|
|
|
|
 |
|
Anti-Bullying Policy
Child Protection Policy
SEN & Inclusion Policy
Teaching and Learning Policy
Curriculum
Policy Statement
Behaviour Policy |
ANTI-BULLYING POLICY
In Charles Dale, it is recognised that bullying is an unpleasant
and unacceptable feature of school life. The whole school staff,
in conjunction with Parents are committed to reducing the number
of incidents of bullying in school and associated problems within
the immediate school environment.
What is bullying?
Bullying takes a variety of forms. It can be defined as repeated
and systematic harassment or attack on others. It may be by
individuals or groups. It can include many different behaviours,
such as:
· Physical violence or attacks
· Verbal taunts, name-calling, put-downs, ridicule
· Threats and intimidation
· Extortion or stealing of money / possessions
· Damage of personal property
· Exclusion from a particular group.
All of these may cause real distress or upset for the victims.
This can affect their learning and general well-being.
What is the school doing to help?
In School
· In the school, Circle Time/PSE helps ease the transition process
with one of the main focuses on "anti-bullying"
· The "Buddy System" is well established, as an initiative to help
support the new intake, again with a view to highlighting any
bullying problems in the early stages.
· Senior Students are now to have the opportunity to extend their
roles as Buddies, to become involved in Peer Mediation,
specifically to address the problem of bullying. Training will be
provided for this initiative.
· All pupils have a Key Teacher and/or a guardian Teacher who is
the first point of contact for pupils and parents, if there are
any concerns.
· All members of staff must adhere to a discipline Code of Conduct
for pupils which ensures consistency of approach towards pupil
behaviour across subject departments.
· Ground rules for acceptable pupil behaviour are re-enforced in
P.S.E. classes.
· Vulnerable pupils are identified and participate in group work,
focusing on self-awareness.
· Individual work and group work take place for pupils who have
been bullies themselves, to look at their behaviour and its
effects on others.
· School staff work closely together to tackle the problem of
bullying.
What happens in school if an incident of bullying occurs?
· It is vitally important that all pupils understand that they
must report incidents of bullying to someone, so that the incident
can be dealt with. This should apply not only if they
· themselves are the victims, but also if someone else is being
affected. Bullying must not be tolerated!
· The person they tell can be their Buddy, a Teacher they trust,
their guardian Teacher, a member of the Senior Management team,
someone in the Office or a Janitor. It does not matter, as long as
they tell someone.
· Every incident reported will be dealt with, as deemed
appropriate.
|
CHILD PROTECTION POLICY
All children have a right not to be abused and to be protected
from abuse and neglect, therefore child protection is the
responsibility of everyone. ‘It’s everyone’s job to make sure
every child is ‘alright’. This underlines the need for us all to
take responsibility in order to protect children.
In our school we are committed to creating an environment in which
children are safe from abuse and in which any suspicion of abuse
is responded to promptly and appropriately. The well being of
children in our care takes precedence over any other
consideration. It is the clear responsibility of all those
involved in our school to adopt good practice throughout their
work.
In order to achieve this we will:
· Seek to work in partnership with parents, carers and other
agencies to promote good practice in the area of child protection.
· Update any changes in child protection policy and practice under
the guidance from the designated person in the school
· Endeavour to ensure that all staff have access to appropriate
child protection training, supervision and support in order to
implement this policy effectively.
Child abuse is a criminal offence. All staff working in our school
have an ethical duty to report any reasonable concern that a child
may have being abused.
The role of members of staff is to inform the designated person of
any instance, which suggests that abuse is taking place. It is not
the role of the member of staff to wait for proof, investigate or
gather evidence of abuse.
When a child tells an adult about possible abuse, his or her
statements should not be dismissed or ignored. The adult should
attend carefully to what the child wants to communicate, taking
account of the child’s age and stage of development, and allow the
child to say what he or she wants to say without being drawn into
detailed questioning.
Our school will always seek to work with families in a clear,
positive and open way, bearing in mind always that the welfare of
the children is paramount.
The guidance counsellor must be informed at all stages and must
make sure that proper/appropriate records are being kept.
REMEMBER:
Any concerns about the well-being of a child need to be shared.
No matter how good we are at evaluating and assessing matters to
do with children in our classes, when it comes to the child’s
welfare we cannot evaluate and assess potential danger, risk,
damage, as we only know a tiny part of the whole picture. We must
share our concerns with the designated person.
Child Protection Procedure checklist for our staff.
If
· A child discloses abuse, or
· A member of staff suspects a child may have been abused, or
· A third party expresses concern
· A staff member witnesses an abusive situation involving another
staff member
The member of staff must: RECORD and REPORT
R Respond without showing any signs of disquiet, anxiety or shock
E Enquire casually about how an injury was sustained or why a
child appears
upset
C Confidentiality must not be promised to children or adults in
this situation
O Observe carefully the demeanour or behaviour of the child
R Record in detail what has been seen and heard
D Do not interrogate or enter into detailed investigations: rather
encourage
the child to say what he/she wants until enough information is
gained to decide whether or not a referral is appropriate
Then REPORT to the designated person without delay.
Members of staff must not
· Investigate suspected/alleged abuse themselves
· Evaluate the grounds for concern
· Seek or wait for proof
· Discuss the matter with anyone other than Principal/senior
staff.
|
SEN (Special Educational Needs) and Inclusion Policy
Rationale:
Charles Dale Memorial International School is committed to
providing an appropriate and high quality education to all the
children living in our school. We believe that all children,
including those identified as having special educational needs
have a common entitlement to a broad and balanced academic and
social curriculum, which is accessible to them, and to be fully
included in all aspects of school life.
We believe that all children should be equally valued in school.
We do not tolerate prejudice and discrimination, and we will
strive to develop an environment where all children can flourish
and feel safe.
CDMIS is committed to inclusion. Part of the school’s strategic
planning for improvement is to develop cultures, policies and
practices that include all learners. We aim to engender a sense of
community and belonging, and to offer new opportunities to
learners who may have experienced previous difficulties.
This does not mean that we will treat all learners in the same
way, but that we will respond to learners in ways which take
account of their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities
for all learners, whatever their age, gender, ethnicity,
impairment, attainment and background. We pay particular attention
to the provision for and the achievement of different groups of
learners:
· girls and boys
· minority ethnic and faith groups
· learners who need support to learn English as an additional
language (EAL)
· learners with special educational needs
· learners who are disabled
· those who are gifted and talented
· those who are looked after by guardians
· others such as those who are sick; those who are in families
under stress
· any learners who are at risk of disaffection and exclusion
This policy describes the way we meet the need of children who
experience barriers to their learning, which may relate to sensory
or physical impairment, learning difficulties or emotional or
social development, or may relate to factors in their environment,
including the learning environment they experience in school.
We recognize that pupils learn at different rates and that there
are many factors affecting achievement, including ability,
emotional state, age and maturity. We are particularly aware of
the needs of our pupils, for whom maturity is a crucial factor in
terms of readiness to learn. We believe that many pupils, at some
time in their school career, may experience difficulties which
affect their learning, and we recognize that these may be long or
short term.
At CDMIS we aim to identify these needs as they arise and provide
teaching and learning contexts which enable every child to achieve
to his or her full potential.
