Admission to this school shall be determined by the criteria set out below, which are listed in order of priority:- 

1. Looked after Children – children in the care of a Local Authority.  

2.  Children living in the parish of Chew Stoke with Nempnett Thrubwell, noting that in the event of a school becoming oversubscribed within this category, priority will be given to children of families on low income in accordance with the spirit of the school’s trust deed of 1718. If any applicant considers that their child would be eligible for free school meals and they wish the Governors to take this into consideration then they should send a letter direct to the Governing Body C/O the school. Any such letters should be received at the school by the closing date of 23 October 2009 and will be treated in the strictest confidence. Eligibility for free school meals will be investigated if oversubscription in this category occurs. A map showing the parish boundaries is kept at the school. 

3.  Children who at the time of application have a sibling (including children living as siblings in the same family unit) on the school roll, who will still be on the roll at the time of siblings admission.  Sibling refers to brother, sister, half brother or sister, adopted brother or sister, step brother or sister, or the child of the parent/carer’s partner, and in every case, the child should be living in the same family unit at the same address. 

4.  Children of Christians who attend St Andrew’s Chew Stoke or St Mary’s Nempnett Thrubwell. A letter of support from the local vicar or  parish priest is required and should be sent directly to the school by 23 October 2009.

5.   All other children.

Tiebreaker

If the school is oversubscribed from within any of the above categories a place will be offered to the child living closest to school.  Distance will be measured in a straight line from the front door of the child’s home address (including flats) to the main entrance of the school.  Measurement will be determined using the Local Authority’s GIS computerized mapping system with those living closer to the school receiving the higher priority.

Admission level

The planned admission level for 2010 is 25.

(This number will be breached if the last qualifying application is received for admission of twins or other multiple births, and provided that the admissions will not breach the Infant Class Size limit of 30).

Applications Process

All applications must be submitted to the Local Authority (LA) by the closing date of 23 October 2009. Parents can either use the LA’s on line application facility or can complete the LA’s common application form. After the closing date the LA will provide the Governing Body with details of applications received.

Equal Preference System

In line with the Code of Practice for Admissions, the Governing Body, as admissions authority for the school, will operate an equal preference system. In the event of oversubscription all applications for the school will be considered equally against the oversubscription criteria and ranked in order of how they meet the criteria. This information will be given to the Local Authority who will offer the highest preference school which is available.

Appeals

Parents wishing to appeal against the refusal of a Reception place should write to the Clerk to the Governors c/o the L.A.   Parents wishing to appeal against the refusal of a place in years 1-6 should write to the Clerk to the Governors c/o the school.

The Appeal Panel will be established in accordance with the current School Admission Code of Practice and will be independent of the school’s governing body that made the original decision.  Parents who are refused places for their child will be notified in writing and the letter will state the reason for refusal.

Waiting List

Under the Local Authority’s coordinated scheme for reception admissions, any parents refused a place for the new reception intake may ask for their child’s name to go on the waiting list where the name will remain until the end of term 1.  During that time, they would be re-considered by the Governors under the admissions criteria for any places that become available within the admission number and alongside any parents who have lodged an appeal and any later applications received.

The school operates a waiting list for applications made direct to the school in respect of children transferring into the school. Parents of a child who, due to oversubscription, is not admitted may apply in writing for their child’s name to be placed on this waiting list.  In the event of a place becoming available, the parent will be contacted in writing and must confirm, in writing and within 28 days, whether they wish to take the available place.  Places that become available will be offered in line with the school’s published admission arrangements shown above. Length of time on the waiting list will not be a factor.  Placing a child’s name on the waiting list does not affect the parent’s right to appeal.

Please note, however, that children who are the subject of a direction by a LA to admit or who are allocated to the school in accordance with a Fair Access Protocol must take precedence over those on the waiting lists.

Late Applicants for reception admissions

Any late applicants should complete the LA’s common application form and return it to the LA as soon as possible. The LA will inform the Governing Body of any late applications received. Any supporting evidence as detailed in the above policy relating to Category 2 or Category 4 applicants should be sent to the school direct.

Children with Statements of Special Educational Needs

There is a different procedure for the admission to the school of children with Statements of Special Educational Needs; it is administered by the Local Authority in whose area the family lives.  The LA is responsible for issuing the Statement and consulting parents and the governing body of the school to be named in the Statement.  If the school is named in the Statement, the child will be admitted.

This policy has been approved by the Governing Body

Dated:   March 2009    Review date:  March 2010

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RATIONALE

It is our belief that pupils with Special Educational Needs should be taught all subjects as laid down by the National Curriculum.  They should be educated alongside their peers, except where more appropriate provision can be made in a withdrawal situation. We recognise that all children at some time may have a Special Educational Need.

This policy recognises the Disability Discrimination Act 2005 and will never bar the admission of any child on the grounds of disability. This school acknowledges that pupils who have exceptional ability (able and talented) whilst not having SEN (as defined in the Code of Practice) do also need special educational provision made to meet their particular needs.

AIMS

The school will provide a stable stimulating environment where all pupils are given the opportunity to develop their potential and the outcome of Every Child Matters.

