathering. Information is gathered from more than one source or by different means, all focusing on the same criteria, e.g. data, lesson observations, peer observations and pupil surveys. This helps to identify strengths and areas for development more accurately. Evaluation involves reflecting on and analysing the information gathered. Review involves action planning, setting performance indicators and targets.
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4. The initial point of entry will be determined by progress to date on the School Improvement Plan priorities. Each area of development will be subject to its own monitoring, evaluation and review cycle. Planning will try to ensure asynchrony of cycles so that, for example, only one series of classroom observations are taking place during the same period. The outcome of each review will inform the next stage of planning for development or improvement for that area of activity including planning for staff development. Collectively these reviews will inform the next whole school improvement plan.
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5. All teaching staff have a professional obligation to participate in school Self-Evaluation. Responsibilities for monitoring particular areas are set out in the School Improvement Plan. Evaluation of information gathered during monitoring will be a collaborative exercise between senior management and subject leaders or between groups e.g. Key Stages or between all teaching staff. Non-teaching staff will also be involved in information gathering and consulted during the evaluation process as appropriate. The Directors and Heads of Department will maintain an overview of all monitoring activity. The criteria for forming judgements about the information gathered will be those found in the current OFSTED Framework for Inspection.
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7. Where classroom observation is used as a means for gathering information we use the following protocol: Observations will have a clear purpose and a focus agreed between observers and observed, related to school improvement. Observations will be planned. Evidence forms, such as those used for OFSTED inspections, will be used for recording notes about observations. Observers will give immediate general feedback to those being observed and make an appointment for discussion when written notes can be shared. If any actions or target are agreed as a result of the observation, a reasonable timescale for these to be completed will be agreed. When feedback dialogue results in disagreement between observer and observed, all comments will be recorded in writing. Records of observations will be kept in individual professional development files in the Deputy Heads’ office. Access to records will be restricted to the observer, the observed, the relevant Heads of Department and the Deputy Heads although summary information from a series of observations may be made available to a wider audience to inform school improvement.
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1.5 COMPLAINTS PROCEDURE

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1. Initial approaches If a parent has a grievance or complaint about the school’s treatment of their child in the first instance they should:
Approach their child’s teacher informally to discuss their concerns.
Should this prove unsatisfactory, the Heads of Department may be approached, still on an informal basis.
Should this prove unsatisfactory, the Director s may be approached.
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2. Written complaints Should the informal approaches prove unsatisfactory, any parent may put in writing a complaint. The school undertakes to respond to this complaint within the next two weeks of term time.
In the first instance a written complaint should be addressed to the Deputy Heads.
In the second instance, a written complaint can be addressed to the Directors of the School.
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3. Formal panel If this written complaint procedure does not satisfactorily end the matter, parents may ask for a 3-person Panel to hear the complaint.
This panel will be convened within two term weeks of this request.
The panel will include one person who is independent of the management and running of the school.
Parents may attend and be accompanied at the panel hearing.
The panel will make findings and recommendations.
The panel provides for written record to be kept of all complaints and how they are resolved.
The panel provides that all individual complaints are to be kept confidential.
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ANNEX: Number of Complaints in Previous Year
One

 
2.1 HEALTH AND SAFETY POLICY

1) RATIONALE: To promote a healthy and safe environment for all users of the school.________________________________________
i) INTRODUCTION by Dr H. Sturdy, Managing Director
It has often been said that it is better to be safe than sorry, and whilst this is easy to say, the reality of it requires: structures and responsibilities, for ensuring the implementation and maintenance of health and safety standards; every individual to take personal responsibility for their own and their colleagues’ safety and health, being aware of potential hazards and acting to ensure they are eliminated, managed or avoided; policies and guidance that explain what should and should not be done; observance of procedures established to ensure we work in an safe environment. All incidents should be avoidable given forethought, and taking the appropriate actions or following the correct procedures.
The Health and Safety Policy gives all the essential guidance you need. Many of the actions recommended are required by law and must be observed, but in any case, they are mostly common sense. It is expected that those given duties to implement the Policy will discharge them diligently, and by their own actions and with their encouragement, the school will continue to be a safe and healthy place in which to work. Study the Policy now – it is too late once an accident or ill health as occurred.
We have an excellent record for health and safety, and I want this to continue. Every one of us, whether staff, students, or visitors has a right to be in a safe and healthy environment, and has a contribution to make towards this goal. It would be a difficult burden to bear, knowing that a colleague or child had been injured or suffered ill health as a result of a hazard or situation that you had recognised but had not done anything about.
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ii) ORGANISATION
The Managing Director of Sancton Wood School Ltd, Dr Harriet Sturdy, is responsible to the Board of Directors of the School for the management of health and safety matters within Sancton Wood School.
The School Administrator, Mrs Maggie Foulds has been appointed by the Board to take a special interest in the promotion of health and safety matters, to provide a first level of advice and to act on behalf of the Managing Director in respect of these matters.
All staff and students are responsible for ensuring that they work in a manner which is safe to themselves and to others, and to comply with the relevant requirements of the Health and Safety Policy.________________________________________
iii) GENERAL HEALTH AND SAFETY INFORMATION
All staff and students are urged to read the relevant parts of the Health and Safety Policy.________________________________________
2) FIRE________________________________________
i) ON DISCOVERING A FIRE
1. Operate the nearest fire alarm
2. Leave the building- Teachers will take their class
3. Assemble at the Dragon. Mrs Foulds will bring out the registers. Teachers will call their registers. Any missing children will immediately be reported.
4. Ensure that the Administrator has been informed, if you have not already done this. She will call the Fire Brigade.
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ii) FIRE PRECAUTIONS
All staff and students must familiarise themselves with the location of fire doors and fire exits, so that they know as many as possible of the means of escape from the building. All staff and students should know the location of their nearest fire extinguishers and fire alarm call points and instructions for their use. Emergency exit routes must remain tidy and free from obstacles. Staff and students must not leave or store flammable materials on emergency exit routes or blocking immediate access to fire alarms, fire equipment or electrical switchgear.
The fire alarm is a siren and is tested within the building termly. Termly fire evacuation drills will be carried out and also recorded in the fire logbook. Fire fighting equipment will be inspected annually and checks recorded on the equipment ________________________________________
iii) FIRE PREVENTION
The value of the nightly routine of checking for dropped cigarette ends, switching off all unnecessary electrical equipment, checking that gas taps are turned off, and closing all doors to rooms and staircase enclosures, cannot be overstressed. Staff and students are reminded that smoking is not permitted on school premises. Fire risk assessment will be carried out biannually.
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3) ACCIDENTS and INJURIES________________________________________
i) ACCIDENTS
All accidents, fires, “near misses”, and instances of known or suspected occupational ill health, must be recorded in the Accident and Incident Report Book, which is located in each staff room and a report sent to the Managing Director.
All accidents / incidents, except those of a minor nature will be investigated by the appropriate school personnel and any necessary remedial measures, including revised work procedures, training, etc, will be implemented as appropriate. Accidents as a result of a defect in the fabric or structure of the building should be reported to the Administrative Office for action. Accidents/ incidents will be reviewed at the meetings of the Management Committee.
Accidents / incidents of a serious nature must be notified immediately by telephoning 471703 to the Administrative Office and will be subject to a more formal investigation by the Board of Directors. Certain types of injuries, diseases and dangerous occurrences must be reported to the HSE. These include: any injury resulting in absence of work for more than three (3) days; any injury requiring admittance to hospital for more than twenty-four (24) hours; road traffic accidents related to a work activity.
Parents will be notified immediately of any serious accident involving their child. Where a child has had a bump on the head a 'bump note' will accompany the child home to alert their parents. In these cases the teacher responsible for the child will also accompany the child to their parent/carer at the end of school and explain the incident. ________________________________________
ii) FIRST AID
The First Aid Boxes are located in the Staff Rooms for each Department and in the Baby Unicorns Nursery. The Administrator is responsible for maintaining the contents of the First Aid Boxes. In the event of any emergency requiring an ambulance, call 999 and state the precise location and nature of the emergency.________________________________________
iii) ADMINISTERING MEDICINES
No teacher or member of staff will be responsible for administering medicines. Should any child require medication during the school day that it is the responsibility of the parent to arrange this. The administrator will ring for parental permission for Senior pupils to be given paracetemol. All staff will be made aware of any child who has asthma, diabetes or could suffer from anaphalactic shock and the appropriate emergency procedures to be taken.________________________________________
4) EQUIPMENT and ARRANGEMENTS
Introduction of new, secondhand and donated machinery and equipment No secondhand or donated machinery or equipment will be used on the school premises until it has been tested for electrical safety in accordance with DCC procedures.
Electrical Equipment All electrical equipment in school including audio-visual, computer and copying machines will be checked by a qualified electrician. Fixed installations will be checked every five (5) years and temporary installations every three (3) months.
Gas System The Gas system will be tested annually.
Heating Recommended room temperatures are 18C for classrooms and 15C in Halls. There must be adequate ventilation and thermometers will be kept to monitor the temperature. Windows should open safely and have shading provided where necessary.
Contractors on Site The presence of workers other than those employed in school may create potentially hazardous situations. Contractors should discuss with the school the potential hazards that might be caused by the work e.g. materials, machinery noise, dust and traffic. It is the responsibility of the school to check the safety record of the contractor. On completion of the contract a full inspection should be done by the school inspector.
Security arrangements All visitors to school must sign the visitors book on arrival and departure. The visitors book is located in the entrance hall. In order to prevent unauthorised access to the premises, the outside door to the Hall must be kept bolted when not in use.
Controlling risks in curriculum areas It is the responsibility of the teacher to ensure that pupils are aware of any potential hazards and to check that all reasonable precautions are taken. Scissors, knives, and tools should be stored safely and children should be instructed in the correct usage of these. Children using craft knives, drills etc. should never by left unsupervised.
IT equipment must not be allowed to overheat the area of the room in which it is contained. (18C).
All physical education equipment must be regularly checked for defects. It is the responsibility of the teacher to ensure that apparatus have been correctly erected before children begin to use it. Apparatus must be sited and spaced so that collisions are unlikely to occur. The number of children using any one piece of apparatus should be limited to reduce the likelihood of accidents. Children should work quietly when using apparatus so that the teacher may be heard easily. Children who are stuck or unsure of their ability on certain apparatus must not seek help from other group members, but ask one of them to fetch the teacher. Each lesson should begin with warm-up activities and the need for these should be explained to the children e.g. to prevent straining of muscles.
Children should change into appropriate clothing for P.E. lessons. Whenever possible where high apparatus is involved children should have bare arms and legs. For indoor work bare feet are preferable. Long hair should be tied back, and any jewellery removed.
In the event of an accident all children must come down from the apparatus and sit on the floor. One child must be sent to the Head of Department or Administrator for help while the teacher stays with the class and keeps the children calm and away from the injured child.________________________________________
5) RISK ASSESSMENT
The majority of the activities carried out by the school are routine and generally low risk in nature and do not require to be formally risk assessed. However, for any activity involving a significant risk, a written risk assessment must be carried out. We have conducted the following risk assessments: General risk; Manual handling; Display screen equipment; Fieldwork; Sports.
Risk assessments must be brought to the attention of all relevant staff and students involved in the activity, and a copy sent to the Administrative Office. Risk assessments must be regularly reviewed (i.e., annually) to ensure the information contained within them remains valid.
Control of Hazardous substances (COSHH assessments): A COSHH assessment will be made for all substances used on the school premises. Safety data sheets must be obtained for all products designated as hazardous following COSHH assessment. Copies of the safety data sheets will be kept in the caretaker's storeroom and in the school risk assessment file in the office. It is the responsibility of staff wishing to introduce a new substance into school to ensure that a COSHH assessment is carried out before the product is used. The COSHH assessment will be reviewed annually. ________________________________________
6) REVIEW________________________________________
i) MONITORING OF THE SCHOOL HEALTH AND SAFETY POLICY
A self-inspection (safety audit) of the School will take place every six months to monitor the effectiveness of the health and safety policy. The inspection will be made by the Managing Director. ________________________________________
ii) HEALTH AND SAFETY QUERIES OR ISSUES
All staff and students encountering any kind of health and safety hazard in this School should report these promptly to the Administrator or, in his or her absence, to any senior member of staff.
Communication of Health and Safety information is a two-way process. The Managing Director is responsible for circulating all relevant Health and Safety bulletins/updates to staff who need them. The Health and Safety Policy will be circulated to all staff annually and to new staff on appointment. Staff who identify a Health and Safety issue or hazard are responsible for bringing it to the attention of the Administrator. A book for such hazards is located in the office.________________________________________
iii) HEALTH AND SAFETY CONSULTATION
Health and Safety will be a standing item on the agenda of the meetings of the Senior Management Committee, which are held every week. Any member of the School who wishes to raise a health and safety item at this Committee, should inform the Administrator as soon as possible.
In order to achieve our aim we recognise the need for consultation and communication with all staff on Health and Safety issues. We also recognise the need to seek expert advice, where necessary, in order to determine risks to Health and Safety. We are committed to providing adequate training and information in respect of Health and Safety risks to all staff, and require support from everyone to enable the objectives of this policy to be fulfilled.________________________________________