CDMIS sees the inclusion of children identified as having special
educational needs as an equal opportunities issue, and we will
also aim to model inclusion in our staffing policies,
relationships with parents/carers and the community. We are trying
to move from an SEN approach that locates a problem with the child
to looking at what additional provision we need to make for
specific children.
The development and monitoring of the school’s work on Inclusion
will be undertaken by the Leadership Team and the School Governor
responsible for Inclusion and SEN.
The SEN Coordinator will take the lead role in relation to
inclusion, and as a member of the Leadership Team, reports
regularly to the group on this area.
Objectives
1. To ensure the SEN and Disability Codes of Practice and guidance
are implemented effectively across the school.
2. To ensure equality of opportunity for, and to eliminate
prejudice and discrimination against, children with special
educational needs.
3. To continually monitor the progress of all pupils, to identify
needs as they arise and to provide support as early as possible.
4. To provide full access to the curriculum through differentiated
planning by class teachers, SENCO, and support staff as
appropriate, we aim to offer the full curriculum to all our
pupils.)
5. To provide specific input, matched to individual needs, in
addition to differentiated class room provision, for those pupils
recorded as having SEN at School Action or School Action Plus.
6. To ensure that pupils with SEN are perceived positively by all
members of the school community, and that SEN and inclusive
provision is positively valued and accessed by staff and parents/carers.
7. To ensure that we are able to meet the needs of as wide a range
as possible of children internationally.
8. To enable children to move on from us well equipped in the
basic skills of literacy, numeracy and social independence to meet
the demands of university life and learning.
9. To involve parents/carers at every stage in plans to meet their
child’s additional needs.
10. To involve the children themselves in planning and in any
decision making that affects them.
Arrangements for coordinating SEN provision
1. The SENCO will meet with each class teacher at least twice a
year to discuss additional needs concerns and to review IEPs.
2. At other times, the SENCO will be alerted to newly arising
concerns through the additional needs concern form.
3. The SENCO will discuss issues arising from these forms with the
form tutor within one week of receiving the form.
4. Where necessary, reviews will be held more frequently than
twice a year for some children.
5. Targets arising from IEP meetings and reviews will be used to
inform and support whole class approaches to inclusion, e.g.
differentiation, varied teaching styles.
6. The SENCO monitors planning for SEN supports year group teams
with curriculum planning.
7. The SENCO, together with the vice- principal, monitors the
quality and effectiveness of provision for pupils with SEN through
classroom observation.
8. SEN support is primarily delivered by teachers through
differentiated teaching methods. Additional support is provided by
the SENCO and by trained teaching assistants (TAs) throughout the
school. This is funded from the school’s annual budget. The
support timetable is reviewed annually, by the SENCO, and the
management team, in line with current pupil needs, educational
initiatives such as literacy and numeracy strategies, and the
budget.
9. Support staff, class teachers, SENCO and outside agencies
liaise and share developments in order to inform reviews and
forward planning.
Allocation of Resources to and amongst Pupils
Each year we map our provision to show how we allocate resources
to each year group and calculate the cost of the whole of our SEN
provision.
Identification and Assessment Arrangements, Monitoring and Review
Procedures
* The school’s system for regularly observing, assessing and
recording the progress of all children is used to identify
children who are not progressing satisfactorily and who may have
additional needs.
* The school’s system includes reference to information provided
by:
¨ Baseline assessment results
¨ Progress measured against the objectives in our Literacy and
Numeracy Strategies
¨ Progress measured against our level descriptors
¨ Standardised screening and assessment tools
¨ Observations of behavioural, emotional and social development
¨ An existing Statement of SEN assessment
¨ Assessments by a specialist service, such as educational
psychology, identifying additional needs
Based on the school’s observations and assessment data and
following a discussion between the class teacher, SENCO and
parent, the child may be recorded as needing either:
1. Differentiated curriculum support within the class
2. Additional support through School Action provision
3. Additional support through School Action Plus provision
Differentiated Curriculum Provision
In order to make progress a child may only require differentiation
of the plans for the whole class. The differentiation may involve
modifying learning objectives, teaching styles and access
strategies.
Under these circumstances, a child’s needs will be provided for
within the whole class planning frameworks and individual target
setting. Differentiation will be recorded in the daily planning by
the class teacher.
Monitoring of progress will be carried out by the class teacher
and used to inform future differentiation within whole class
planning.
The child’s progress will be reviewed at the same intervals as for
the rest of the class and a decision made about whether the child
is making satisfactory progress at this level of intervention.
The school uses the definitions of adequate progress in our Code
of
¨ Closes the attainment gap between the child and their peers
¨ Prevents the attainment gap from growing wider
¨ Is similar to that of peers starting at the same attainment
baseline, but less than the majority of peers
¨ Matches or betters the child’s previous rate of progress
¨ Ensures full access to the curriculum
¨ Demonstrates an improvement in self-help or social or personal
skills
¨ Demonstrates an improvement in the child’s behaviour
Practice, that is, progress which:
Where a period of differentiated curriculum support has not
resulted in the child making adequate progress OR where the nature
or level of a child’s needs are unlikely to be met by such an
approach, provision at the School Action level may need to be
made.
School Action provision would be indicated where there is evidence
that:
There has been little or no progress made with existing
interventions
Additional support is required to develop literacy or numeracy
skills
Additional support is required for emotional, behavioural or
social development
Additional support is required for sensory or physical impairments
Additional support is required for communication or interaction
needs
There are likely to be two groups of children recorded at School
Action.
1. Children, who have needs similar to other children with
additional needs within the class, e.g. lack of phonological
skills, spelling.
2. Children whom we consider to have more severe or longer term
needs that are likely to result in an application for further
professional advice.
Where needs are similar, it is appropriate to support these
children within a group, focusing on the common needs. However,
there should be scope within the School Action plan for each child
to have an individual target/s.
Both groups of children will have provision for their common needs
in a small group as well as some individualized support for their
more unique needs. Provision will run concurrently with
differentiated curriculum support.
The group may be taught by the class teacher and also supported by
a TA.
The responsibility for planning for these children remains with
the class teacher, in consultation with the SENCO.
A child receiving support at School Action will have an Individual
Education Plan, including a cover document.
This document forms an individual record for the child and
contains information about school-based observation and
assessment, a summary of the child’s additional needs and action
taken to meet them, including any advice sought from outside
agencies. We use the LEA model with minor adaptations for this
purpose.
Monitoring will be carried out by all those involved with the
child. Significant achievements and difficulties will be recorded.
The SENCO will look at the monitoring information on a half-trebly
basis and make adjustments to the provision for the child, if
appropriate.
Individual Education Plans will be reviewed at least twice a year,
although some pupils may need more frequent reviews. The SENCO
will take the lead in the review process. Parents/carers and
wherever possible, their child, will be invited to contribute and
will be consulted about any further action.
As part of the review process, the SENCO and school colleagues, in
consultation with the parents/carers, may conclude that despite
receiving an individualized programme and/or concentrated support
for a considerable period, the child continues to have significant
needs which are not being met by current interventions. Where this
is the case a decision may be made to make provision at the School
Action Plus level.
School Action Plus
Provision at this level always includes the involvement of
specialist services. A variety of support can be offered by these
services, such as advice to the school about targets and
strategies, specialized assessment or some direct work with the
child. The specialist services will always contribute to the
planning, monitoring and reviewing of the child’s progress.