 To ensure that:-

1. The learning needs of pupils with SEN are addressed.
2. Children with SEN have access to a broad and balanced curriculum.
3. We recognise that all pupils are included irrespective of their needs.
4. Practices and procedures are in line with the Code of Practice.
5. Identification, assessment and provision is made as early as possible in the pupil's school career to ensure that they make measurable progress.
6. Knowledge, views and experience of parents are valued and used to the maximum benefit of their child's learning.
7. The child's views and interests are valued and taken into account by staff.

GUIDELINES

1.  The Special educational needs coordinator (SENCO) will have one day’s non-contact every term.

2.  The governors are kept informed about SEN provision within the school including an annual report to Governors.

3. Children with SEN will be identified as early as possible.
4. An Individual Education Plan (IEP), with SMART targets, will be drawn up for children who have a special educational need, School Action.
5. Where outside agencies have an input in to the target setting, children will be considered School Action +.
6. Where children have a special educational need but are not working towards specific targets, a Pupil Inclusion Plan (PIP) will be drawn up to enable them to fully access the curriculum.
7. The SENCO will be allocated a budget for SEN to meet the needs of the school.  The needs of pupils with SEN should also be considered by all curriculum co-ordinators.
8. Whenever possible the SENCO will attend bi-termly SENCO cluster meetings at Chew Valley School and other In Service training as required. 
9. The SENCO will liaise as closely as possible with the SENCO at Chew Valley School with regard to Y6 transfer arrangements.
10. The school will liaise as closely as possible with our Health Services i.e. School Nurse, School Doctor, Social Services, Child Missing Education Officer and any voluntary services.
11. The In Service training needs of teaching support staff are considered to be important and they are encouraged to attend local courses as and when available.  In addition good collaboration between class teacher and teaching assistant working in a SEN support role is seen as crucial to the provision of quality education on a daily basis.
12. The Headteacher will be responsible for the identification and provision made for the able/gifted child. 

Gifted and Talented Children

 Identification

 Children are identified as gifted when they are achieving well above their peers either in all academic subjects or just one.  Talented children are seen to be achieving above expectations in other subjects e.g. gymnastics or art.  These children are identified by the class teacher and entered on to a gifted and talented register, which is updated annually.

             Look out for the child who:

 ·        is exceptionally musical

·        excels in sport

·        creates three dimensional working models

·        is original, imaginative and creative

·        is persistent, resourceful, self-directed and can concentrate for long periods

·        is inquisitive, sceptical and will argue without giving way

·        has an advanced vocabulary

·        shows initiative and does not follow others

·        has good judgement and enjoys debating

·        is either unusually extroverted or introverted

·        finds it more comfortable and challenging to communicate with adults

·        pays great attention to detail

·        grasps new concepts with ease

·        links areas of knowledge without specific teaching

·        is a lateral or divergent thinker

Strategies

         In order to fulfil their potential, gifted and talented children need both a supportive and challenging environment and it is very important to maintain good communication between home and school.

The school should:

·  make sure the gifted child is not afraid to show her/his ability

·  recognise her/his individuality and encourage her/him to mix socially

·  provide stimulating activities

·  provide plenty of opportunities for individual research in an area of interest

·  try to ensure that s/he has contact with pupils of similar ability or adults

   with similar interests

·  work closely with parents

·  give her/him information about out-of-school clubs and associations

·  provide information about community resources, eg museums, theatres  

 

This policy was approved by the governing body in June 2009.       Review date: June 2010.

APPENDICES - Further Guidelines

 Definitions:

         "Children with (general) learning difficulties are those whose general level of academic attainment is significantly below that of their peers.  In most cases they will have difficulty acquiring and/or retaining basic literacy and/or numeracy skills.

         "Children with specific learning difficulties are here defined as those whose ability level(s) in one or more of the following areas:

                        a) reading;

                        b) writing;

                        c) spelling;  or

                        d) manipulating number

         is/are severely and uniquely below their general level of performance at school".

         Children with emotional and/or behavioural difficulties are those who exhibit a pattern of inappropriate behaviour of significant longevity and severity, such that it impedes their own learning or that of other children, regardless of their teaching group or teacher”.

Children with general learning difficulties

Identification

          Children with general learning difficulties are inclined to rely more heavily, than their peers, on adult support and need carefully structured teaching whereby new skills are built up step by step.

         Children with general learning difficulties are usually identified by their teachers at an early stage, but it might be helpful to bear in mind that they may exhibit many of the following characteristics.

·   slowness in picking up new ideas

·    inability to remember new skills without constant reinforcement and repetition

·    difficulty in absorbing abstract ideas

·    lack of imagination

·    poor listening skills and difficulty in following instructions addressed to the class as a    whole

·    poor concentration and a short attention span immature speech and phraseology, coupled with a limited vocabulary;

·   children with general learning difficulties may prefer giving one word-answers

·    problems with remembering what they have seen or heard

·    poor co-ordination, affecting both gross and fine motor skills

·    slowness in learning to read and then a tendency to read 'parrot fashion' with understanding lagging behind

·    tendency to gravitate towards younger children rather than socialising with their peer group.