ANNEX: Risk Assessments

See attached sheets

2.2 CHILD PROTECTION POLICY

RATIONALE
This school recognises that the class teacher is the first stage in the pastoral care of the child in the school. The school follows the Inter-Agency Child Protection Procedures Handbook drawn up by the LEA. A copy of this is kept by the Heads of Departments.
________________________________________
PRACTICE
Teachers are well placed to observe outward signs of abuse, changes in behaviour or failure to develop or thrive. Categories for concern are:
________________________________________
NEGLECT
The persistent or severe neglect of a child which results in serious impairment of the child's health or development.
________________________________________
PHYSICAL ABUSE
Physical injury to a child - reasonable suspicion that the injury was inflicted or knowingly not prevented.
________________________________________
SEXUAL ABUSE
The involvement in sexual activities to which the child was unable to give informed consent.
________________________________________
EMOTIONAL ABUSE
Persistent or severe emotional ill-treatment or rejection.
________________________________________
GRAVE CONCERN
Children whose situations do not currently fit the above categories but for whom there is significant risk of abuse.
________________________________________
If a teacher becomes aware of the above and is concerned for the child, the designated Child Protection Officer for the relevant department will be informed immediately. The designated officer and the Deputy Head, who is equally trained, will investigate so far as is possible and involve the relevant agencies (parents, foster-parents, social services, police etc.). Dependent upon the investigation the Deputy Heads shall ensure that a case conference is arranged involving the above agencies. The outcome of this will depend upon the individual case but it could result in the child's name being entered onto the child protection register.
The Deputy Heads, when relevant, will keep the class teacher and Special Needs Co-ordinator up-to-date with developments.
Every attempt will be made to offer support for the child whilst at school and it is hoped that the school will provide an environment in which he can relax and spend the school day in complete confidence and safety.

2.3 SUBSTANCE MISUSE POLICY

Any pupil caught supplying or inciting the use of controlled drugs, or being in possession of them with intent to supply, will be expelled.
Rationale
IT IS THE POLICY OF THE SCHOOL THAT IT WILL ACTIVELY DISCOURAGE THE ABUSE OF CONTROLLED DRUGS AND WILL TREAT CASES OF ABUSE BY PUPILS OR STAFF AS SERIOUS MISCONDUCT.
The school is committed to the health and safety of its members and will take action to safeguard their well being. The school acknowledges the importance of its pastoral role in the welfare of young people, and through the general ethos of the school, will seek to persuade pupils in need of support to come forward. We want to provide a good substance use and misuse programme within a wider Personal Social and Health Education curriculum. We wish to state that as part of its care for the welfare of its pupils the school believes it has a duty to educate young people on the consequences of drug use and misuse so that they can make informed decisions. Fundamental to our school’s values and practice is the principle of sharing the responsibility for educating our young people with their parents, by keeping them informed and involved at all times. Effective communication and co-operation is essential to the successful implementation of this policy.
________________________________________
Aims
The purpose of this policy is to prevent pupils from using controlled drugs at any time. It reflects a clear recognition that drugs are widely available and widely used by some teenagers and that this is a problem which must be faced squarely, both at School and at home. While the implementation of the policy will be based upon trust, openness and understanding between pupils, staff and parents, and external agencies such as the Police and Health Authorities, its primary purpose is to act as a positive and effective deterrent against drug abuse.
Authority
The person responsible for ensuring the implementation of this policy are the Directors as part of their overall responsibility for education and discipline in the School.
Implementation of the policy
1) Prevention Through Education
Priority will be given at all levels of the School to a continuing programme of education about drugs. Pupils, parents and staff will be regularly kept up to date on developments in drug abuse to ensure that sensible and informed discussions can be held and decisions made about the misuse of drugs.
2) Suspicion of Misuse
If a member of staff has reason to suspect that a pupil is misusing drugs, he/she must report the situation to the Deputy Heads who will immediately notify the Directors, who will decide if further investigation or a drug test is warranted.
Suspicion of misuse may be aroused by certain behavioural and other signs which may in turn be associated with a deterioration in a pupil’s welfare and/or performance. Accordingly, all staff must be alert to signs of drug misuse, taking into account the warning signs. Such signs include a decline in performance in School work; marked swings in mood; excessive tiredness; sores and rashes, especially on the mouth or nose; a lack of concern for one’s physical appearance and an unwillingness to take part in School activities. Other evidence, may include the finding of certain items of equipment, behaviour on a particular occasion, or other information that has been gathered.
3) Investigation into Possible Misuse
Once he has confirmed that there are reasonable grounds for suspecting that a pupil has been using controlled drugs, the Directors shall be accountable for any further investigation; she may decide that a pupil shall take a urine test. Responsibility for all investigations rests with the Directors who will make every effort to ensure that they are conducted fairly and with as much openness towards the affected pupil as the circumstances may reasonably allow. Wherever possible, the School will contact the pupil’s parents at the time to let them know of the decision to test. Urine sampling and testing will be carried out in accordance with a strict procedure.
4) Action Following Misuse
It is forbidden to possess or use any illegal substance or to abuse any legal substance. Anyone found breaking this rule will be liable to expulsion.
Any pupil bringing in any controlled drugs, or being in possession of them, will be liable to expulsion.
Any pupil caught supplying or inciting the use of controlled drugs, or being in possession of them with intent to supply, will be expelled.
It is the School’s policy always to inform the police of any case of drug abuse involving our pupils, and to give them every assistance during the course of their subsequent enquiries. Unless the offence is one of dealing, or unless the drug involved is a Category A Class drug, It has been agreed that the police will exercise their discretion not to arrest on condition that the pupil concerned is willing to be interviewed for the purpose of intelligence gathering. Such interviews will be conducted without a member of staff present, and any evidence so gathered would be inadmissible in any subsequent criminal proceedings.
Cambridgeshire Drug and Alcohol Action Team
Box number: CC1207
2nd Floor, B Wing, Castle Court, Castle Hill, Cambridge CB3 0AP,
Tel: 01223 699680
Fax: 01223 699801

People:
Vickie Crompton, DAAT Co-ordinator – job sharing with Susie Talbot (see below)
vickie.crompton@cambridgeshire.gov.uk
01223 699834
Susie Talbot , DAAT Co-ordinator – job sharing with Vickie Crompton (see above) susie.talbot@cambridgeshire.gov.uk
01223 699838

STAFF GUIDANCE
Where a young person discloses substance misuse on the premises, staff will inform the Deputy Heads and Directors and, where appropriate, participate in the planning of subsequent action as described above. Where a young person discloses substance misuse off the premises, the staff member will use his or her discretion to decide on appropriate action, but will normally involve the Deputy Heads and Directors. Where staff discover substances which are suspected to be harmful, illegal or deserving of investigation, they should note the two circumstances in which substances may be removed: From either a place or a person. a) Place: If possible, remove the substance from where it was discovered in the presence of a witness. If this is not possible, do not leave the substance there while you enlist the support of a colleague or pupil as a witness. Continue with the procedure below. b) Person: When receiving or retrieving substances from a pupil, do so if possible in the presence of a witness. In the absence of a witness, do not put off receiving substances, or, within the bounds of your professional discretion, removing a suspicious substance from a pupil’s possession. The following guidelines should be observed at all times:
1. Remove the substance and record time, place and circumstances when the substance came into your possession.
2. Do not investigate the nature of the substance, but do record its approximate size and appearance..
3. When possible, have the recordings countersigned by a witness.
________________________________________
 