School Action Plus would be indicated where there is evidence that
the level and duration of the child’s additional needs is such
that the child:
¨ Continues to make little or no progress in the areas of concern
¨ Continues working at National Curriculum levels substantially
below that expected of children of the same age
¨ Continues to have difficulty in developing literacy and numeracy
skills
¨ Has emotional, behavioural or social needs which regularly and
significantly interfere with the child’s or others’ learning
¨ Has sensory or physical needs which require additional
specialist equipment or regular advice or visits from a specialist
service
¨ Continues to have communication and interaction needs that
interfere with the development of social relationships and act as
a barrier to learning
A child receiving support at School Action Plus will have an
Individual Education Plan. Monitoring will take place as for
School Action and reviews will be at least on a trebly basis.
Provision will run concurrently with differentiated curriculum
support.
School request for a statutory assessment
For a child who is not making adequate progress, despite a period
of support at School Action Plus, and in agreement with the
parents/carers, the school may request the parents permission to
make a statutory assessment in order to determine whether it is
necessary to make a Statement of Special Educational Needs.
Planning, provision, monitoring and review processes continue as
before while awaiting the outcome of the request.
Statement of Special Educational Needs
A child who had a Statement of Special Educational Needs will
continue to have arrangements as for School Action Plus, and
additional support that is provided using the funds made available
through the Statement.
There will be an Annual Review, chaired by the SENCO, to review
the appropriateness of the provision and to recommend whether any
changes need to be made, either to the Statement or to the funding
arrangements for the child.
The School’s Arrangements for SEN and Inclusion In-Service
Training
v The SENCO attends regular cluster meetings to update and revise
developments in Special Needs Education and Inclusion.
v Meeting additional needs and Inclusion issues are targeted each
year through the school’s long-term goals and the School
Development Plan. In-Service training and individual professional
development is arranged matched to these targets.
v In-house additional needs and Inclusion training is provided
through staff meetings by the SENCO.
v All the staff have access to professional development
opportunities and are able to apply for additional needs or
Inclusion training where a need is identified either at an
individual pupil or whole class level.
v Support staff are encouraged to extend their own professional
development and the management team will ensure tailor-made
training where this is appropriate.
The use made of teachers and facilities from outside the school,
including support services
v The Educational Psychologist visits the school regularly
(according to timetable), following discussion with the SENCO as
to the purpose of each visit.
v The Special Needs Support Service visits regularly to provide
specific information, share resources and provide in-service
training.
v Specialist, direct teaching from this service is used where we
do not have the necessary in-house expertise - for example, in
relation to children with autistic spectrum disorders, or severe
emotional and behavioural difficulties, or 1:1 teaching.
v Teachers from the Sensory Impairment and Complex Needs Teams
work in school to support children, both with and without
Statements, who have vision or hearing impairment. The specialist
teachers work directly with children where this is indicated on a
Statement. Class teachers plan alongside these specialist teachers
who also attend and contribute to IEP reviews.
v The SENCO liaises frequently with a number of other outside
agencies, for example:
1 Education Welfare Service
2 School Nurse
3 Speech Therapy
4 Occupational Therapy
v Parents/carers are informed if any outside agency is involved.
Arrangements for partnership with parents/carers
v Staff and parents/carers will work together to support pupils
identified as having additional needs.
v Parents/carers will be involved at all stages of the education
planning process. An appointment will be made by the class teacher
to meet all parents/ carers whose children are being recorded as
having additional needs. The SENCO will attend this meeting if the
school or the parent thinks this is appropriate.
v We make sure that all parents/carers are given information about
Supportive Parents/carers for Special Children as soon as a child
has been identified as experiencing special educational needs.
v At review meetings with parents/carers we try to always make
sure that the child’s strengths as well as weaknesses are
discussed. Where we make suggestions as to how parents/carers can
help at home, these are specific and achievable and that all
parents/carers go away from the meeting clear about the action to
be taken and the way in which outcomes will be monitored and
reviewed.
v IEP targets may include targets to work towards at home, and
parents/carers are always invited to contribute their views to the
review process. All IEPs and reviews will be copied and sent to
parents/carers after meetings.
v Parents/carers evenings provide regular opportunities to discuss
concerns and progress. Parents/carers are able to make other
appointments on request.
v Regular communication between school and home will ensure that
concerns are promptly acted on. Where this has not happened,
however, parents/carers are able to make a complaint by contacting
the principal or, if this fails to resolve the issues, the
governing body.
Links with Health and Social Services, Education Welfare Services
and any Voluntary Organizations
v The school regularly consults health service professionals.
Concerns are initially brought to the attention of the school
nurse by the SENCO, and referrals will be made as appropriate.
v There are many organizations supporting SEN. The SENCO maintains
an up to date list. Parents/carers will be given details of these
groups on request or as appropriate. Information sent from
organizations will be posted on the parents/carers notice board.
Inclusion Principles
v Staff at CDMIS value pupils of different abilities and support
inclusion.
v Within the school, staff and pupils will be constantly involved
in the best ways to support all pupils’ needs within the school.
There is flexibility in approach in order to find the best
placement for each child.
v Within each class, teaching and learning styles and organization
will be flexible to ensure effective learning. Grouping to support
children identified with additional needs will be part of this
process.
v Where appropriate, links with partner special schools are made
and children included into mainstream school on full or part-time
basis. Liaison and planning between both schools takes place to
ensure continuity and match to needs. Review meetings take place,
as above to ensure that the most appropriate provision is being
made for the child.
Access to the Environment (see also School Access Plan)
v CDMIS is a single site school, with Key Stage 3 and Key Stage 4
departments. The Entrance to the building is through the main
gate, which is level and therefore suitable for wheelchair access.
Ground floor classrooms are accessed by corridors from which there
is also wheelchair access. As yet, there is no wheelchair access
to classrooms on the other floors.
· There is shower, changing or laundry facility.
v Children requiring equipment due to impairment will be assessed
in order to gain the support that they require.
v Details of our plans and targets on improving environmental
access are contained in the School Improvement Plan.
Arrangements for providing access to learning and the curriculum
(see also School Access Plan)
v The school will ensure that all children have access to a
balanced and broadly based curriculum, and that the National
Curriculum’s programmes of study are flexible enough to meet every
child’s needs. (No child will be excluded from any learning
activity due to their impairment or learning difficulty, unless it
is clearly of benefit to that individual and leads towards
inclusion.)
v Learning opportunities will be absorbing, rewarding and
effectively differentiated and the teaching styles will be
diverse.
v Staff will work in a way to avoid the isolation of the children
they are supporting, and will encourage peer tutoring and
collaborative learning.
v Schemes of work and policies for each area of the curriculum are
in place and are differentiated to include appropriate learning
outcomes for all pupils. Each policy has an Inclusion Statement
detailing access to that curriculum area for pupils identified
with additional needs.
v Differentiation takes a variety of forms within teacher
planning. Learning intentions are always made explicit and then
activities may be adapted, or planned separately as appropriate.
Alternative methods of responding or recording may also be planned
for where this is appropriate.
v Children with sensory or mobility impairments or a specific
learning difficulty will access the curriculum through specialist
resources such as ICT where this is appropriate.
v The school will ensure that the hidden curriculum and extra
curricular activities are barrier free and do not exclude any
pupils.