 Strategies

 Children need to learn to believe in themselves.

· establish what the child can do, discover what they are finding difficult and move

on from this starting point

· setting realistic tasks

· structure learning in small stages and in a sequential manner

· reinforce learning in different of ways

· find time for frequent repetition of routine learning, e.g. reciting tables and

  the alphabet, learning to read and spell key words; short, daily repetition is

  more valuable than longer, weekly sessions

· show the child what to do as well as talking about it

· keep tasks short, and work towards a gradual increase in concentration

· encourage passive pupils to become more actively involved in discussion

  and group activities

· provide a starting point for creative writing tasks

· teach study skills at all levels

· use practical apparatus for as long as is needed

 Children with Specific Learning Difficulties

 Identification

A child with specific learning difficulties may:

 ·    confuse similar letters and words, either when spoken or written

·    mispronounce words

·    find it difficult to remember familiar words

·    have problems in recalling facts learned by rote

·    confuse letter/word order

·    reverse letter and number e.g. 15 for 51

·    lose the place on the page, or omit lines when reading

·    have difficulty in sequencing events, e.g. days of the week
 

·    experience difficulties in distinguishing direction, e.g. left/right

·    have poor co-ordination, e.g. with throwing, kicking or catching

·    have difficulty copying correctly, particularly from the whiteboard

·    read inaccurately

·    produce spelling which is not phonetically plausible

·    have difficulty in dressing and undressing 

Strategies

A multi-sensory approach to learning should be used wherever possible. 

 Therefore:

            Do

· let the pupil know you are interested in her/his difficulties, and

  encourage her/him to ask for help

· make sure s/he is seated close enough to receive help easily

· when marking work, give credit for ideas and content

· repeat new information and check that it has been understood

· allow sufficient time for work to be organised and completed

· teach study skills

· link spelling and handwriting in order to improve the motor memory

· encourage the use of look/cover/write/check technique when spellings

  are being learned, and use finger tracing in the air or on the page

· teach spelling rules

· make use of mnemonics, e.g. because =big elephants cannot always use

  small entrances

· consider the use of word processing

· provide the pupil with a variety of ways of recording work, eg cassette

  tapes, charts, diagrams, work-processing etc

· use books with tapes to help with reading

· experiment with coloured filters and different coloured paper instead of white

· emphasise routine to help the child acquire a sense of organisation

            Don't

· assume the pupil is lazy or careless

· compare her/him with the rest of the class

· make her/him read aloud in class

· correct every mistake

· give long lists of spellings

· insist on rewriting, unless there is a definite purpose

· spoil experiences by making her/him write about it

Finally, try to find something the pupil does well and give her/him a chance to excel.  Be positive, and encourage the child to believe that difficulties are there to be overcome.  Give praise whenever possible.

This policy was approved by the governing body in June 2009

Review date: June 2011

Pastoral care for children at school.

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RATIONALE

This policy should be taken and used as part of Chew Stoke Church of England School’s overall strategy and implemented within the vision, instrument of government aims and values of a Church of England school.

This policy is consistent with the overall vision and values of the school. It is consistent with the school’s Christian Foundation as expressed in the Trust Deed.  It takes account of worship guidelines-“Church School Leadership” a handbook for Headteachers of Church of England Schools and the Framework for the Statutory Inspection of Anglican Schools (SIAS) and recent legislation related to Collective Worship (see DfES Circular 1/94)

PURPOSES

• To promote the school’s Christian ethos by being central to the daily life of the school
• To give a sense of our church school community and belonging
• To promote the religious nature of the school’s Anglican foundation
• To show how God has worked through ordinary people in the past and can still be relevant in our lives today
• To provide opportunities to make a major contribution to the spiritual, moral, social and cultural development of all learners
• To encourage children’s natural sense of wonder at God’s creation and to develop their qualities of curiosity, celebration and thanksgiving  which form the foundation of worship
• To create a spiritual setting i.e. a calm reflective atmosphere and a time in the day for opportunities to share “real” experiences and celebrate achievements, recognising “worth-ship”- there contributing to the spiritual well being of all members of the school community

Roles and responsibilities

The Collective Worship coordinator is the Headteacher who is responsible for the following:-

• Day to day organisation
• Visitor/whole staff/new staff training
• Monitoring and evaluating
• Resourcing and resource organisation
• Long, medium and short term planning

 Guidelines / Organisation

1. An act of worship will take place daily. On most this will involve the whole school but on one day it will involve separate acts for FS/KS1 and KS2 and on another occasion for individual classes- class worship
2. The worship will be planned to be relevant, meaningful and inclusive of all and will allow for a variety of responses from awareness and appreciation through respect and commitment.
3. All staff are expected to attend daily collective worship.
4. All pupils attend unless parents have requested the withdrawal of their child- as is their statutory right. These children will be supervised by a member of staff (on a rota basis) should the need arise.
5. The act of worship will be lead by volunteer members of the teaching staff and timetabled for each term in advance. The vicar or priest in charge of St Andrews or and the local Methodist minister also lead worship on alternate weeks. Other visitors may be invited to lead worship. The term’s Collective Worship plan will be displayed on the staff room board.
6. To mark special Christian festivals worship will take place in church- Harvest, Christ ingle, Christmas, Easter, Ascension Day/Pentecost and Leavers day.
7. Worship will be planned to take account of the church’s year. The plan will aim to provide continuity and progression in considering issues and an opportunity for learners to develop spiritually over a period of time. It will also allow for flexibility and spontaneity.
8. The act of worship will usually follow a recognisable format:-