2.4 PHYSICAL INTERVENTION POLICY

RATIONALE
This policy is based on DfES circular 10/98. The school recognises that there is a need, reflected in common law, to intervene when there is an obvious risk of safety to its pupils, staff and property. The school is committed to ensuring that all staff and adults with responsibility for children’s safety and welfare will deal professionally with all incidents involving aggressive or reckless behaviour, and only use physical intervention as a last resort in line with DfES advice. If used at all it will be in the context of a respectful, supportive relationship with the pupil. We will always aim to ensure minimal risk of injury to pupils and staff. This policy applies to all staff who are authorised to use physical intervention.
________________________________________
Best Practice
1. The best practice regarding physical intervention outlined below should be considered alongside other relevant policies, specifically those for Behaviour and Health and safety.
2. In the following situations staff must judge whether or not physical intervention would be reasonable or appropriate: risk the safety of staff, pupils or visitors or where there is a risk of serious damage to property or where a pupil’s behaviour is seriously prejudicial to good order and discipline or where a pupil is committing a criminal offence.
3. This judgement will take into account the circumstances of the incident. All staff should be aware that the use of physical intervention in response to a clear or developing danger of injury will always be more justifiable than the use of force to prevent damage or misbehaviour.
4. Staff will view physical intervention or restraint of pupils as a last resort to maintain a safe environment. If pupils are behaving disruptively or anti-socially, every effort will be made to manage behaviour positively to prevent a deterioration of the situation. Staff will understand the importance of listening to and respecting children to create an environment, which is generally calm and supportive especially when dealing with pupils who may have emotional and behavioural needs which may increase their despair and aggression.
5. All staff will understand the importance of responding to the feelings of the child, which lie beneath the behaviour as well as to the behaviour itself.
________________________________________
Specific Incidents
1. Staff intervening with children will seek assistance from other members of staff at as early a stage as possible since single-handed intervention increases the risks of injury to both parties and does not provide a witness.
2. All staff who become aware that another member of staff is intervening physically with a pupil will have a responsibility to provide a presence, and to offer support and assistance should this be required,
3. Before intervening in a non-emergency, consideration will be given to whether or not other staff are available to assist.
4. Where possible, staff who have not been involved in the initial confrontation leading up to an incident may be in a better position to intervene or restrain the pupil if this proves necessary.
5. A pupil’s behaviour may be adversely affected by the presence of an audience. Wherever possible, the audience will be removed, or if this is not possible the pupil will be removed from the audience. The pupil and member(s) of staff will withdraw to a quiet, but not completely private, place (e.g. two members of staff should be present or a door left open so that others are aware of the situation).
6. Staff will be aware of the need to tell the pupil being restrained, in a calm and gentle manner, that the reason for the intervention is to keep the pupil and others safe. Staff will explain that as soon as the pupil calms down, he will be released.
________________________________________
Physical Intervention / Restraint Approaches which can be regarded as reasonable in appropriate circumstances
1. Holding for security and to reduce anxiety where there is potential risk, even if the pupil is not yet out of control. This is best used when the pupil is anxious or confused. Its purpose is to defuse or prevent escalation. Staff should take care that their actions should in no way be capable of being interpreted by the pupil as aggression.
2. Physically interposing between pupils;
3. Blocking a pupil’s path.
4. Pushing if restricted to situations where reasonable force is used to resist a pupil’s movement, rather than a forceful push that might cause the pupil to fall over.
5. Pulling.
6. Leading a pupil by the hand or arm.
7. Shepherding a pupil away by placing a hand in the centre of the back.
8. In extreme cases using restrictive holds.
________________________________________
Holds to be avoided except for the most extreme circumstances
1. In exceptional circumstances, where there is an immediate risk of injury, a member of staff may need to take any necessary action that is consistent with the concept of ‘reasonable force’: for example to prevent a young pupil running off a pavement onto a busy road, or to prevent a pupil hitting someone, or throwing something.
2. In other circumstances staff should not act in a way that might reasonably be expected to cause injury, for example by: holding a pupil around the neck, or by the collar, or in any other way that might restrict a pupil’s ability to breath; slapping, punching or kicking a pupil; twisting or forcing limbs against a joint; tripping a pupil; holding a pupil by the hair or ear; holding a pupil face down on the ground. (N.B. If a pupil turns and faces the floor, do not use force to turn him over).
________________________________________
Recording an incident
1. All incidents that result in non-routine interventions will be recorded in detail. Contemporaneous notes (i.e. written within 24 hours of the incident’s occurrence) will be made by the staff member involved in the original incident. The notes should be made in a bound book with numbered pages. Similarly, contemporaneous notes will also be made by any other members of staff involved (i.e. as witnesses or additional providers of support). The notes will be signed and dated.
2. The notes will contain the following information: The name(s) and the job title(s) of the member(s) of staff who used reasonable force; The name(s) of the pupil(s) involved; When and where the incident took place; Names of staff and pupils who witnessed the incident; The reason that force was necessary; The progress of the incident (include details of: behaviour of the pupil which led up to the incident; any attempts to resolve the situation; what was said by staff and pupils; the degree of force used; how it was applied; how long it was used for). The pupil’s response and the eventual outcome; Details of any injuries suffered by either staff or pupils; Details of any damage to property; Details of any medical treatment required (an accident form will be completed); Details of any follow-up, including contact with the parents/carers of the pupil(s) involved); Any other relevant details, e.g. the involvement of any other agency, such as the Police. Pupil witnesses may also be asked to provide a written account if appropriate.
3. These notes should be retained until the pupil reaches the age of 24. (A photocopy of the record from the bound book will be kept in the child’s file.)
________________________________________
Debriefing Arrangements
1. The pupil and the member of staff will be checked for any sign of injury after an incident. First Aid will be administered in accordance with the Health and Safety Policy to anyone who requires it.
2. The pupil will be given time to become calm while staff continue to supervise her/him. When pupil regains complete composure, a senior member of staff (or his nominee) will discuss the incident with the pupil and try to ascertain the reason for its occurrence. 3. The pupil will be given an opportunity to explain things from his point of view. All necessary steps will be taken to re-establish the relationship between the pupil and the member(s) of staff involved in the incident.
4. In cases where it is not possible to speak to the pupil on the same day as the incident occurred, the debrief will take place as seen as possible after the pupil returns to school.
5. All members of staff involved will be allowed a period to debrief and recover from the incident. This may involve access to external support. A senior member or staff (or nominee) will provide support to the member of staff involved.
6. The Deputy Heads will be informed at the earliest possible opportunity of any incidents where physical intervention or restraint was used. The Deputy Heads (or nominee) will initiate the recording process if not already underway and review each incident to ensure that any necessary lessons are learned.
7. All parents will be informed after a non-routine incident where physical intervention is used with a child.
________________________________________
Training Needs of Staff
In cases where it is known that a pupil will require physical intervention on occasion, appropriate training will be provided (accessed through the LEA) for relevant staff. Staff involved will identify their training needs in this area.
________________________________________
Authorisation of Staff to use Physical Intervention
We recognise that physical intervention will be used very infrequently, that is, as a last resort to maintaining a safe environment.
All teaching staff are, by the nature of their roles, authorised to use physical intervention as appropriate. Non-teaching staff will require specific authorisation, either temporarily or permanently. Only the Deputy Heads (or nominee) can give this authorisation. Authorised staff will be notified formally.
________________________________________

ANNEX: Authorisations

Non–teaching staff who have been authorised permanently to use physical intervention with pupils.
The following non-teaching staff have been authorised permanently by the Directors to use reasonable force to intervene with pupils (only) to respond to circumstances where staff, pupils, visitors or member of the public could be in danger. The Directors have given them appropriate advice over the use of reasonable force.
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
The following members of non-teaching staff have been authorised temporarily to use reasonable force as above (e.g. for the duration of a school trip).
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….
…………………………………………………………………………………………………………………………………………….

2.5 OFF-SITE ACTIVITIES POLICY

RATIONALE
This document has been drawn up in accordance with the DfES good practice guide “Health and Safety of Pupils on Educational Visits”.
________________________________________
PRACTICE
1. Off-site activities are those activities arranged by or under the auspices of the school which take place outside the boundaries of the school.
2. The Directors believe that off-site activities can complement and enhance the curriculum of the school by providing experiences which would be impossible within the school boundaries.
3. Staff arranging or otherwise involved in off-site activities must make themselves familiar with the regulations, advice and procedures published by the Local Education Authority (available from the school office). All off-site activities must take place under the terms of these regulations, advice and procedures.
4. Off-site activities should serve an educational purpose which is clearly related to the curriculum.
5. Where staff are proposing to arrange an off-site activity the approval of the Deputy Heads must be obtained before any commitment is made on behalf of the school. Sufficiently detailed proposals should be provided by the member of staff to allow for an informed decision to be made.
6. Where the activity involves a period of more than 24 hours, an overnight stay or a journey by sea or air, the Head of Department will seek the approval of the Directors before sanctioning the activity.
7. Wherever possible the staff planning an off-site activity should make a preliminary visit to the venue in order to familiarise themselves and make a proper assessment of its suitability, bearing in mind the age of the children, the size of the group, the time of year (and probable weather conditions) and the suitability of the facilities. The costs of such a visit may be reclaimed and should be included in the overall cost of the activity.
8. The costing of off-site activities should include any costs associated with the visit which would normally fall on the school e.g. transport, entrance fees, insurance, provision of any resources or equipment specific to the activity. This should include the costs related to adult helpers.
9. The Head of Department will appoint a party leader to be responsible for running the activity. This will normally be a teacher employed at the school.
10. An activity should normally have sufficient adults taking part to provide a minimum ratio of one adult to twenty children with a minimum of two adults. This is a minimum requirement, and should not automatically be taken as providing appropriate supervision.
For Nursery children, we recommend a ratio of 1 adult to 2 children, for Reception, 1 adult to 3-4 children and KS1 1 adult to 4-6 children.
11. Transport arrangements should provide a seat for each member of the party.
12. Where private cars are used for transport the party leader is responsible for ensuring that the insurance of each driver covers such journeys.
13. The parents of children taking part in an off-site activity should be provided with appropriate information about the activity.
14. Where the activity is taking place entirely within a normal school day it is sufficient to obtain an acknowledgement that the parents are aware of the arrangements. Where the activity extends beyond the normal school day written permission from the parent must be obtained.
15. Funding for off-site activities is provided mainly by parental contributions (voluntary except in the case of residential visits).
16. The timetable for the payment of contributions should allow for the Finance Director to make a decision about the financial viability of the activity in reasonable time.
17. All adults accompanying a party must be made aware, by the party leader, of the emergency procedures which will apply. Each adult should be provided with an emergency telephone number. This will normally be the school number, but where an activity extends beyond the normal school day the home telephone number of a designated emergency contact should be provided.
18. Before a party leaves school the school office should be provided with a list of everyone, children and adults, travelling with the party, together with a programme/timetable for the activity.
19. The safety of the party, and especially the children, is of paramount importance. During the activity the party leader must take whatever steps are necessary to ensure that safety.
20. Prior to an activity, if it is felt that the behaviour of an individual child is likely to compromise the safety of others or the good name of the school, the party leader should discuss with the Head of Department the possibility of excluding the child from the activity.