Access to Information
v All children requiring information in formats other than print
have this provided.
v We adapt printed materials so that children with literacy
difficulties can access them, or ensure access by pairing
children/peer support/extra adult support.
v We provide alternatives to paper and pencil recording where
appropriate, or provide access through peer/extra adult scribing.
v CDMIS uses a range of assessment procedures within lessons (such
as taping, role-play and drama, video, drawing) to ensure children
with additional needs are able to demonstrate their achievement
appropriately.
Admission arrangements
v Children with additional educational needs are considered for
admission to the school on exactly the same basis as for children
without additional educational needs.
v Children identified, prior to joining our school, as having
additional needs will also be matched to each class to ensure a
balance of both provision and opportunity
v Prior to starting school, parents/carers of children with a
Statement of SEN or Statement pending will be invited to discuss
the provision that can be made to meet their identified needs.
Incorporating disability issues into the curriculum
v The library resources are regularly reviewed to ensure they
include books that reflect the range of special educational needs
and come from a disability equality perspective, and priority is
given to the ordering of books with positive images and a positive
portrayal of disabled People as they become available.
v Opportunities to teach the children Makaton/PECS signs e.g. for
signed singing, and using symbols on displays and around the class
are optimized.
Terminology, imagery and disability equality
v We work with the children to understand the impact of the words
they use, and deal seriously with derogatory name calling related
to special educational needs or disability under our Anti-Bullying
Policy.
v We also try to make sure we have positive images of disabled
children and adults in displays, resources etc.
v We aim to make optimum use of Circle Time for raising issues of
language and other disability equality issues.
Listening to disabled pupils and those identified with additional
needs.
v CDMIS encourages the inclusion of all children in the School
Council and other consultation groups. We also have Circle Time
throughout the school.
v We aim to include children in their target setting and encourage
and support them to take an active part in their annual reviews,
through preparation, and making the information and meeting itself
accessible and un-intimidating.
v The staff has on-going training opportunities on issues relating
to communication and listening skills.
Working with disabled parents/carers
v CDMIS recognizes that there will be a number of disabled
parents/carers of children within the school, and we work to try
to ensure they are fully included in parents/carers activities. We
also make sure that we hold parents/carers meetings in the library
that is accessible.
v When a child starts at the school we ask the parents/carers
about their access needs and then send notes/newsletters home in
the required format e.g. large print.
Disability equality and trips or out of school activities
v CDMIS tries to make all trips inclusive by planning in advance
and using accessible places.
v All children are welcome at our after school activities and we
try to rearrange SEN transport if necessary.
Evaluating the success of the School’s SEN and Inclusion Policy
v Every year, we analyze the data we have on the percentage of our
pupils with low attainment at the end of their key stage, compared
to the percentage in similar schools. We also analyze data on
behaviour: major behaviour incidents and exclusions. We use this
analysis to help us plan our provision map. At the same time, we
set new targets for the year ahead, aiming for:
¨ A reduction in the percentage of children with very low
attainment,
¨ An increase in the percentage of children recorded as having
special educational needs attaining Level 5 at the end of KS3 and
Level 8 at the end of KS4,
¨ A zero tolerance in behaviour incidents and exclusions
v We report progress against these targets to the governing body,
who in turn report to parents/carers through the Governors Annual
Report. This Annual Report also includes the details of SEN
provision.
v In January and July, the SENCO will provide information to the
governing body as to the numbers of pupils receiving special
educational provision through School Action, School Action Plus
and Statements as well as any pupils for whom a Statutory
Assessment has been requested. The number of pupils transferring
to or from each type of provision will be noted. The Head will
report on any whole school developments in relation to inclusion,
at the same time, and will ensure that governors are kept up to
date with any legislative or local policy changes.
v The Annual Report to parents/carers will include the details of
SEN provision.
v SEN and Inclusion is a standing agenda item at all Curriculum
Sub-Committee meetings and will be reported at the full governing
body meetings through sub-committee reports, which are then
discussed as necessary.
v The SENCO will meet with the SEN Governor to discuss Inclusion
and current SEN concerns. The SEN Governor will lead governor
monitoring of the SEN policy through sampling, observations and
other procedures to be agreed annually.
v Individual targets for children with additional needs will be
reviewed through IEP targets, and a summary of the outcomes
arising from these targets will be included in the governors’
annual report to parents/carers and at the subsequent governors
meeting with parents/carers.
v Whole school monitoring and evaluation procedures will include
sampling of work and observations. Outcomes pertinent to SEN
provision and planning will be taken forward by the whole staff
and used to build upon successful practice.
v Target setting for all pupils takes place half-termly and within
each Key Stage. Annotated samples of work are kept as evidence to
support predictions as to the future achievements of pupils at the
end of each Key Stage. Percentage targets are set for children to
achieve the required Level at the end of Key Stage3 and at the end
of Key Stage 4. Targets are also set, within the Basic Skills
Policy for children identified as having additional needs.
v The policy itself will be reviewed annually by the school’s
Inclusion Steering Group.
Dealing with complaints
v If a parent wishes to complain about the provision or the
policy, they should, in the first instance, raise it with the
SENCO, who will try to resolve the situation.
v If the issue can not be resolved within 10 working days, the
parent can submit a formal complaint to the principal in writing
or any other accessible format. The principal will reply within 10
working days.
v Any issues that remain unresolved at this stage will be managed
according to the school’s Complaints Policy. This is available, on
request, from the school office.
|
TEACHING AND LEARNING POLICY
RATIONALE AND BROAD AIMS
This policy on Learning and Teaching is seen as of fundamental
importance in our school, underpinning our entire philosophy which
seeks to offer equality of opportunity in all aspects of education
in an atmosphere which is well-ordered, hard-working and yet
friendly and relaxed. It encourages pursuit of high standards in
academic, social, cultural and sporting activities and describes
the ideal to which we all as professionals aspire. The Policy
inevitably embraces all our School Aims and their many component
objectives.
GENERAL SCHOOL FACTORS
Relationships within School
The basis of all activity in a school is the nature and quality of
relationships between all in the school community - pupils, staff
and parents.
All of course are equally important in setting the tone of the
school - and naturally the SMT has a salient role in this respect.
The crucial reinforcing link with parents depends on excellent
communication and mutual understanding. The links between staff
and pupils must naturally be of particular focus here and we see
this in the following terms.
At all times and at all stages a clear sense of equality and
justice - particularly in respect to matters of discipline -
should be obvious to all pupils. Fairness of treatment should
pervade every aspect of teacher/pupil relationships within school
in order to establish a sense of equality and worth.
A staff professional duty is seen as to :
• be approachable
• be fair and give everyone a good hearing
• respect pupil self-esteem and offer support
• avoid making unkind remarks to a pupil because of their
appearance or level of ability
• avoid the use of emotive or pejorative terms in describing a
pupil
For their part, pupils are expected to:
• show a sense of co-operation and commitment
• be well behaved in class
• show respect for staff, both teaching and non-teaching, and
fellow pupils
• be aware of school rules and the consequences of deliberate
breaching of these rules
In seeking to achieve these objectives, a clear sense of effective
discipline is vital to help establish the correct atmosphere
conducive to positive learning and teaching. While details of our
policies on 'Discipline' and 'Bullying' are set out elsewhere, the
role of the SMT in offering a lead in this respect is significant
as is the importance of positive classroom relationships.