•      Will be approximately 15 minutes in length

•      A greeting will be given which may sometimes be a sentence and a response     e.g. S: “Peace be with you”, R: “And also with you”. NB this alternatively be used to end the act of worship.

•      A “sense of occasion” will be created by the setting in the Hall for whole school worship. Similarly for the other two types of worship within the constraints of the differing settings.

•      When the whole school meets there will usually be a table covered with a cloth, a candle, a cross/other religious artefact, or flowers used as a focus.   The children will be seated so that they feel close to the focus

•      Each act will have a clear focus and will involve learner participation. The theme will be developed over a period of time i.e. one or two weeks.     Music will be used on entering and leaving the hall and ideally to set the scene in the classroom.

•      There will be a hymn in an appropriate place which wherever possible will be related to the theme of the worship.

•      There will be a quiet time for reflection or a prayer.

•      Elements of worship may include music (CDs, singing, musical groups, instrumentalists) listening to stories, Bible readings, other relevant texts, use of movement, mime, drama, artefacts and audio -visual material.

•      Our school prayer will be used regularly and also the Lord’s Prayer. And to finish there may be silence and a final sentence e.g. “Now go in Love and Peace, trying your best in all you do” said by the leader or “Let’s go now to work hard, care much and be just and gentle in all we do today”- said by all.  Any notices will be separated clearly from the act of worship.

•      Resources for Worship will be stored together with those for RE (i.e. apart from the cross and candle which will always be kept on display in the Entrance and cloth in a drawer).

CONCLUSION

Collective Worship is viewed as of central importance to the daily life and wellbeing of the school and in its contribution to its Christian distinctiveness.

 

This policy was approved by the governing body in June 2009.

Review date: June 2010.

 

 

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RATIONALE

This policy should be taken and used as part of Chew Stoke Church of England school’s overall strategy and implemented within the context of our vision, instrument of government, aims and values as a Church of England school.

The policy also takes account of the Framework for the Statutory Inspection of Anglican Schools (SIAS), Church School Leadership- a handbook for Headteachers of Church of England Schools (published by the diocese) and Awareness, Mystery and Value – the agreed RE syllabus.  This policy will underpin the whole curriculum as well as the vision and values of the school as expressed in the school prospectus. Moral and Spiritual Development are important elements of a child's education and fundamental to other areas of learning.  Children should be given opportunities to develop beliefs and values which will give structure and meaning to their present life.  These beliefs and values should also help to prepare them for the opportunities, responsibilities and experiences of adult life.

                        SPIRITUAL DEVELOPMENT 

                        IS .... 

                        ....... the development of the awareness that there is                        

                        something more to life than meets the eye 

                        something more than the material 

                        something more than the obvious 

                        something to wonder at  

                        something to respond to................ 

                                                                                                     Terence Copley

PURPOSES

1.               To foster in all children the values necessary for an honest life.

2.               To provide children with a variety of learning experiences that will lead to greater understanding of each other and the community in which they live.

3.               To promote in children a clear understanding of right and wrong.

4.               To enable children to come to their own judgements by the setting up of a value system that will provide help and support.

5.               To promote opportunities that will allow for full development of the spiritual side of each child.

GUIDELINES

1.      R.E. and Collective Worship have an important part to play in pupils' Moral and Spiritual Development but values are inherent in all teaching across the curriculum and in every aspect of our school life.

2.      The aspects of Spiritual Development which need to be taught include:-

           a)  A sense of wonder, awe and mystery - being inspired by the natural world, mystery or human achievement.

           b)  The spiritual claims and moral dimensions of the Christian Faith and in particular those of the Church of England.

           c)  Search for worth, meaning and purpose - in their life and experience reflecting on the origins and purposes of life; responding to challenging experiences of life such as beauty, suffering and death.

           d)  Relationships - developing empathy and co operative skills; recognising and valuing the worth of each individual; the ability to build up relationships with others.

          e)  Self - Knowledge - an awareness of oneself in terms of thoughts, feelings, emotions, responsibilities and experiences and the development of self respect.

          f)  Creativity - expressing innermost thoughts and feelings through, for example, art, music, literature and crafts, exercising the imagination, inspiration, intuition and insight.

           g)  Feelings and Emotions - the sense of being moved by beauty and kindness; hurt by injustice or aggression; a growing awareness of when it is important to control emotions and feelings.

           h)  Beliefs - the ability to recognise, respect and celebrate cultural and religious diversity and an appreciation that people have individual and shared beliefs on which they base their lives.