ANNEX: After School Clubs Procedures

The following after-school activities will be available: Football; Rugby; Chess;Art and Craft and Homework Supervision.

Supervision: From the end of school to the start of the club
Pupils are met by the Club Supervisor and taken to have a snack before moving to their designated room either for supervised homework or participation in an activity. If the children are expected to get changed, the Supervisor is to be present. We would expect to be notified if the Supervisor was going to be late. If a club has to be cancelled, parents will be rung and notified as soon as possible. A member of staff will always be able to stay late if children cannot be collected due to late cancellation.

Registration
A register will be taken at the start of the club. Any health issues or special needs will be notified in the register.

During the session
Children must at all times remain in view of the club leader and must ask permission to go to the lavatory or get a drink. At any time, the Supervisor/teacher should know where each child is. If a child needs first aid, they should remain with the group and a member of staff will be sent for. A designated on-site person will be identified to each club leader. Ideally this person will have first aid training. Any accident must be recorded in the accident book stored in each staff room.

The leader of the club will keep parents informed with regard to appropriate clothing and equipment. If a child misbehaves or is disruptive, they are to be excluded from participating but must remain under the direct supervision of the club leader. They must not be sent into the main building unsupervised. If necessary, another child can be sent to fetch the designated person to remove the child from the activity. If a child’s behaviour is not acceptable, the Head of Department will be informed and their continued attendance at the club will be reviewed.

At the end of the session
The leader of the club will make sure every child has been collected by an adult that they know. We will ask parents to arrive promptly to collect their children.

Disclosure
The school will request full disclosures from the Criminal Records Bureau for all leaders unless evidence is produced to show that these have already been cleared.

In Service Training
All club leaders are required to complete in service training to give them a full understanding of the policies of the after-school clubs. They will be required to sign this policy as an agreement confirming their understanding of procedures.

Contact Numbers
Contact numbers for every child in the school are stored in the Administrators Office. Each parent will be given a contact number (470115) to use in emergencies.

Extra ordinary Attendance
Children needing to be cared for on an adhoc basis may attend any after school club or, if the club is full, may sit with another member of staff. Parents will be invoiced for this accordingly. If a parent fails to pick their child up on time the child will be taken to the after-school activity and again the parents will be invoiced for the full session.

Staff Communication
After school club policies will be displayed in each staff room.

Equal Opportunities
We expect all clubs and all activities to be open to all pupils within the appropriate age range.

* I accept the appointment as after-school club leader for the …………………. Club.
* I have read, understand and agree to the after school club procedures.
* I have read the Staff Handbook with particular reference to Health and Safety Procedures.
* I will respect the confidentiality of all school information.

Name ………………………………………………………………

Date ………………………………………………………………..

2.6 FIRST-AID POLICY

Rationale

It is a statutory requirement for an employer to make adequate First Aid provision for all employees. In this school it is recognised that the provision should cover all staff, pupils, students and visitors.

Aims

To provide First Aid treatment where appropriate for all users of the school (with particular reference to pupils/students and staff).

To provide or seek secondary First Aid where necessary and appropriate.

To treat a casualty, relatives and others involved with care, compassion and courtesy.

Guidelines

To ensure that there are sufficient qualified First Aider(s) available to provide First Aid cover during the school day.

To ensure that First Aid information is readily available and that all users of the school are aware of the way in which to call for help.

To ensure that First Aid kits for minor injuries are available for use throughout the school by all staff and that they are regularly maintained.

Procedures

The School intends to provide a rota to ensure that a qualified First Aider(s) is on both sites and on call during the school day.

All users of the school will be able to contact the duty First Aider(s) via the General Office (Ring 488 or 703)

Once informed of an incident the duty First Aider(s) will go to the casualty(ies) without delay and provide emergency care.

Secondary aid will be sought if necessary and at the same time the parent/guardian (or other appropriate adult) will be informed.

If an appropriate adult cannot accompany a casualty to hospital a member of staff will accompany him/her if this is deemed appropriate.

All appropriate precautions will be taken by the support staff when cleaning up after an incident involving blood, vomit, etc..

The First Aider(s) is responsible for recording in the First Aid Day Book details of treatment.

The First Aider(s) is responsible for ensuring where appropriate that the School's Statutory DSS Accident Book are completed.

In the event of a pupil feeling unwell during a lesson, they should be sent to the General Office accompanied by another pupil/student with a completed memo to support staff regarding Pupil illness. Infant children remain in their class. The School Administrator is to be notified and she will contact the parent who is asked to take the child home.

The First Aid Policy was adopted by the Directors of Sancton Wood in July 2003 and will be reviewed every two years or sooner if necessary.

3.1 TEACHING AND LEARNING POLICY

RATIONALE
We aim to ensure that the children at our school are provided with high quality learning experiences which lead to a consistently high level of pupil achievement. Children learn through their total experience. This policy guides what children do, what teachers do, how time is managed, the organisation of the classroom and what the school as an organisation does to create an effective and well-managed learning environment in which the individual needs of each child can be met.
________________________________________
TEACHING AND LEARNING
We believe that children learn best when they:
• are happy.
• are interested and motivated.
• achieve success and gain approval.
• are given tasks which match their ability.
• clearly understand the task.
• are confident, feel secure and are aware of boundaries.
• are challenged and stimulated.
The learning environment should be organised to ensure that children have the opportunity to:
• work individually, in groups and as a class.
• make decisions.
• work co-operatively.
• solve problems.
• be creative.
• discuss their ideas.
• develop social skills.
• develop independence.
• use initiative.
• receive support.
• achieve academically.
Learning takes place in an environment which:
• is challenging and stimulating.
• is peaceful and calm.
• is happy and caring.
• is organised.
• is well resourced.
• makes learning accessible.
• is encouraging and appreciative.
• is welcoming.
• provides equal opportunities.
• provides a working atmosphere.
Children should be encouraged to develop organisational skills and independence through:
• appropriate tasks.
• confidence building.
• example.
• co-operation.
• provision of suitable opportunities.
• responsibilities.
Routines and rules in the classroom contribute to healthy learning environment. All rules should result in the children knowing the boundaries of behaviour and should be set within the terms of The Behaviour Policy. To be effective they should be:
• agreed by the children and clearly understood.
• fair and consistent.
• realistic and positive.
• kept to a minimum but enforced.
• daily activities with which the children are familiar.
Achievement Social, physical, creative and academic achievements are celebrated in many ways as an on going process in all aspects of school life, by:
• verbal or written praise by teachers, peers, Head teacher and parents.
• displays of work.
• opportunities to perform or share.
• encouraging self esteem.
• awarding stickers, house points, merit points and certificates.
• sharing success with the community.
Teachers need to arrange time to observe, assess, reflect and review achievements with each child on a regular basis. The child should be involved in this process by the encouragement of self appraisal and target setting. Assessment is an integral part of the teaching and learning process.
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CLASSROOM MANAGEMENT
Approaches to teaching There must be a good balance of individual, group and whole-class teaching. Teachers must choose carefully the style of teaching which is the most effective and efficient and groups will differ in composition and size for different activities. There may be several different activities in progress and at these times the teacher will be helping mainly one group or individual whilst the remainder will be involved in planned activities which do not require teacher input. It is important that while this is in progress children stay on task. This can be helped by:
• having well organised and labelled resources.
• taking time to train children in procedures.
• making sure that children are aware of what they must do when they have completed an activity.
• making children aware that the teacher does not always have to be first in the line of contact. Other children, student teachers, teacher assistants and parent helpers can be used.
Time management It is important that activities are well planned so that each child is working at their correct level, that they begin promptly and that the initial pace is maintained. All children should know what to do as soon as they enter the classroom and after they have completed an activity. A reminder list of tasks for individuals who have completed work ahead of the group is often helpful. Efficient planning and classroom organisation will significantly reduce time-wasting activities.
Supply teachers To ensure continuity, teachers should leave written guidance and suggested activities for all planned absences from the classroom. In the event of an unplanned absence a telephone call should be made to the supply teacher to discuss the children’s work.
School policies School policies are set out in the staff handbook and school policy file. It is the duty of each teacher to be familiar with school policies and to apply them.
Voluntary helpers Voluntary helpers are a valuable resource and we should welcome their involvement in the classroom. They can help in many ways across the whole curriculum. Help can be on a regular basis or a specific event. In all cases it is very important that the teacher should take the time to ensure that the volunteer fully understands and is well prepared for the activity in which he or she is involved. Volunteers should be made to feel welcome in the school and if numbers permit should be offered refreshment from the staff room at break times.
Equal opportunities All children have the right to equal opportunities. Teacher’s expectations of behaviour and performance by all children should be the same. Groups, lines and all activities should be mixed where possible. Teachers must ensure that the same children do not dominate in group work. All activities, including extra curricular activities at Sancton Wood School are open to all children, numbers permitting.
Record keeping All teachers should keep detailed records of their work with the class and of individual children’s activities and progress. The school has a policy for planning, assessment, recording and reporting of subjects that must be adhered to. Other records are left to the teacher’s professional discretion.
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PHYSICAL ORGANISATION
Furniture All classrooms should have:
Tables arranged for:
• ease of working.
• flexibility.
• purposeful discussion.
• large working surfaces.
Chairs should normally:
• be sufficient in number for the activities in the classroom.
• leave enough room for children to move easily around the room.
Storage units arranged to:
• support different areas of the curriculum.
• support a project or activity.
• give character to a room.
• house children’s personal belongings.
An annual inventory of furniture and a planned programme of renewal and decoration will be done in consultation with staff and Board.
Resources Materials in all areas should be well organised, be of good quality, clean, tidy, attractive, accessible and well labelled. As far as possible materials should be near the appropriate working area. Stocks should be checked regularly and replenished. Children should be taught and shown by example that resources are finite and that we all have a duty to care for equipment and not misuse, damage or waste it. Books and other equipment represent a considerable investment of money. They are also important resources in the children’s educational experience. They should therefore be looked after carefully.
Relevant textbooks should be available in each classroom.
The effective implementation of National Curriculum subjects calls for a wide range of equipment to be used. These do not necessarily have to be stored in the classroom.
Resource finance Curriculum areas are allocated money according to the needs identified in the School Development Plan and the accompanying School Budget Plan. The Head teacher,
Art and Craft area In the Infant and Junior departments there is a designated ‘wet’ area. This area has linoleum on the floor and a sink at the appropriate height. This area should have:
• flat surfaces large enough for the activity.
• storage for completed work.
• utensils placed in suitable containers.
• water containers.
• brushes of different sizes stored in containers.
• left and right-handed, round ended and speciality scissors.
• a variety of paints and dyes.
• sponges, combs etc. to give a variety of paint effects.
• chalk, charcoal and craypas.
• glue.
• collage material.
• speciality paper.
• modelling materials.
Book, language and information technology area should be:
• attractive, comfortable and inviting.
• carpeted.
• well lit.
It should also have:
• sufficient shelving and level surfaces to display books, CD Roms and children’s work.
• a wide range of both fiction and non-fiction books.
• books which reflect a diversity of culture and gender.
• books made by other children.
• cassette player and headphones.
• books on cassette and CDrom.