Extra-curricular Activities
The importance of a wide range of extra-curricular activities in
fostering our cultivation of a good school ethos cannot be
underestimated and each pupil is encouraged to take advantage of
the many opportunities voluntarily offered by staff beyond their
normal teaching duties. Such activities can help to:
• develop not simply new skills but also self esteem and image
• ensure a more positive attitude to school and learning
• develop relationships between staff and pupils
• foster an appropriate school spirit
Resources
Effective Learning and Teaching involves appropriate provision and
access to up-to-date materials and technology in all areas of the
school. This is facilitated by an annual formula-based
departmental requisition supplemented by development requests
prioritised against departmental 3 year plans and resolved on a
whole-school basis by the school management.
Environment
In further seeking to encourage positive behaviour, the creation
and maintenance of an appropriate learning and teaching
environment is a priority. Where appropriate, improvements in
decor and furnishings will be regularly sought. Involvement of
pupils is crucial in maintaining a good environment (eg litter)
and looking after and developing the physical surroundings (eg
landscape). Display of the work of pupils (eg paintings in public
areas) is very desirable.
Communication
The best possible communication between all members of the school
community is strived for, with care being taken to ensure that
parents as well as other groups not physically present in the
school, are as informed and involved as possible. This is designed
to ensure a positive school ethos and the best atmosphere for
effective Learning and Teaching
In particular we are keen to facilitate the Learning and Teaching
process by:
• fostering partnership with parents
• making parents aware of what their children are learning each
term ( curriculum map)
• providing the best possible systems for Assessment and Reporting
information
• providing and maintaining an early warning system for parents
regarding individual pupil progress
• clarifying parents' knowledge of sanctions within school
Continuous Consultative Development
An open consultative ethos guiding development in all aspects of
school life is essential. This naturally is applied to the process
of Learning and Teaching in all departments. In the same way, a
whole-school culture which attempts to recognise the contributions
and aspirations of all in the school community, naturally extends
into the classroom.
Homework
Homework is regarded as an important part of a whole school policy
on Learning and Teaching with the following aspects being of
particular significance:
• the frequency, nature and purpose of homework is made clear
• prompt marking and returning of work has positive effects
• tasks set are appropriate and take account of differing ability
levels within a class
• the use of homework diaries is thoroughly and constantly
encouraged
Whole-School Support
Effective Learning and Teaching involving the complete spectrum of
pupils' ability and behaviour depends on accessible, reliable and
structured support for learning. The means whereby pupils'
learning, and their general well-being - which of course is a
prerequisite for learning - is supported in its widest sense.
Wider Opportunities for Learning
In general we encourage wider opportunities for learning and
expanding the learning experiences of our pupils - with consequent
building of confidence and responsibility. These may include
opportunities such as Young Enterprise, Problem-Solving Days,
Understanding Industry Days, as well as Excursions to theatres,
galleries, exhibitions, or more distant excursions like Disney
world, etc.
SPECIFIC CLASSROOM FACTORS
Philosophical and Scientific Basis of Learning and Teaching
As teachers we consider it essential to be as aware as possible of
developments in this area such that they can inform our teaching.
Senior Management have a particular role here in ensuring
effective dissemination of such information.
Summary of our Approach to Learning and Teaching in our
Classrooms
We as teachers attempt as far as possible to promote effective
learning and teaching by
• providing courses which meet the needs of pupils and are
appropriate to their abilities
• planning and preparation of courses and events to ensure
differentiation/diversity of approach
• adopting an active teaching role beyond that of a manager of
learning materials
• utilising a variety of presentation, methodology and resources
including where appropriate - whole class teaching and tasks
- group teaching and tasks
- individual teaching and tasks
• providing clear and appropriate exposition and explanations
• applying appropriate assessment - diagnostic, formative and
summative - with pupils being clear as to its purpose and nature
as far as is practicable.
• giving good feedback from assessment to pupils
• using assessment, where appropriate, as a tool to inform
teaching
• establishing a climate of confidence and trust
• having appropriate expectations of behaviour, attitude and
performance
• promoting a positive approach to learning
• raising the motivation of pupils to learn by for example:
- encouraging pupil responsibility for their own learning
- developing pupil self-confidence, self-esteem and self-fulfilment
- sharing learning objectives with pupils
- valuing pupil contribution and encouragement where appropriate
- encouraging pupils to co-operate with others
- encouraging pupil perseverance in the face of challenges
MONITORING AND EVALUATION
One form of monitoring and evaluation, which has to be used
sensitively, is the termly analysis of examination results carried
out by individual teachers, Heads of Department and the vice
Principal. These compare raw results, Relative Ratings and
Value-Added data.
The effectiveness of Learning and Teaching is reviewed routinely
by Heads of Department - and at least termly when constructing
annual revised Year Plans.
All policies including this one, and related policies such as
Homework, Discipline etc, are reviewed across the school in a
scheduled 3 yearly cycle.
All aspects of school life including many aspects of Learning and
Teaching and the related items of Homework, Guidance and Support
for Learning, are automatically reviewed periodically with pupils,
parents and staff as part of the Ethos Surveys.
APPENDIX
The following is a brief summary of material in "Teaching for
Effective Learning, which itself is a summary of current
knowledge/research findings in the area.
The following insights are drawn from a variety of sources -
neurological, psychological, sociological and psychiatric as well
of course as educational. These are included as a necessarily
incomplete, but as up to date as possible, basis on which Learning
and Teaching classroom processes can be overlaid.
• There appear to be several different 'Intelligences' - eg
logical/mathematical, visual/spatial, musical, interpersonal,
intrapersonal and 'bodily /kinesthetic'
• Any form of 'Intelligence' is not fixed -teacher expectations
and pupil self esteem are extremely influential
• Motivation to learn is crucial - being involved in, and
consulted on, their own learning builds pupil self esteem - and
thus motivation, and thus achievement
• Learning is more effective when we think things through for
ourselves or apply it and is facilitated in a situation where we
are able to express new information or ideas, ideally by talking
with others
• Learning is 'messy' - we rarely learn simply by proceeding along
a single path to predetermined outcomes, and different learners
need teachers' help in different ways in interpreting content,
structures and contexts to make meanings and to find links
• Learning involves emotions and feelings as well as thinking and
thus
- good pupil self esteem is crucial
- feelings are a powerful influence on reason and motivation
- teachers' use of humour and taking obvious pleasure in their
work influences learners
• Self reflection on how we learn, helps us learn more effectively
• There are differences in the way that people prefer to learn -
all are equally valid and require different kinds of support.