3.       Children need to be allowed to develop their own personal views and insight.  They should feel "safe" to express their own beliefs and values.

4.       Staff need to be aware of the religious backgrounds of all pupils and be sensitive in their response to pupils who have a religious faith.

5.       Aspects of Moral Development will be taught through the school's Discipline and Behaviour Policy - including Anti-Bullying (Golden Rules ways to promote acceptable behaviour) which impacts on the whole of school life.

6.       Children should be given opportunities to experience times of stillness and reflection.

7.       The vision and values of the school are fundamental to the School's ethos and need to be shared and understood by the whole school community.

8.       The “Golden Rules” will be shared with children.  They reflect the school’s ethos and will be constantly reinforced.

9.       Opportunities will be taken to develop the ability to make responsible and reasoned judgements through all aspects of the curriculum and the daily life of the school.

10.      Teachers will be aware of opportunities for teaching Spiritual, Moral and Cultural Development, both planned and spontaneous.   

11.      Other areas which will evidence the school’s approach to spiritual and moral development are through:- our equal opportunities policy, PSHE guidelines, links with the parish church and other areas of school life including extra curricular activities e.g. clubs, camps, visits and visitors.

Monitoring and Evaluating

There will be a focus on ensuring that there is the provision of opportunities for the monitoring and assessment of Spiritual and Moral Development.

This policy was approved by the governing body in June 2009. 

 

Review June 2011.

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RATIONALE

Regular attendance is a legal requirement.  It is important because then the pupil has the opportunity to experience the full range of a balanced curriculum with its contribution to the student’s moral, spiritual, cultural, mental and social daily requirements.

Regular attendance is an opportunity for all pupils to demonstrate their responsibility and commitment to their own learning.  In order to achieve this appropriate action will be taken to ensure that all pupils achieve maximum possible attendance and that any problems that might affect full attendance, are acted on as quickly as possible.

AIMS

          To enable all staff to adopt a consistent approach.

          To inform and involve the support of parents.

         To conform with school attendance legislation and guidance from Bath and NE Somerset, Education Children and Missing Education Service 2006.

GUIDELINES 

1.   All class registers to be taken, using the national attendance codes, twice daily at 9 a.m. and 1.15 p.m.

2.   If children arrive in class 10 minutes later then the registration time then they will be marked down as late.

3.   Only in exceptional circumstances e.g. severe weather conditions should an extra period be allowed for registration and staff will be informed of this on such occasions. 

4.  Authorised absence is permitted for a variety of reasons – see notes on inside of class registers.  Some reasons include the following:

a)    sickness

b)    medical/dental appointment

c)    exams for ballet, piano, and other musical instruments etc

5.  When children are ill, we expect to be informed of the reason for a child's absence early on the first day of that absence by personal contact, telephone call or parental note.

          All requests for leave of absence must be made by parents/carers in advance (minimum 2 weeks).

 

         Authorised absence is given solely at the schools discretion and will be considered in the best interests of each individual child.

 

6. Permission for holiday leave can be requested from the Headteacher using a holiday leave form but this will not necessarily mean it will be authorised.  We strongly discourage family holidays to be taken during term time except in very exceptional circumstances.  A child’s absence can seriously disrupt their learning. Not only do they miss the teaching provided on the days that they are away but they are also less prepared for lessons upon their return and consequently this may mean that they do not progress as expected and underachieve.  Due to the above, parents should anticipate that requests will generally be refused.

 

7. The school (i.e. Headteacher) can authorise absence in exceptional family circumstances e.g. a family bereavement etc.

     8. The Child Missing Education Officer (CMEO) monitors pupils’ school attendance and at regular intervals highlighting pupils who have high percentages of absence.

At Chew Stoke C of E VA Primary School we expect the highest level of attendance from every pupil.  Regular and ongoing attendance is essential for continuity of learning and will provide the opportunity for each child to develop his/her potential during their time at this school. 

Optimum levels of attendance are achieved by the shared responsibility of all concerned - school staff, governors, parents and pupils.

 

 

This policy was approved by the governing body in June 2009.

Review date: June 2010.

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Rationale

The purpose of this policy is to provide information about the process and procedures for administering, monitoring and evaluating financial resources. (Ofsted Keeping Your Balance).  In recognition of the fact that the school is Locally Managed and subject to Fair Funding (00) and in order to clarify school decision making for parents, staff, governors and the LA, the procedures are outlined below.

The Process of Budget Setting

 

The Governors receive an allocation from the LA and some funds as grants from the government. (See below) The method of calculation is explained within the LA Scheme for Financing Schools as directed by law under the Funding Framework, which replaces Local Management of Schools and is based on the legislative provisions in sections 45 – 53 of the Schools Standards and Framework Act 1998 (amended by the Education Act 2002).

 

Commitment Budget

In February each year the LA inform the school of the likely allocation from the LA. At this point the Headteacher and School Administrator begin to prepare a Commitment Budget for consideration by the Governors and the LA. Previous expenditure is examined to see if savings can be made or if developments need to be made in certain areas. The Headteacher will consult staff through departments about identifying areas for potential saving or expenditure. The Headteacher, together with the governors 'cost' the School Development Plan using FMS6 and prioritise spending accordingly.