The area should be tidied daily and variety provided by regularly changing the display. The computer should always be covered and switched off at the end of the day.
Mathematics and Science teachers should check that the resources are appropriate for their groups and that consumable resources are renewed regularly. Teachers should also be aware of the safety aspects of all technology equipment.
Display in the school should be used to create an attractive and stimulating environment. The work displayed should be of a high standard and use both 2D and 3D in a variety of media and be changed frequently. It should include work on different aspects of the curriculum and reflect individual children’s efforts as well as ability. Ideally, Mathematics and Science displays should stimulate discussion and be accompanied by children’s questions and answers. Sometimes they can be ‘interactive’.

 
3.2 ASSESSMENT AND RECORDING POLICY

RATIONALE
There are two types of assessment carried out at Sancton Wood:
“Assessment for Learning”, this indicates how the school uses formative assessment to enable the learner to know where they are in their learning and what they have to do next to reach their personal learning targets.
“Assessment of Learning” which uses summative assessment measures to determine the standard that each child has reached by certain milestones in each key stage.
At this school, we believe that assessment and recording are a crucial and integral part of the teaching and learning process. Where appropriate, pupil learning objectives will be clearly identified in the short term plans and the assessment criteria matched to these.
As Sancton Wood School is set up to cater for a broad range of pupils, the schemes of work for each subject are adjusted to cater for the individual needs of a pupil and that of the group of pupils he or she is being taught within. The teacher adapts the schemes of work according to the needs of the pupils in the class and this is evident in the short-term planning.

We are a small school and much of the sharing of information is carried out verbally between staff; HODs aim to ensure that all staff are kept informed of pupil progress and vice versa.

Assessment is central to the process of teaching and learning and its purpose is to improve the quality of education for our students.

At Sancton Wood it is used:
• to inform current and future practice, including the differentiation of materials, tasks and approaches;
• to inform the pupil, identifying current achievements and future targets thus involving the pupils in their own learning;
• as a diagnostic tool to inform the planning of learning programmes and teaching;
• to report to parents and other interested parties eg Educational Psychologist
• for identifying special educational needs, including G&T.

At KS3&4 it is used:
• to help the school and pupils choose appropriate courses;
• to help make decisions on examination entries;
• for reporting estimated grades;
• for external accreditation.

Methods of assessment
• Targetted one to one/ small group discussion and evaluation against levelling criteria
• Questioning/listening.
• Consideration of ongoing/finished work- marking/other feedback.
• End of topic tests.
• Diagnostic assessments (KS1 SATS, Salford Reading Test, Progress in English, Progress in Maths, MIDYIS etc).
• Internal examinations summer term (Seniors)
• GCSE (and mock) examinations

SUBJECT TEACHERS’ responsibilities include:

• complying with whole school policy on marking;
• setting appropriate and regular assessments (ensuring that students are aware of what is being assessed.)
• assessing work;
• providing appropriate feedback;
• setting appropriate targets- this might include departmental targets named on the School Development Plan;
• recording achievement;
• reporting as required;
• passing on “cause for concern” as appropriate;
• recognising excellent work by using rewards.

HEADS OF DEPARTMENTS’ responsibilities include:

• monitoring assessments carried out within their department;
• ensuring consistent interpretation of criteria;
• analysing assessment data and reporting to their line manager
• maintaining departmental records.
Advising Management Team regarding need for learning support.

MANAGEMENT responsibilities include:

• Decisions on need for learning support
• Overseeing periodic reviews of pupils’ performance by meeting with HODs

Pupil records
Written reports to parents are sent home:
Baby Unicorns: Termly
Nursery& Infants: Summer Term
Juniors: Summer Term
Seniors: Full report Summer Term, summary style in Michaelmas and Lent.
Parents keep the original report and a photocopy is kept with the child’s records. The school operates a policy of encouraging parents to talk to staff about their child’s progress where needed and not feeling that they have to wait for an organised parent / teacher interview. Parent /Teacher interviews:
Infants: Michaelmas and Lent Terms
Juniors: : Michaelmas and Lent Terms
Seniors: Michaelmas, Lent or Summer Term depending on year group

Standardised diagnostic assessment results are kept by the class teacher and a copy kept by the HODs. Individual children’s records, in the majority of the school, are confidential and access is only available to parents who make a request to the Deputy Heads.
However, Early Years Foundation Stage records are kept on each child in the Nursery and Reception Class, and parents have open access to these records and assessments for their child.
In the Infant Department, reading records are kept in a record book that goes home each day and teacher records are kept by the teacher. Both parents and teachers write comments in these books. Older pupils may also add their own comments. It is a record of books read, suggestions for improvement, reflection on a book and any difficulties encountered. The books follow on through the key stages. Other Infant records include assessment for Learning and summative pupil assessment in spelling, writing, speaking and listening, reading, maths and science (plus summative assessment in all other subjects given in whole year reports.)
In the Senior School tracking documents are kept on each child by the HOD. This is a record of End of Year Assessments. These are available to all staff and act as a clear guide to pupil progress.
Pupil’s subject books are a record of work covered. They provide constructive feedback to the pupils through regular marking and show evidence of progress over time. Books are given to parents at the end of each year..
Subject/Class teacher records are confidential to the class/subject teacher and only used to guide planning. They inform the teacher about the appropriateness of the work presented to the whole class, group or individual.

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Transfer of records

Transfer of records
Records will be forwarded to the new school following a request either in writing or a verbal request from the head of the school. It is insufficient for a parent to advise us of the new school. Records to be forwarded are: the most recent report to parents; the summative records; any special needs information; examples of work taken from the pupil’s profile.

Safeguarding and Child Protection
Where a child has a Child Protection history, all relevant documents will be photocopied, retained in school, originals sent to the receiving school. Once the school is informed of the arrival of all Child Protection information (usually following a confirmatory telephone call from the Headteacher), then the photocopies will be shredded.
See also Sancton Wood’s ‘Safeguarding and Child Protection Policy’.

 
3.3 HOME-SCHOOL ADVICE POLICY

RATIONALE
We believe that an active and co-operative partnership between home and school plays a beneficial and important role in children’s education.
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PARENTAL DUTIES
• ensure that children are correctly dressed in the school uniform, only plain stud earrings;
• deliver children to school on time and collecting them on time;
• ensure that homework is in on time and is completed with parental supervision;
• maintain the high level of support we already enjoy in helping children to read;
• communicate (reason for child’s absence, completing reply slips, giving school relevant information);
• follow health and safety advice (e.g. head lice inspections when requested!);
• support school policies;
• participate as able (meetings, special events, fund-raising or parents’ association).
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SCHOOL DUTIES
• provide a broad, balanced curriculum within a caring and stimulating environment;
• teach children according to their individual needs and abilities;
• maintain an open door policy for parental contact;
• listen to parents’ concerns and strive to reach a mutually agreeable solution;
• communicate with parents (newsletters, parent evenings, reports);
• monitor and assess progress; celebrate achievements;
• provide, as far as is reasonable and practicable, a safe and healthy environment.
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REPORTING PUPIL'S PROGRESSION AND DEVELOPMENT
Each Michaelmas, Lent or Summer term, depending on which Department the child is in, a written report shall be forwarded to the parent/guardian of every child in the school. Thereafter there will be an opportunity for the parent/guardian to discuss this report with the class teacher with space on the report for Infants to write a comment. The school has an 'open door' policy enabling a parent/guardian to request a discussion on the child's progress at a mutually convenient time.
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3.4 RECORD KEEPING POLICY

The school shall keep the following records:
1. Pupil Education Records
2. Pupil Admission Documents and Personal Information
3. Personnel Records
4. Financial Records
5. Curriculum Policy Documents
6. Non-Curricular Policy Documents
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1. PUPIL EDUCATION RECORDS
Keeping, Disclosure and Transfer
The school shall keep and update curricular records on pupils, covering their academic achievements, other skills and abilities and progress in school. (This may well include summative records, formative records, examples of work, copies of reports and profiles, SATS results etc.) Other material, although not mandatory may also be recorded. The curricular record, together with this additional material will comprise a pupil's educational record.
Confidential reports (e.g. from Social Services, Psychological Reports etc.) must be kept separately from the above general information.
Pupils' educational records (except for exempted material as specified on DES Circular 17.89) shall be disclosed on request to parents within the time specified by the statute in force at the time, and to schools considering a pupil for admission or following a request from another school after transfer with the parents’ agreement.
The school shall provide an opportunity for the correction of inaccurate educational and personal records. Directors shall consider appeals against any decision by the Deputy Heads or any teacher with delegated authority to refuse to disclose, transfer, copy or amend a pupil's record.
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2. PUPIL ADMISSION DOCUMENTS
The School shall keep admission records specifying any information required by the LEA, Directors or DFES relating to pupils on roll at the time. These shall be kept up-to-date and amended as and when pupils join or leave the school, providing that the keeping of such information does not contravene any law or statute in operation at the time.
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3. PERSONNEL RECORDS
The School shall maintain records of personnel relating to their qualifications, experience, length of service, salary levels. Appraisal statements shall be the property of the appraisee and shall not be maintained with the above records and shall not be used in any way other than at the request of, or with the permission of the appraisee. A copy of appraisal statements may be kept securely in the Deputy Heads and Heads of Department’s office and not in the general school office. Records of appraisal statements shall NOT be kept on computer disc or system.
Application forms of applicants (and references) for vacant posts will be kept securely in the school office until an appointment has been made. Following a successful interview the successful candidate's application and references shall be kept within the school with secure access by the designated personnel.
References for staff within the school for posts outside it shall be kept securely in the Managing Director’s Office and shall not be kept with the personnel records in Paragraph 1 of this section.
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4. FINANCIAL RECORDS
Records of the school's financial controls, budget and private fund finances shall be kept in accordance with current DFE regulations.
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5. CURRICULUM POLICY DOCUMENTS
Documents which describe the school’s policies on areas, subjects of the curriculum, topics, schemes of work etc. shall be maintained up-to-date and available for inspection by authorised persons (e.g. parents, advisors, inspectors, governors etc.). The Deputy Heads and Head of each Department will maintain a master copy of each document in safe keeping and available for inspection by authorised and appropriate personnel.
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6. NON-CURRICULUM POLICY DOCUMENTS
Documents which describe the school's policies on non-curricular matters as required by the Board or DFES shall be prepared, maintained and kept up-to-date and made available to authorised persons as required. A list of the required policies shall be made available also and up-dated as appropriate.