Effective teaching -
• involves teachers adopting a role far beyond that of a manager
of learning resources, such as worksheets and writing notes on the
white board
• involves motivating, listening and responding, and, most
importantly, the ability to explain and describe things clearly
and interestingly
• is practised by people who are very different from one another
and involves effective organisation and management, but no single
style or approach to classroom management is best
• involves good relationships - a well ordered but relaxed
atmosphere supports effective learning without undermining
learners' self esteem
• involves knowing learners as people, ie their characters, their
prior and current knowledge, their ways of, or difficulties in,
thinking/learning
• involves talking regularly with learners about their learning
and listening to them, be it with individuals, small groups or the
whole class; and where worksheets/resources are used, providing
time for such interaction rather than using the material as a
substitute for discussion
• involves teachers teaching to their own preferred (and usually
therefore most effective) style, but doing so in a way that takes
account of and respects different learning preferences
• involves being knowledgeable about the subject but also looking
for links across topics and subjects
• is enhanced where teachers develop themselves, are open and
self-critical, work positively with colleagues and parents in a
culture which supports all of these activities.
|
Curriculum Policy Statement
The school will deliver the national curriculum at both junior and
senior school. However the aim of CDMIS is to provide more than
this. We want a curriculum which responds to the needs of our
students and is seen as relevant to their needs in the future. Our
aim is to integrate the Nigeria national curriculum with the
British national curriculum and their respective program of
learning,
The curriculum should:
• be balanced, relevant and differentiated.
• promote the spiritual, moral, cultural, mental and physical
development of all students.
• prepare students for the responsibilities and opportunities they
will face in adult life.
• be delivered in ways which help the students to learn
• provide a seamless pathway through to education at higher level.
• provide the opportunities for students to work at a pace best
suited to their own needs.
Students are taught in mixed ability groups for the majority of
the time. There is also an increasing amount of setting
according to ability. This is done in order to match the learning
experiences to the ability of the student so that they reach the
highest possible standards of achievements.
The learning support team, (guidance counselor), work closely with
all departments, supporting students so that they all have
access to the curriculum (see inclusion policy).
Charles Dale School is a centre of excellence and to maintain this
position it is essential that the curriculum is constantly
evolving. All departments are constantly reviewing what is taught
and how it is taught at both junior and senior levels.
In particular:
• the pace of lessons
• the most appropriate time for assessment and the methods of
assessment
• the suitability of courses being offered
There is a strong emphasis on modern foreign languages but not to
the detriment of other subjects. In fact there is a strong
international element in most courses and modern foreign languages
are viewed as critical in helping to make our curriculum relevant
to the needs of the 21st century.
During the course of the year there are enrichment days when
students study different subjects in different ways (various time
slots, outside speakers, trips, different groupings). All
departments
contribute to these days and there is a strong international theme
present.
Curriculum Subjects
• English
• Mathematics
• Science (physics chemistry, biology, integrated science)
• History
• Geography
• Modern Foreign Language(French)
• ICT
• Physical Education
• Religious Education
• Design and Technology
• Visual Arts
• Music
• Home economics
· Technical drawing
EARLY ENTRY
It is the school’s policy to enter some students earlier than
would be normal for external tests in certain subjects. This is
done at both key stages but only when it would benefit the
student.
Carefully selected students are also entered for IGCSE
examinations at the end of Year 10 in mathematics, English,
science, and French.
When a student has completed a GCSE course by the end of Year 10
further options are available to challenge and extend the
individuals involved.
NEW TECHNOLOGY
ICT
The present new buildings contain an abundance of up to date
technology. We have always used ICT in our teaching in order to
help equip our students with the knowledge they will require when
they go on to further education. It is embedded in our schemes of
work and is in evidence in all lessons where it can make an
impact.
ICT is also taught as a discrete subject so that all students
possess the skills they will need in other lessons. The ratio of
students to computers is 1:1 in the school. All teaching rooms
have at least a computer and an interactive whiteboard. There is a
specialist area that can be booked by staff so that whole classes
can work on computers. Students also have access to computers at
lunchtime and after school. All teaching staff have access to the
computers so that work can be prepared and assessment records are
instantly available.
The technology department is fortunate in having modern, extremely
well equipped facilities, which encourage accelerated learning and
hands on advantage.
Science
Science has been designated an “open department”. This means that
the department will be delivering excellent teaching. The school
has laboratories for Physics, Chemistry and Biology, all fully
equipped.
SHARING EXPERTISE
Networking with other educational providers
We have and are developing educational links with Bereton
Montessori Nursery and primary schools and other secondary
schools. By doing this we can ease the transfer of students from
primary school to secondary school. A great many developments have
already taken place and we anticipate a lot of opportunities will
come out of this networking over the next few years.
Our school programmes are leading the way in identifying,
extending and spreading innovation and excellence in the secondary
sector. Bereton primary school pupils will
regularly visit Charles Dale and joint Year 6/7 work will be
developed. The link with Cambridge university
College examination board has enabled us to offer the British
national curriculum courses in all subjects up to the A levels.
The curriculum at CDMIS never stands still. It is constantly
evolving to meet the needs of our students and we believe that at
present we offer a first class curriculum delivered by first class
staff in a modern superbly equipped buildings.
If you wish to discover more about the curriculum and in
particular the curriculum content please do not hesitate to
contact the school.
CDMIS has a proud tradition of providing its students with a large
range of extra-curricular activities. All of these activities are
seen as enhancing the learning experience and providing students
with opportunities not available during the school day. They are
very much valued by both students and their parents, as can be
seen by the large numbers attending.
Sport is strength of the school, with all the major sporting
activities catered for. There are regular competitive games in
athletics, basketball, football, tennis and netball. In addition
gymnastics club meet weekly.
The facilities and dedication of the PE staff are second to none
and we hope to enjoy a lot of sporting success at local, regional
and national levels.
The quality of the music department is fantastic and individual
peripatetic tuition being available to all students, there are
regular practices and concerts for the students. At least once
every term there is a concert in the school hall.
Homework Club exists for any student who requires help after
school. There are also ICT , Music and Drama Clubs.
The Learning Centre is also available for students after school
Monday to Saturday.
As well as clubs, we believe that trips and visits are a wonderful
chance for students to enhance their learning. Each year
departments run day trips which are closely tied into the
curriculum.
All students deserve the best opportunities possible and we strive
to provide these opportunities for all students at all stages of
their education. Not only do we constantly review what we teach,
but we believe that the best way of moving forward is in
partnership with our link education providers. Only by pooling the
expertise that exists in all of our institutions can we move
forward and continue to provide a quality education for all.
|
BEHAVIOUR POLICY
AIMS
We believe that good behaviour throughout the school is a
pre-requisite to all educational processes. This is implicit in
our first two school aims: "to maintain a friendly atmosphere
which encourages mutual respect, tolerance, co-operation and an
appreciation of positive human values"; "to promote diligence and
provide the maximum opportunity for the talents of all pupils to
be identified and developed though a range of learning
experiences".
ORIGINS OF GOOD BEHAVIOUR
Good behaviour and discipline, within an all-pervasive philosophy
of positive behaviour,
derive from :
• the nature and quality of relationships between all in the
school community - pupils, parents and staff
• a clear perception of equality, fairness and justice based on
moral sense of right and wrong
• the quality and effectiveness of the Learning and Teaching
process and all the whole-school and classroom factors which
influence it, including the positive effect of praise
• pupil awareness of agreed expected conduct within an ethos
promoting high self-esteem.
Relationships
The relationships between pupils, staff and parents are all
equally important in setting the tone of the school - and
naturally the senior management team has a salient role in this
respect. The general atmosphere we nurture as a staff is one where
relationships are friendly, courteous, purposeful and promote
diligence and industry. The crucial reinforcing link with parents
depends on excellent communication and understanding. Good
behaviour and discipline depends on parents, pupils and staff
having a common perspective - in everyday interactions and,
crucially, in extreme situations where a joint approach by school
and parents is highly desirable.