The Governors, through the Finance Committee, discuss the proposed budget and make recommendations to the Full Governing Body, who are responsible for the approval of the budget.

Should there be large discrepancies or a change in planning, these will be considered by Governors' Sub-Committees and recommendations made to the Full Governing Body. Decisions will be made having regard for the school development and other policies.

Administration of the Budget

The Headteacher and School Administrator are responsible to the Governing Body. The LA has provided an electronic system of accounting named 'FMS6’. The Headteacher signs each order. School Administrator to process orders, invoices and cheques in accordance with LA guidelines and with reference to the mechanism for authorisation and spending.

Ordering Procedures

For orders relating to large sums of money i.e. in excess of £1000 a minimum of three telephone quotations or catalogue prices should be obtained, for orders in excess of £3000, at least three competitive written quotes will be required.

The following procedure shall be adhered to:

·    Staff to complete an official order request form (Appendix A) – mindful of the       ‘Best Value’ policy.

·    Completed forms to responsible person (School Administrator)

·    Correctly coded forms to be authorised by Headteacher

·    Completed official electronic orders to be signed by Headteacher

Revised Budget Exercise

Each year in the Autumn Term the Headteacher is required by the LA to draw up a Revised Budget to monitor and alter spending plans; this is reviewed by the finance committee. This informs the Governors and Headteacher of likely deficit or carry forward figures. Spending priorities lie within the Annual School Development Plan, any longer term strategic plans including repair and maintenance.

Further Delegation

Each Head of Department and Subject Leader is allocated monies to spend which must not be exceeded. The spending brief is re-examined each year and communicated to the responsible person. Each Department's spending is tracked through by sub-codes and monitored by the School Administrator. Subject Co-ordinators spend their allocation in line with annual recommendations and school development planning.

Delegation to the Headteacher

The governors have agreed that the Headteacher can pass bills and pay invoices and move money from one budget heading to another without recourse to the governors directly up to the value of £3000. Proposals for items of expenditure over £3000 should be referred by the Headteacher to the Finance Committee for approval. Proposals for items of expenditure in excess of £5000 should be referred by the Finance Committee to the Full Governing Body for approval.  All authorisation must adhere to relevant purchasing policy.

School Development Plan (Annual)

Each year in the Spring Term the Headteacher evaluates the school's work over the year and sets new targets in line with the Strategic Plan and its Measures for Improvement. The new targets are drawn up with the responsible person and costed. These costs will include supply cover, materials and time allocations for the School Administrator. The Headteacher will cost out the Annual School Development Targets and include non-contact time for particular responsibilities including Subject Leaders.

Standards Fund and Staff Development Plan

The School Effectiveness Grant is administered by the Headteacher in line with Annual School Development Targets within the framework of the Strategic Plan.

Amenities

The school has an active Parents Association which regularly provides money for the school. The Parents Teacher Association supports the school through regular donations towards community visits.

Monitoring and Evaluation

This takes place at various levels; Governor, Headteacher, School Administrator, Leadership Team through regular meetings, reports and consultation with the LA.

·    The Headteacher and School Administrator provide regular information at the finance committee meetings held at least three times a year. (Found in minutes of meetings).

·     The School Administrator and Headteacher monitor expenditure using the OFSTED framework 'Keeping Your Balance' procedures.

·     The Headteacher and School Administrator check expenditure monthly using the LA print -out information. Where there are discrepancies contact is made with the LA School Finance Officer. Meetings with the School Finance Officer take place twice a year, minimum. LA Auditing takes place every 3-4 years.

·     Monitoring of Standards Fund is monitored at two levels, school through codes and planning with the Deputy Headteacher and via the LA who require written information on a regular basis.

The School Development Plan is evaluated by the Headteacher, Leadership Team and staff using the criteria set out within the Targets and the Measures for Improvement and with regard to the terms of reference for financial responsibility.

This policy has been approved by the Governing Body

Dated:   January 2010                                                        Review date: November 2010

Appendices

Appendix A – Order request Form

Appendix B – Inventory Procedure

Appendix C – Ordering Procedure and Informationn

 

BEST VALUE POLICY

Introduction

The governing body is accountable for the way in which the school's resources are allocated to meet the objectives set out in the school's development plans. Governors need to secure the best possible outcome for pupils, in the most efficient and effective way, at a reasonable cost. This will lead to continuous improvement in the school's achievements and services.

What Is Best Value?

Governors will apply the four principles of best value:

·    Challenge - Is the school's performance high enough? Why and how is a service provided? Do we still need it? Can it be delivered differently? What do parents want?

·    Compare -How does the school's pupil performance and financial performance compare with all schools? How does it compare with LEA schools? How does it compare with similar schools?

·    Consult -How does the school seek the views of stakeholders about the services the school provides?

·    Compete -How does the school secure efficient and effective services? Are services of appropriate quality, economic?