3.5 HOMEWORK AND MARKING POLICY

HOMEWORK
Purposes
1) To encourage self-discipline and personal organisation.
2) To create additional time for structured learning.
3) To bridge the gap between home and school.
4) To allow parents direct involvement in their child's learning.

Tasks
The setting of tasks to be undertaken at home will be normal practice. The frequency and length of tasks will vary according to the age and needs of the child, and according to the programme of work at the time. Tasks set will vary in their nature, and will not necessarily be of a formal pencil and paper style. Tasks may include: reading, learning of tables, spellings or other materials, completion and/or extension of work begun in class, additional research, collecting information, investigations.

Extra Homework
If a parent feels that particular circumstances (e.g. prolonged absence from school) warrant additional homework this should be discussed with the class teacher. If the class teacher feels that additional work would be appropriate, adequate time will be allowed for work to be set and materials to be gathered. Additional homework will not normally be set simply because a child is being taken out of school for a family holiday.

Scope
Homework should be set for clearly defined purposes, not for its own sake. It will rarely be appropriate for homework to be set for new work which has not been introduced in class. Homework set should be followed up in class and it should be made clear to children that, unless clearly specified, homework tasks are not optional. Failure to complete a homework task should be treated in the same way as failure to complete a piece of class work. In the Infant School we bear in mind that many young children are occasionally too tired to complete homework in full on the day set. Extra time may be given or homework waived occasionally if children are too tired to complete.
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Marking
Rationale
To ensure that all children have their work marked in such a way that it is likely to improve their learning and skills, develop their self-confidence, raise self-esteem and provide opportunities for self-assessment.
Principles
• Marking of children’s work can have different roles and purposes at different times and can involve both written and verbal feedback.
• Whenever appropriate/possible, teachers should provide individual verbal feedback to children.
• The marking of children’s work, either written or verbal, should be regular and frequent.
• Teachers should look for strengths before identifying weaknesses when marking work.
• Marking should be linked to learning objectives/targets when appropriate.
• Teachers should look for opportunities to provide positive public feedback to children concerning work which is a high achievement for particular children.
• Marking procedures and marking standards should be consistently applied across the school.
• Marking practices and procedures should be in keeping with the school’s overall policy on assessment and be in keeping with a wide range of ways in which the school recognises and celebrates children’s achievements
Guidelines
The following procedures for correcting children’s work should be implemented by all staff:
• Children’s work should be corrected as soon as possible after completion.
• When correcting a piece of work the procedures on the attached sheet, entitled Common Marking Policy should be implemented, where appropriate.
• If children make neat copies of their work after it has been corrected, originals may be kept to show to parents as an indication of child’s true progress.
• When marked work is returned to children there should be some kind of verbal feedback either individually or as a class.
• Where appropriate a brief written comment, positive and constructive should be made on the work. This comment should also be informative (ie not just good, excellent, etc) and linked to the learning objective.
Monitoring and Evaluation
HODs will review samples of work from each class to monitor the implementation of this policy.
The desired outcomes for this policy are improvement in children’s learning and greater clarity amongst children and parents concerning children’s achievements and progress.
The performance indicators will be:
• an improvement in children’s attainment,
• teacher, child and parent testimony concerning the usefulness of the marking.
• consistency in teacher’s marking across the key stages and between years.
• an awareness on the part of the pupils of what is expected of them
Review of Policy
The date of the next review will be September 2011.

3.6 LIBRARY POLICY

Pupils should be encouraged to develop as enthusiastic, independent and reflective readers. They should be introduced to a wide range of literature and have opportunities to read extensively for their own interest and pleasure and for information. Pupils should read and use a wide range of sources of information. The range of non-fiction should include newspapers (Seniors) encyclopedias, dictionaries and thesauruses.

The role of the library.

The policy reflects the use of the library in school by staff and pupils. It refers to the library not only in terms of books, materials and space but also in terms of the learning needs of the pupils. The library has a central role in the school curriculum both in the support of developing literacy skills, including reading for pleasure, and the application of these skills to finding information and using it. Teachers' work in the classroom supports the development of skills needed to make best use of the library and work is planned to utilise these skills and the resources available. We aim to foster a positive attitude to books in which children can become independent readers.

Through our teaching we aim to provide children with the opportunities to:

• Experience a wide range of literature – modern and classical

• Experience literature from a range of cultures

• Use a wide range of sources of information, including IT based ones

• Become familiar with the way the library is set out and its systems

• Think of themselves as library users

Teachers use the library to help them with the planning and teaching of the curriculum. Some teachers resource books may be kept in the library so that pupils can see them being used providing positive role models. All staff have an input into the purchasing of new library books both as class teachers and as subject co-ordinators.

Children use the library to borrow books for reading at home and to research topics in various curriculum areas. Children are encouraged to see the library as theirs, to develop positive attitudes towards the library and to value the books that are available to them.

In the Infant School, fiction books are housed in each classroom. The school library has a collection of non-fiction and poetry which is regularly accessed by children. Each Junior classroom has its own library made from a collection of books from the main library. All children have a turn at choosing books for their class library over the school year.

Children are also encouraged to visit the local library. Teachers may plan visits to the library to support aspects of the curriculum and to participate in activities that are run by the library staff.

The School Library.
We are lucky that the school library in each department is central to all classrooms and that children can be easily supervised in it. Staff contribute to making it bright, uncluttered and attractive. Books are clearly displayed. Colour coding as well as the Dewey system in the Infant and Junior Departments means that younger children can become independent users more quickly.

• There is a reading area where children can read quietly at various times.

. The wooden table and chairs in the infant library accommodate children during library skills lessons.

. Seniors pupils use the library area for private study.

• Non-fiction books are colour coded to allow younger pupils to access the books that they want more easily. Books are chosen to reflect all reading ages.

• There are tables and chairs so that groups of children can work in the library.

Children are introduced to the library as soon as they begin school. They are taught the systems that operate and how to borrow books and return them. Parents are encouraged to play a full role in their children’s reading.

The development of research skills follows the NLS and these skills are reinforced across the whole curriculum. Teachers plan for use of the library within their subject planning and record it on the literacy plan.

Resources.

The library has a budget each year and this is supplemented by funds raised through the school. The stock is monitored by the Head of Department who seeks the opinions of the staff about new books, both fiction and non-fiction. The ICT co-ordinator keeps the ICT resources up to date.

4.1 STAFF INDUCTION POLICY

It is recognised that there is a need to provide support and encouragement to all new staff. It is further understood that there is so much for a new member of staff to assimilate that they are encouraged to refer to the staff handbook and to question colleagues and the Head of Department as the need arises.

Purposes

The induction programme enables staff to integrate into the school community and work effectively individually and as part of a team.
To make new staff aware of the school’s philosophy, aims and objectives.
To develop knowledge and skills of new staff to provide job satisfaction, motivation and quality of learning experience for all pupils.
To provide the opportunities for new staff to be informed of school procedures and educational developments.
To enable new teachers to recognise issues pertinent to them and be able to share experiences and ideas.
To enable new staff to be confident in asking for and receiving help.
To build confidence and expertise in the classroom and in other areas of responsibility.

Guidelines

Applicants are provided with all essential details and the opportunity to visit the school.
Relevant information is given to all new staff.
All new staff will meet with key personnel in school.
All new staff will receive relevant training.
Support is provided from relevant members of staff.

Procedures

Before taking up the post:

Job details are sent to potential applicants.
There is the opportunity to visit the school prior to the interview if requested by a prospective candidate.

Once appointed:

New staff are encouraged to visit the school prior to taking up the post, given a tour of the department and introduced to other colleagues.
All new staff are given a School Calendar and appropriate timetables. Senior and Junior staff are given planning books.
All teachers where possible are given the opportunity to meet the outgoing member of staff.

After taking up the post:

Diaried meetings with Head of Department
Regular contact with Head of Department for support and review.
Completion of relevant paperwork.
INSET training days will be provided as identified in the School Calendar.
There will also be opportunities for professional development by outside agencies.
Meet Head of Department and other staff as appropriate.
Support Staff are encouraged to attend Professional Development opportunities provided by the school and outside agencies where appropriate.
Staff are appraised annually and their career development discussed.

Conclusion

If a new teacher joins the school during the academic year, the induction policy is put into practice at that point.

The long term needs of all individuals are looked after by the Staff Development Policy to ensure career development and progression.

This policy should be read in conjunction with the School Improvement Plan relating to Staff Development.

The full Induction Policy for Staff was adopted by the Management Team in July 2003 and will be reviewed at least once every three years.

4.2 STAFF DEVELOPMENT POLICY
RATIONALE
A clear and explicit policy for the professional development of staff is fundamental to the overall effectiveness of the school. It recognises that staff members are the major asset available for school improvement and that they need to be fully prepared to undertake changes and developments, particularly with respect to curriculum change. All staff are seen as learners and all staff are committed to sharing learning.
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AIMS
1. To clarify the staff’s awareness of and involvement in the school’s philosophy, aims and objectives.
2. To enhance the development of the professional knowledge, skills and commitment of staff.
3. To encourage individual teachers to plan their careers and to identify career opportunities.
4. To thus continuously improve the education of the pupils.
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GUIDELINES
1. The school has a continuous cycle of development including curriculum and staff development, consisting of a process of monitoring, evaluation and review of all aspects of the work of the school (see School Self-Evaluation Policy). During the processes of Self-Evaluation, development priorities for the school and professional development needs of staff are identified. The annual School Improvement Plan encapsulates these needs and identifies action to be taken, including training where appropriate, in order to meet them.