Equality, Fairness and Justice
The acceptance and support of behavioural standards and related
discipline system depends on a perception certainly by pupils, and
also parents and staff, of equality of applications, fairness and
justice. As a staff we strive towards this end. This aspect like
others here is monitored in our surveys.
Pupil Awareness of Agreed Expected Conduct
The 'Code of Conduct' and 'Classroom Code', are gone over with all
pupils at orientation at the beginning of term. This code is
applied within an ethos of promoting high pupil self-esteem by
‘Positive Behaviour’ approaches.
These, originally agreed with pupils, give pupils the security of
knowing what is expected. If a pupil's behaviour falls outside
these codes, we attempt to criticise the behaviour rather than the
pupil, thus allowing the pupil to maintain and improve his/her
self-esteem.
THE NEED FOR SANCTIONS
While all members of staff strive to reach the ideals set out
above, we all recognise that perfect lessons cannot happen with
every class every period of every day.
In the same way, pupils do react also to agendas and experiences
arising at school and to stimuli from their peers within school.
While we strive to reward good behaviour by praise and continual
encouragement in even the most 'difficult' pupils, there is and
always will be a need for disciplinary sanctions. Such sanctions
are carried out with a view towards -
• changing the behaviour of the individual pupil concerned
• positively influencing the behaviour of other pupils
• allowing other pupils in a classroom the opportunity for
unhindered learning.
A SYSTEM OF SANCTIONS
The following system is in operation across the school. It is a
system of stages, as set out below, such that pupils, parents and
staff are aware of the necessary severity of a problem and its
consequences. While we follow this stagewise process in the large
majority of cases, there are circumstances of a serious or
specific nature which justify omission of a stage(s) or call for
unique agreed strategies for certain pupils (see below - Practical
Support Strategies - (b) Withdrawal).
Extremely serious problems may be referred to the Deputy Principal
(Pupil Support), or Principal direct.
When a problem arises from a classroom situation, the teacher
concerned is kept involved in the process as far as possible and
where this is less practicable (eg Stage 5), as comprehensive
feedback as possible is given to that specific teacher, and others
as appropriate.
Stage One
For minor acts of misbehaviour eg noisy behaviour, late arrival in
class, disturbing other pupils, the Class Teacher may: give a
verbal reprimand (which may be expressed in a wide range of styles
and degree); issue a punishment exercise perhaps signed by parent;
specify departmental lunchtime detention; expect an apology;
withdraw some classroom privilege; remove from the room a few
minutes to "cool off"; or send to a ‘Partner Teacher’ (see Annex 5
to this policy).
Stage Two
(a) for recurring minor acts of misbehaviour or for more serious
offences, eg insolence, constant disruption, the above sanctions
are repeated; but at the same time the Head of Department is
informed. The Head of Department normally keeps a record of such
reports and takes an active interest in developments. See also
arrangements for ‘Partner Teachers’ (Annex 5 to this policy).
(b) Serious incidents, especially if repeated, may warrant a
formal referral to the Head of Department. Repetition of the
customary sanctions by the Head of Department, or simply his/her
overt support, is usually effective and the great majority of
incidents are successfully dealt with at departmental level.
Sometimes transfer of the pupil temporarily or permanently to
another section is appropriate but clearly other factors,
including educational attainment, have to be considered. Sometimes
the Head of Department may temporarily place the pupil in his/her
own or another classroom where a class of a different year group
is being taught.
At this stage, a formal referral to the guidance teacher by a
'Cause for Concern' form may take place as a result of discussion
arising from the standing item in all Department Meeting Agendas.
This form can be used either for passing information only to the
pupil's Guidance Teacher, or for requesting that the Guidance
Teacher takes appropriate action including informing the parent.
Stage Three
If a purely departmental response appears to be having little
effect the Head of Department either completes a 'Cause for
Concern Form' for action to the Guidance teacher, who may flag
this to the Vice Principal ( Pupil Support) for his/her
information or if the situation warrants it refers the problem
directly to him/her thus moving directly to stage 4. At about this
point following referral by a Head of Department or request by the
Vice principal (Pupil Support), the Guidance teacher may (1) find
out the picture in other departments; (2) discuss the nature of
the problem with the pupil; (3) meet with the pupil to set targets
for improvement of behaviour; (4) contact parents usually by
letter and they will probably be invited to come for further
discussion, especially if that problem appears to be common to
several departments.
In some cases it may also be considered useful to give the pupil a
'behaviour report' (see section on 'Practical Support Strategies'
below) and/or arrange for a meeting of the pupil's teachers,
chaired by the Vice Principal (Pupil Support), to consider the
nature of the problem and initiate an "across the board" response.
The referring department is informed of the action taken.
Stage Three is seen as a point where, while the usual sanctions
continue, a concerted effort is made to deal with the problem in a
personal spotlighting way.
Stage Four
If these stage 3 measures prove inadequate, or if a direct line
from stage 2 is appropriate, a Formal Referral is made to the Vice
Principal (Pupil Support) who will apply appropriate sanctions
possibly including formal lunchtime detention. In serious or
chronic cases he will inform the Principal and may write to the
parents and invite them to discuss the problem.
In discussion with the parents in a serious or chronic situation
the implications of exclusion from the school may be outlined; and
if possible assurances obtained regarding parental co-operation in
persuading the pupil to accept school discipline.
Stage Five
Continuing misbehaviour of a similar kind leads to Formal Referral
to the Principal through the Deputy. This will normally be
followed by a meeting involving parents, pupil (for part of the
time) and Vice Principal. A final warning may be given, assurances
sought regarding future behaviour, sanctions applied as
appropriate, possibly including apologies to teaching staff.
Alternatively the pupil may be excluded. This is of course a
serious step and specific conditions are given which must be met
by the pupil (and/or in rare circumstances the parent) before any
readmission is considered.
At this stage the Vice Principal (Pupil Support) will have on file
all relevant correspondence and copies of internal referrals,
including the final one that has led to the exclusion. Since in
such cases the final incident that leads to exclusion may in
isolation appear to be quite trivial, the importance of keeping
records of referrals, punishments, consultation, etc cannot be
over-emphasised in establishing a clearly justified case. Good
clear records of all events are absolutely essential (by all
staff) to ensure clarity and avoid a perception of potential
victimisation by school staff.
However, wherever possible, the co-operation of parents is sought.
We almost always invite parents of excluded pupils to two
meetings. Amelioration of behaviour requires ideally a joint
school-parental approach. Sometimes, with parental agreement,
medical or psychological consultations also take place. Guidance
staff are involved in the re-admission of a pupil, including the
second meeting involving the Principal and the Vice Principal with
his/her parents. Also re-admission is generally dependent on
specified conditions being met by the pupil and/or the parents.
As well as informing all staff of an exclusion (staffroom notice
flagged in circular), staff are informed of any readmission by the
same means and a summary of the readmission conditions listed if
appropriate.
PRACTICAL SUPPORT STRATEGIES
(a) Behaviour Report
Within the context as set out above a pupil may be given a
Behaviour Report - a grid for comment to be signed by each
teacher. This may be issued at Stage 3 or beyond within the
'sanctions' procedures above, and may be used when a pupil is
readmitted after exclusion, subject to decision of the
re-admission meeting. This device re-inforces good behaviour such
that a pupil is taken off it when such behaviour is established as
the norm. (However, two critical comments normally lead
automatically to lunchtime detention).