The Governors' Approach

The Governors and school managers will apply the principles of best value when making decisions about:

·    The allocation of resources to best promote the aims and values of the school.

·    The targeting of resources to best improve standards and the quality of provision

·    The use of resources to best support the various educational needs of all pupils.

 Governors, and the school managers, will:

·    Make comparisons with other/similar schools using data provided by the LEA and the Government, e.g. PANDA, quality of teaching & learning, levels of expenditure

·    Challenge proposals, examining them for effectiveness, efficiency, and cost, e.g. setting of annual pupil achievement targets, expansion to 3-form entry , require suppliers to compete on grounds of cost, and quality/suitability of services/products/backup, e.g. provision of computer suite, redecoration

·    

 This will apply in particular to:

·     Staffing

·     Use of premises

·     Use of resources

·     Quality of teaching

·     Quality of learning

·     Purchasing

·     Pupils' welfare

·     Health and safety

 Governors and school managers:

·    Will not waste time and resources on investigating minor areas where few improvements can be achieved

·    Will not waste time and resources to make minor savings in costs

·    Will not waste time and resources by seeking tenders for minor supplies and services

The pursuit of minor improvements or savings is not cost effective if the administration involves substantial time or costs. Time wasted on minor improvements or savings can also distract management from more important or valuable areas.

Staffing

Governors and school managers will deploy staff to provide best value in terms of quality of teaching, quality of learning, adult-pupil ratio, and curriculum management.

 

Use of Premises

Governors and school managers will consider the allocation and use of teaching areas, support areas and communal areas, to provide the best environment for teaching & learning, for support services, and for communal access to central resources, e.g. the library

 

Use of Resources

Governors and school managers will deploy equipment, materials and services to provide pupils and staff with resources which support quality of teaching and quality of learning.

Teaching

Governors and school managers will review the quality of curriculum provision and quality of teaching, to provide parents and pupils with:

·    A curriculum which meets the requirements of the National Curriculum, National Literacy Strategy and National Numeracy Strategy, the LEA Agreed RE Syllabus, and the needs of pupils

·    Teaching which builds on previous learning and has high expectations of children's achievement

 Learning

Governors and school managers will review the quality of children's learning, by cohort, class and group, to provide teaching which enables children to achieve nationally expected progress, e.g. setting of annual pupil achievement targets, 2 national , curriculum levels between Years 3 and 6.

Purchasing

Governors and school managers will develop procedures for assessing need, and obtaining goods and services which provide "best value" in terms of suitability, efficiency, time, and cost. Measures already in place include:

·    Competitive tendering procedures (e.g. for goods and services above £3,000)

·    Procedures for accepting "best value" quotes, which are not necessarily the cheapest (e.g. suitability for purpose and quality of workmanship)

·    Procedures which minimise office time by the purchase of goods or services under £1000 direct from known, reliable suppliers (e.g. stationery, small equipment)

Pupils' Welfare

Governors and school managers will review the quality of the school environment and the school ethos, in order to provide a supportive environment conducive to learning and recreation.

 

Health & Safety

Governors and school managers will review the quality of the school environment and equipment, carrying out risk assessments where appropriate, in order to provide a safe working environment for pupils, staff and visitors.

 

Monitoring

These areas will be monitored for best value by:

1. In-house monitoring by the Headteacher and curriculum managers, e.g. classroom practice, work sampling
2. Termly target setting meetings between the Headteacher and curriculum managers
3. Annual Performance Management
4. Annual Budget Planning
5. Headteacher's monthly financial review
6. Termly visits by the LEA Assigned Inspector
7. Monthly visits by the LEA Finance Adviser
8. Analysis's of school pupil performance data, e.g. results against all schools, LEA schools, similar schools
9. Analysis's of LEA pupil performance data
10. Analysis of LEA financial data, e.g. ORACLE reports, against bench mark data, for all schools, LEA schools, similar schools
11. Analysis of DfES. pupil performance data, e.g. PANDA
12. OFSTED Inspection reports
13. Governors' termly classroom observations
14. Governors' termly committee meetings
15. Governors' full termly meetings
16. Governors' Annual Finance Review
17. Governors' Annual SA Ts Target Setting Meeting
18. Governors' Annual Development Plan Meeting
19. Governors' Annual Report to Parents

In the next three years the Governing Bodies will:

·    Hold an annual performance plan meeting to set targets for improving pupil achievement.

·    Hold an annual development plan meeting.

·    Discuss ‘Best Value’ at each Autumn Term meeting of the Finance Committee.

·    Review their ’Best Value’ statement at each Spring Term meeting.

·    Consider best value when arranging internal and external redecoration contracts.