2. Job descriptions are negotiated with each member of staff. Each member of staff receives at least one annual staff development interview. All staff have the right to an interview at any reasonable time with a senior member of staff (i.e. Deputy Heads or Head of Department) to discuss professional and career development and also to a guarantee of confidentiality if so required.

3. The Deputy Heads and Heads of Departments share the task of co-ordinating development, with responsibility for analysing staff needs, attempting to meet them by any appropriate means, and integrating them into an overall Staff Development Plan, with the key criteria for inclusion being the link to overall school priorities for school development and improvement.

4. The Deputy Heads and Heads of Departments implement the INSET plan and organise INSET for both the staff as a whole and also on an individual basis. They report back to the staff at regular intervals and manage available funding. Staff receiving any individual INSET are expected to report back to the Deputy Heads and Heads of Departments or whole staff as appropriate. The Deputy Heads and Heads of Departments are responsible for planning the dissemination of any experience gained from INSET. The Deputy Heads and Heads of Departments are also responsible for medium and long-term evaluation of the effectiveness of the INSET, which has been undertaken. This will be included in the school Self-Evaluation process.

4.3 STAFF APPRAISAL POLICY

AIMS
1. To improve the quality of education for children, by helping teachers to realise their potential and to carry out their duties more effectively;
2. To help teachers to recognise their achievements and help them to identify ways of maintaining high quality or enhancing their professional skills, performance and job satisfaction;
3. To assist in planning the in-service training and professional development of teachers individually and collectively;
4. To identify the potential of teachers for career development, with the aim of helping them through in-service training and, where appropriate, through a change of duties;
5. To provide help to teachers who wish to improve their performance, through appropriate guidance, counselling and training;
6. To enhance the overall management and development of the school.
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RESPONSIBILITIES
1. The Deputy Heads will arrange for the formal appraisal of teachers in the school. The Heads of Departments will arrange the informal appraisal of teachers in their department.
2. All teachers are required to take part in the appraisal procedures determined by the Deputy Heads.
3. The Managing Director will arrange the formal appraisal of all administrative staff.
4. Appraisal will operate, and be seen to operate fairly and equitably for all staff.
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APPRAISAL PROCESS
1. Teachers. Over the two year appraisal cycle the following will occur: The collection of appropriate information about a teacher's performance. Observation of at least two lessons, a discussion between the appraiser and the appraisee, completion of an agreed statement which summarises the main points of the discussion. A separate annexe to the statement which indicates agreed targets which the school needs to consider and any identified training needs, a review meeting in the next year to identify progress. A teacher is entitled to complain about an appraisal statement within twenty working days of first having access to it.
2. Deputy Heads. Over the two year appraisal cycle the following will occur: Self-appraisal; Initial meeting; Observation; Collection of relevant information; Appraisal discussion; Summary documentation; Follow-up and support; Support and review. The Deputy Heads will be appraised by two people, at least one of whom is a colleague Head Teacher.
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4.4 STAFF LEAVE POLICY

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PAID LEAVE

Is approved for:
Compassionate leave, e.g. urgent family affairs illness or death of close family member;
Hospital/Specialist appointments (this does not include non-emergency dentist or doctor appointments);
Home emergencies: e.g. burst pipes, burglaries, fire etc.;
Other paid absence is at the discretion of the Managing Director following an application in writing. Approval must be given in writing and a copy given to the Bursar
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UNPAID LEAVE

On the advice of the Deputy Heads, unpaid leave requests will be considered for:
A period of one week or less at the discretion of the Managing Director following an application in writing. Approval must be given in writing and a copy given to the Bursar.
More than one week, following approval by the Managing Director. Approval must be given in writing and a copy given to the Bursar.

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4.5 STAFF PAY POLICY

1. Introduction
1. The school recognises the importance of having a clear policy on salaries for staff employed at the school to ensure that all staff are rewarded fairly, without discrimination, for the work they do. This pay policy will be kept under annual review to ensure that the discretions on pay available will be used in the most appropriate way to recruit, retain, motivate and reward staff, taking into account the needs and circumstances of the school and plans and priorities for its future and development.
2. The school recognises that financial reward is not the only means of supporting staff and will try to ensure that all staff have good working conditions.
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2. General
1. The school will abide by the relevant pay provisions in the Conditions of Service appropriate to all staff, and will use any salary discretions where appropriate and practicable.
2. The school will ensure that the Equal Opportunities Policy is followed in making any pay decisions. In exercising any pay discretions full account will be taken of any relevant legislation, e.g. on equal pay, sex discrimination and race discrimination.
3. Vacant posts and incentive allowances will be advertised in the staff room so that all staff have the opportunity of applying for such positions.
4. The school, when drawing up its budget proposals, will take account of the salaries requirement for staff and will, wherever possible, include an amount for discretionary payments in the contingency funds to be used as appropriate.
5. Due regard will be given to pay relativity between staff, taking account of any advice contained in the appropriate Conditions of Service and the Teachers Pay and Conditions Document.
6. The school development plan and the staffing structure will form the basis of the salary structure in the school. Job descriptions will be provided for each post and will be regularly reviewed. All staff will be entitled to see their salary records, which will be confidential.
7. The school recognises that the appraisal scheme for teachers is intended primarily for staff development and confirm that there will be no direct link between appraisal and pay. The implementation of this pay policy in individual cases will be carried out by a Salaries Sub-Committee which will then report its decisions to the full Board.
8. The Sub-Committee shall make a decision on any salary matters not specifically covered by this pay policy and shall raise the issue for inclusion in the Pay Policy at the next review of the policy.
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3. The Pay Policy in Operation
1. The Pay Policy will be implemented by the Sub-Committee. The Sub-Committee will be advised by the Bursar, who will normally put forward recommendations for consideration, and decisions will be reported to the full Board.
2. In making decisions, the Sub-Committee will have regard to budget availability and be mindful of future financial consequences of any decision.
3. The Sub-Committee shall record the reasons for the award of any discretionary payments to staff.
4. The power to make temporary regradings and temporary discretionary payments is delegated to the Bursar by the Sub-Committee but must be ratified by the Sub-Committee at its next meeting.
5. Any member of staff who seeks a review of their pay should initially discuss the matter with the Bursar so that it can be raised with the Sub-Committee.
6. Any member of staff who is aggrieved by a decision of the Sub-Committee shall have the right to appeal against that decision to the Appeals Panel of the Board whose number must not be less than the Sub-Committee.
7. The Sub-Committee will meet at least once a year to consider the salary structure but may meet more frequently as and when necessary.
8. The Sub-Committee will keep up-to-date with developments on pay and will review the pay policy annually to make recommendations to the Board which, having consulted as per paragraph 1.2, will formally agree the new pay policy.
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4. Deputy Heads
1. The Sub-Committee will annually review the duties and responsibilities of the Deputy Heads to see whether the salary scale and rate is still appropriate.
2. The Sub-Committee will look at the following assessment criteria:
(i) the responsibilities of the post;
(ii) the social, economic and cultural backgrounds of the pupils attending the school;
(iii) whether the post is difficult to fill taking into account recruiting information from similar schools;
(iv) the experience of Deputy Heads.
3. Recommendations on any pay changes will be made to a full Board Meeting at which appropriate financial information will be made available. A majority vote by the Directors is required to endorse any proposals.
4. The Deputy Heads will not normally be present at any meetings which discuss the pay of the post. Attendance of the Deputy Heads will be at the discretion of the Board.
5. New appointments will normally be made to the minimum of the appropriate scale but the Sub-Committee may give increments in recognition of previous experience at their discretion, taking account of any previous practice and advice.
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5. Support Staff
1. The Sub-Committee will annually review the duties and responsibilities of the support staff to see whether salary scales and rates are still appropriate.
2. The Sub-Committee will look at the following areas of discretion:
(i) to see whether the salary scale or rate is still appropriate;
(ii) to decide whether honoraria are appropriate in view of any additional asks or responsibilities undertaken;
(iii) to see whether or not accelerated increments are appropriate.
3. New appointments will normally be made to the minimum of the appropriate scale but the Sub-Committee may give increments in recognition of previous experience at their discretion, taking account of any previous practice and advice.
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5.1 EQUAL OPPORTUNITIES POLICY

RATIONALE
The school is committed to promoting understanding of the principles and practices of equality and justice.
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AIMS
1. We aim to provide equality of opportunity to all our children, regardless of gender, race, religion or ability.
2. We aim to equip pupils with an awareness of our diverse society and to appreciate the value of difference.
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PRACTICES
1. All teaching staff should be vigilant in looking for the implication of equal opportunity in our teaching.
2. Resources will be reviewed regularly to avoid any which encourage sex stereotyping and to reflect the needs of a pluralistic society.
3. No distinction of entitlement to opportunity should be made in any area of school life.
4. Teachers may need to make a conscious effort to redress the balance of expectations which they may have of either boys or girls which are solely related to gender.
5. Teachers are encouraged to take opportunities to develop their awareness of the culturally diversities within society.
6. Pupil names will be accurately recorded and correctly pronounced. Pupils are encouraged to respect names from other cultures.
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5.2 SPECIAL EDUCATIONAL NEEDS POLICY
At Sancton Wood School our aim is to provide high quality teaching to enable all our children to perform to the very best of their abilities. Our aim is to promote a happy school atmosphere, with the emphasis on self-respect and respect for others. Children with special educational needs will be given individual and appropriate provision. All pupils, including those with special educational needs, will participate in the full curriculum and all school activities, where agreed.
What are Special Educational Needs?
‘A child has special educational needs if he or she has a learning difficulty which may be a result of a physical or sensory disability, an emotional or behavioural problem, or developmental delay.’ (1981 Education Act, Section 1)
The needs of the majority of children can be met within the school with a varying amount of individually-planned teaching, or by use of special equipment.
Sancton Wood School aims to have regard to the DƒES Code of Practice on the Identification and Assessment of Special Educational Needs, and to provide a welcome, and appropriate learning opportunities, for all children.
• Children with special educational needs, like all other children are admitted to school after consultation between parents, teachers and SENco if Sancton Wood has the resources and expertise to cater for his/her needs.
• Our system of observation and record-keeping, which operates in conjunction with parental input, enables us to monitor children’s needs and progress on an individual basis.
• Each class teacher is responsible for, a maximum of sixteen children, so each child benefits from adult time and attention.
• If it is felt that a child’s needs cannot be met without the support of a one-to-one worker, either full or part-time, external funding from the parents will be sought to provide this. The school is unable to fund such support.
• We work in liaison with staff outside the school, including therapists, psychologists, social workers and paediatricians, to meet children’s specific needs.
• Our staff attend wherever possible in-service training on special needs arranged by professional bodies.
How are children with Special Educational Needs identified?
Sometimes children are identified as having special difficulties before they are of nursery/reception age, and strategies are put in place to help the child before and after admittance to school.
In other cases, the class teacher will usually be the first person to observe that a child is having learning difficulties to the extent that they require special provision. All teachers within Sancton Wood School take into account the wide range of abilities, aptitudes and interests among the children in their classes when planning and teaching. A child who finds it difficult to progress even within a differentiated framework will be identified as requiring special attention.
Key Assessment Points
Baby Unicorns: Ongoing assessment.
Infant School: Year 1 dyslexia scanning.
Year 2 SATs
Junior School: Yearly SATs and NFER tests.
Senior School: Year 7 and 8 Midyis tests.
Year 9 Midyis tests and SATs.
In some cases parents may express concern over their child’s progress or behaviour which may result in the identification of special educational needs.
The early identification of a child’s special educational needs is extremely important to ensure that they receive special help as quickly as possible.