(b) Withdrawal
Special arrangements are employed in respect of pupils with
recognised needs for support such as autism whereby strategies are
in place for automatic support in the Learning Base by sympathetic
and temporary withdrawal from mainstream classes. Such pupils
often have an assigned classroom auxliary.
SPHERE OF OPERATION
As well as in the classroom situation, appropriate behaviour is
essential and will be encouraged and enforced in all relevant
situations such as within school grounds, school buses, school
evening functions, and school excursions including team games or
competitions etc. In the same context it is worth stating that any
non-medical involvement with mind altering substances including
alcohol is taken to be so serious as to normally entail automatic
invocation of Stage 5.
BEHAVIOUR MONITORING AND REVIEW
Weekly meetings involving Guidance and the Vice- Principal (Pupil
Support) examine current cases and possible forward strategies.
Monthly written summaries are compiled by the same Vice Principal
and circulated to SMT and to Guidance for further information and
discussion, and reviewing the current behaviour 'temperature' with
a view to appropriate specific support, monitoring or other
appropriate action.
POLICY MONITORING AND REVIEW
This policy is reviewed as necessary.
BEHAVIOUR POLICY: Annex 1
POSITIVE BEHAVIOUR
PREFACE
This paper sets out developments which are likely to evolve
further based on experience.
BACKGROUND
This aspect of Learning and Teaching evolved naturally from a
desire by staff to improve the classroom climate/ethos/discipline
generally across the school. This was first expressed at our
training meetings.
This Annex 1 of Behaviour Policy is replicated as an Addendum to
our Learning and Teaching Policy.
RATIONALE
Put simply our intention is to maintain and further evolve an
achievement ethos where it is seen as ‘cool to work’ and ‘cool to
achieve’ rather than the opposite. This is an integral part in all
classrooms of all aspects of Learning and Teaching. This is also
done on a whole-school basis by recognising and encouraging
extra-curricular achievement - eg in the circular, on our Website,
in Newsletters, in the local newspaper and by pupils speaking at
assemblies. The equivalent classroom focus involves all of us in a
process of establishing a positive climate in which pupils feel
secure, valued and stimulated to work and to achieve appropriate
targets. In other words we are striving further towards
maintaining an ‘Ethos of Achievement’ in our school.
ELEMENTS
1 a uniform set of pupil-agreed classroom climate-setting rules
and expectations across the school
2 use of praise wherever possible
3 further development of our ‘commendations’ system involving
refinement of the process and promulgation of pupil success by an
Achievement Board and by informing parents routinely (as we do
with the Early Warning system).
THE CLASSROOM CODE
It is as follows
· Arrive on time, ready to work, with your completed homework and
all necessary equipment
· When the teacher speaks - listen and follow instructions
· Be polite and treat staff and other pupils and their property
with respect
· Work hard with your teacher to achieve as much as you can in
each class.
A list of these is displayed in each classroom
PRAISE
We aim to further the use of praise and encourage pupil
self-achievement and self-esteem wherever possible, for example -
· verbally
· in written comments/marking of work
· in classroom displays of work where appropriate
COMMENDATIONS
General
We issue commendations to pupils when either
· unexpectedly good work is done (whatever a pupil’s ability)
· a specific reasonable but stretching target set by a teacher is
achieved - such a target could be academic, attitudinal, or
related to attendance and punctuality
· noteworthy extra-curricular success is achieved
Commendation information flow will be by means of a coloured
commendation slip issued by a teacher taking the following path:
The names of all pupils receiving a commendation go up on the
Achievement Board, which being
in the Hall, has ready visual access by pupils. Pupils’ names are
placed on it as near the issuing date as possible and remain
thereon for 1 week. Office staff update the Achievement Board
weekly on Mondays (or Tuesday if Monday holiday, etc) for display
by the interval. A tray in the office is set aside for receiving
commendation slips.
This process and the Achievement Board is under the overview of
the Vice Principal
(Curriculum) who has responsibility for all pupil noticeboards in
the school.
OTHER RECOGNITION
The Achievement Board lists only a pupil’s name and class
indicating he/she has received a commendation.
However, the weekly/daily Circular, School Notes in local
newspaper, School Newsletters, School Website and Pupil
Presentations at Assemblies are routinely used to let people know
of successes in detail.
Noticeboards in the administrative Area are designed to hold
photographs. Senior pupils may be available to take digital
photographs for display at relatively short notice. This can be
arranged by contacting the ICT co-ordinator.
BEHAVIOUR POLICY: Annex 2
EXCLUSION POLICY AND PROCEDURES
EXCLUSION POLICY
The situations which result in exclusion are set out in the
Behaviour Policy above. Essentially it is used as a last resort
for cumulative/recurring problems or for a very serious breach of
discipline.
Exclusion is a rare event in Charles Dale and is such because of
the importance we attach to addressing problems early, through
promoting positive behaviour management strategies, through early
warning (eg weekly consideration of ‘Cause for Concern’ at all
Departmental Meetings)and involvement of parents, if appropriate.
PROCEDURES
Management
The Principal is responsible for managing all exclusions, and
generally does so in association with the Vice- Principal and in
consultation with the executive director (ED). In the Principal’s
absence the responsibility lies with the Vice- Principal in
consultation with the executive director.
Investigation
While preliminary investigation of an event resulting in potential
exclusion is normally undertaken by the Vice-Principal who has
responsibility for disciplinary issues in general, it may be
carried out by the Principal, or may involve two or all three
members of the senior management team. However, before any pupil
is excluded, except in unusual circumstances, the pupil concerned
is normally interviewed by the Principal and the executive
director to ensure that details are correct as far as can be
ascertained and to ensure that the views of the pupil are
accurately established and taken into account.
Children with Special Circumstances
Before excluding, account is taken of the circumstances of: pupils
having Special Educational Needs (SEN) In any exclusions involving
such children which arise from a cumulation of events over time
(rather than an immediate serious ‘crisis’), not only is it normal
practice where possible to involve parents/guardians/carers and
relevant professionals well in advance of exclusion being
considered an option, but also the school seeks to balance the
case for exclusion with the need to take all reasonable steps to
ensure appropriate provision for the pupil’s special educational
needs.
Categories
Categories of Exclusion are defined in the Highland Council
Guidelines ‘Management of Exclusion in Schools’
Category A – Low level exclusion – less than 5 school days
Category B – Medium level exclusion – less than 10 school days
Category C – High level exclusion – maximum period of 15 school
days
Category D – Particularly serious offences/recurring Category C
exclusions – exclusion by school for more than 15 days (involves
liaison with the executive director and the managing director.
It is not necessarily the case to commence exclusion at Category
A. If a reason to exclude is of a more serious nature, or more
time is needed to resolve it, exclusion can commence at a high
level. Serious offences requiring an immediate response would
include:
(a) physical, verbal or sexual threats to staff and/or fellow
pupils
(b) unprovoked physical assault on staff and/or pupils
(c) incidents which put the health and safety of staff and pupils
at risk
(d) drugs related incidents
Monitoring
As with all policies, the ‘Behaviour Policy’ of which this is part
is subject to our scheduled triennial reviews. In addition, our
exclusion pattern is reviewed at least annually by the Board of
Directors.
|
| |
|
|
|