SCHOOL STAGES OF ASSESSMENT
School Action
A. The relevant teacher registers need and takes action. Any teacher may identify a pupil having difficulties in a particular area. The teacher:
• Identifies the area in which the child is experiencing difficulties
• Seeks advice from the Head of Department and SENCo
• Consults whole staff to collect further/relevant information.
• Teacher and/or SENCo consults with pupil and parents.
• Any identified needs are entered on the SEN register.
• Works closely with the child within the normal classroom context, exploring ways in which increased differentiation might better meet the child’s needs.
• Monitors and reviews the child’s progress.

B. The relevant class or form teacher remains responsible for planning, teaching and recording. He/she:
• Discusses child with SENCo (Infant, Junior or Senior) and other relevant staff.
• Draws up an Individual Education Plan with suggested targets with SpLD teacher.
• Targets are agreed and SEN Administrator makes copies available.
• Informs parents and the SENCo.
• IEP and copies of targets are shared with staff , parents and pupil, (who, in the Senior School, then sticks a copy in their diary).
• In conjunction with SENCo, monitors and reviews the child’s progress.

School Action Plus
• The relevant teacher and SENCo will liaise with other specialists such as speech and language therapists, psychotherapists or family counsellors.
• The relevant teacher in consultation with SpLD teacher and SENCo will ensure a new IEP is drawn up, and implemented.
• The relevant teacher will organise a termly review process involving parents and relevant specialists.
• Request Educational Psychologist involvement if a child is not making progress. Implement advice given. The report and subsequent advice is funded by parents at Sancton Wood School eg where 1:1 help is required.
If a child is making good progress at these stages it may be decided to place him or her at the previous stage. It may be decided that a child at Stage 1 or 2 has made such good progress they no longer need special help; in this case the SENCo will retain the child’s name on the SEN register until it is clear that the child’s progress is no longer likely to give cause for concern.
If, after two review periods, a child has not made satisfactory progress, the child will normally move to the next stage.

Statutory Assessment
If the school concludes that the child’s needs are so substantial that they cannot be met within the school’s resources, then the Deputy Heads will make a request for Statutory Assessment. The parents of the child will be consulted before the request to the LEA is made. A Statutory Assessment is a very detailed examination to determine exactly what a child’s special educational needs are and what special help he or she should receive. It is the SEN Co-ordinator’s responsibility to provide information regarding the child’s needs and evidence of the action taken by the school to meet those needs. The LEA then considers the needs for Statutory Assessment and, if appropriate, makes a multidisciplinary assessment. A child may be at this stage for a period of up to 16 weeks, during which they usually continue with the programme of work they have already been following, funded if necessary by parents.
The LEA considers the need for a Statement of Special Educational Needs and, if appropriate, makes a Statement and arranges, monitors and reviews position. A Statement of Special Educational Needs is a document setting out: the child’s learning difficulties, the special help he or she should receive; the long-term objectives to be achieved by the special help; the arrangements for short-term target-setting and progress reviews; the name of the school the child will attend (which could be the child’s present school, another mainstream school or a special school). The LEA fund extra provision in certain circumstances, otherwise the cost must be borne by parents.
If the LEA decides that a Statement of Special Educational Needs is not necessary because it considers the child’s needs can be met within the school’s range of provision it may issue a Note in Lieu. The Note in Lieu should describe the child’s needs, explain why a statement is not appropriate, and make recommendations about provision for the child.
This process may take 10 weeks, during which time the child will usually continue with the programme of work they have already been following, funded if necessary by parents.

ADMISSIONS
Parents wishing to register their child/children at the school should note that the aim of the school is to meet the needs of children of a range of academic ability. In the case of pupils with a Statement of Special Educational Needs, the SEN Co-ordinator will work closely with the LEA named officer in coming to a decision about the most appropriate provision for the pupil. No pupil will be refused admission solely on the grounds that she or he has special educational needs.
Each applicant must pass the set entrance criteria to be admitted to each department of the school.
We do on occasion reduce the entry requirements when agreeing to host pupils from other countries for a short time. We would anticipate hosting only one child maximum per class who had a limited knowledge of English. It is more likely that our sister school, Cambridge International will offer a more appropriate setting for such children.

5.3 TEACHING ABLE, GIFTED AND TALENTED CHILDREN POLICY
All children have personal qualities, special talents and capabilities, which parents and teachers seek to identify, nurture and develop. An individual’s gift or talent may be displayed within the regular curriculum, in a particular area of study, or it may cover a broader aspect of ability, such as leadership or creativity.
High ability does not always guarantee high attainment. Able children may feel self-conscious about their skills and seek to conceal or suppress them, or may possess advanced thinking skills but very poor recording skills or a reluctance or write, so it is important that we plan to nurture the whole child rather than concentrate on discrete areas of development. Similarly, it is not unusual for very able children to suffer from boredom or lack of support at school or at home which can lead to disruptive behaviour, disillusionment or lack of engagement with school work unless appropriate challenges are provided for the individual. The energy and enthusiasm of the teacher is an important factor in simulating and motivating pupils.
Definition It is difficult to provide a single definition which describes all able children. However there are certain criteria which teachers will look for in seeking to identify gifted and talented pupils. These may include: an ability to understand ideas quickly and to apply knowledge and skills in creative and original ways; evidence of significant talent in one or more areas including physical, artistic, technological, linguistic, academic, leadership, creative; originality of ideas, heightened sense of humour or advanced vocabulary; singular self-motivation, extended concentration and curiosity. Further criteria relevant to specific subjects can be found with curriculum documentation. Every class will have children who are very able in one or more aspects of their learning. By ‘very able’, we mean those children who are at the upper end of the ability range in their year group, tackling concepts and challenges beyond national expectations as described in the National Curriculum. Mid-Yis, which we use in our Senior School gives clear guidance in that pupils scoring a total of 132 plus should be considered gifted.
Identification of pupils Every class teacher will have identified those children who are considered to be more able than their peers, using school assessments (especially from year 2 onwards, and end of year SATS assessments) and classroom observations, background knowledge and any other relevant reports. Rather than using this information to label these pupils, we use it to ensure effective and suitable provision of work to ensure appropriate pace, rigour and challenge. We consider it important that pupils are reassessed regularly so that individuals are not inappropriately pigeonholed into a single group for their entire school career.
Differentiation We consider it important to differentiate the work that is provided for children in order to meet the needs of, and to challenge children in lessons, whatever their level of ability. The organisation of lessons allows for class teaching that meets individual needs and provides for differentiated group and independent work. Within lessons, able pupils are given direct teaching and opportunities to work with their peers. Lessons involving particularly able pupils are based on the principle of inclusive whole class and group teaching.
Students who are gifted academically can be ‘accelerated’ ie, where appropriate academically and socially a student may be placed in a form a year ahead of his/her chronological age. Other students are given enrichment and extension tasks which add both breadth and depth to their learning.
In cases where the school is unable to provide suitable specialist teaching or resources to further enrich a student’s talent, the student will be given all encouragement and support to extend their activities out of school, eg music, sport etc.
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5.4 DISABILITY POLICY

Sancton Wood is committed to providing care in education for pupils aged from 1-16. Pupils who have disabilities are not discriminated against in line with the Disablility Discrimination Act 1995. Disabled pupils are given the necessary support to enable them to have full access to the curriculum and their physical environment where such adjustments to school provision are reasonable.

Accessibility Plan

Pupils who have Special Educational Needs, possibly a disability or an identified disability, will all be treated using the following procedure:-

1. Can the pupil have full access to the curriculum and school environment?

2. If not, what would be necessary to provide full access to the curriculum and facilities?

Are such adjustments reasonable ie:
• Are they physically possible?
• Are they financially possible?
• Do we have/will have access to the necessary expertise?
• Are the parents able to support access physically, or financially?

A programme specific to the child’s needs is drawn up by the SENco and class teacher and will be presented to the Management Committee for approval. The Management Committee will make a fair decision.

Parents are informed of the reasonable adjustments that are possible to enable their child full access to the curriculum and school facilities.

Where the necessary adjustments are not reasonable or possible to put in place, parents are informed and the information under consideration is presented in full to the parents. Any alternative arrangements and/or schools suggested.

5.5 ENGLISH AS AN ADDITIONAL LANGUAGE POLICY
Prospective pupils for whom English is an Additional Language are assessed by their form teachers in the Infant and Junior Departments and in the Senior Department they sit a formal entrance assessment paper. In discussion with the Heads of Departments and Deputy Heads a decision is then made as to the suitability of the candidate for that particular class.
We welcome outside applications.
When we are unable to offer a place, we will do everything in our power to find a suitable school for the candidate.
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5.6 COLLECTIVE WORSHIP POLICY

This school will comply with the requirements set out in the 1988 Education Reform Act regarding Collective Worship.
An Act of Collective Worship will take place at least twice a week. The time at which this takes place and the form of the Collective Worship (whole school, team or class groupings) may vary according to timetables.
The majority of the Acts of Collective Worship will be wholly or mainly of a broadly Christian character. The Act of Collective Worship will be non-denominational.
Every child will take part in the Act of Collective Worship unless withdrawn by his/her parents/guardians. The Heads of Department will keep a record of all Acts of Collective Worship themes.
Whilst fully complying with the law, the school will be sensitive to the fact that not all children will come from religious families.
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