·    Obtain assessment management surveys

 This policy has been approved by the Governing Body

Dated:   November 2008                                    Review date: November 2009

 

              CHARGING FOR SCHOOL ACTIVITIES POLICY

RATIONALE

The governors wish to make explicit their policy for Charging for School Activities as required under the provisions of the 1988 Education Act

PURPOSES

·   To ensure that all families are aware of the legal requirements when being   asked for financial contributions for events etc

·    To ensure that no child forfeits enrichment activities due to inability to pay

·    To clarify which activities can be charged for

·    To provide as wide a spectrum of activities for pupils in and outside school, as possible, within the constraints of time and financial outlay

GUIDELINES

·   All communications are specifically worded so that parents are as fully informed as possible

·   There is an obligatory cost for children who have instrumental music tuition provided by the LEA Music Service

·   The Act draws a distinction between the term “charges” (considered to be an obligatory cost) and “voluntary contributions” (self explanatory)

·   Voluntary contributions are requested to enable events or visits to take place which cannot be supported by the school budget but the school considers would enrich the pupils’ learning experience

·    Parents will not be charged for trips / visits made by their children

·  Children whose parents choose not to contribute will not be discriminated against

·   Where a visit involves a residential stay, parents may be charged  for the board and lodging element only; travel costs and entrance fees must be met by the school and / or voluntary contributions

·   There will be no charge for group instrumental music tuition ( music mixture and recorders) which is provide by the school rather than the LEA Music Service

·   For such lessons as Design and Technology, Craft etc, where expendable materials are involved, parents will be asked if they wish to own the finished product of the lesson, before they are asked to pay for the materials provided

·   The governors reserve the right to cancel any trip or event which does not receive sufficient parental support to make it financially viable

This policy was approved by the governing body in July 2008

Review Date July 2009

MECHANISM FOR AUTHORISATION OF SPENDING

The following are intended to cover all spending on equipment, materials and services for the School.  However, particular care should be taken where items of expenditure have not been budgeted for, and are not included in the School Development Plan.

1)     Tendering for Contracts and Equipment

a)   If the anticipated value of a contract or purchase is above £1000, a minimum of three telephone quotations or catalogue prices should be obtained.

b)     If the anticipated value of a contract or purchase is above £3000, at least three competitive written quotations should be invited from suitable suppliers including the Consortium where relevant.

      c)      The Property Services list of approved Contractors should be consulted in all applicable cases.

2)     Authorisation

a)     Decisions on expenditure of up to £3000 on any one item may be authorised by the Headteacher without the need for further consultation.  However, if the purchase will result in an overspend in the respective budget area, this should be discussed and agreed with the Chair of the Finance Committee.

      b)     Proposals for expenditure over £3000 should be referred by the Headteacher to the Finance Committee  for approval.

c)      Proposals for items of expenditure in excess of £5000 should be referred by the Finance Committee to the Full Governing Body for approval.

This policy has been approved by the Governing Body

Dated:   January 2010                                           Review date: January 2011

 

 

 

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Definition and Guiding Principles

 

1        The curriculum is defined as all those activities which are designed or encouraged within a school to promote the intellectual, personal emotional, social and physical development of its pupils and students.  The ‘whole curriculum’ includes:

·    Aspects which create the school’s ethos, such as:

-     quality of relationships and the caring community

-     concern for equal opportunities

-     organisational  and management structures

-     presentation of the school’s learning environment

-     spiritual, moral, social and cultural dimensions

-     celebration of achievement and success

·    The National Curriculum, Religious Education and Sex Education

·    The Provision for Special Educational Needs, and for the more able pupil

     needs

·    Cross curriculum themes and skills not covered within the National

     Curriculum

·    The programme of extra-curricular activities

 

2        The curriculum offered by this school will:

·     be broad, balanced, relevant and coherent

·     be available to all pupils and students at both key stages

·     be matched to the needs and abilities of all pupils and students

·     develop the whole child as a valued individual

·     encourage pupils to discuss their learning and the assessment of it

·     reflect the multicultural nature of society

·     encourage a commitment to life long learning

·     prepare pupils and students for the opportunities, responsibilities and experiences of adult life

 

3        The curriculum will be shaped by the range of teaching strategies and learning styles within this school.

 

Planning the Curriculum

 

1        There are nine areas of experience (six for the Early Years) which should be considered when planning the curriculum:-

·     Aesthetic and creative

·     Human and social

·     Linguistic and Literacy

·     Mathematical

·     Moral

·     Physical

·     Scientific

·     Spiritual

·     Technological

 

Early Years

·     Personal and social development   

·     Language and Literacy             

·     Physical development               as followed by the Foundation Stage

·     Mathematics                         

·     Knowledge and understanding of the world          

·     Creative development                                             

 

2        The design and planning of the curriculum should ensure that there are clear links between the nine areas of experience and the National Curriculum subjects, recognising that there are characteristics of many of the areas in each subject. 

3        Although not specified in the National Curriculum, the school will ensure that the cross curricular themes and skills are an integral part of the whole curriculum for all pupils as appropriate to their age.

 

-    Personal and social education

-    Environment education

-    European awareness

-    Uses and applications of Information Technology

-    Drugs education

-    Health education

 

4        The curriculum, through schemes of work, should build on existing knowledge, skills and understanding and so provide for continuity and progression.   It must reflect the guiding principles (see above).

5        Planning should recognise and respond to the needs of all pupils, including those  who under-achieve and those who are  more able.

6        A school will use various forms of assessment according to need and particularly to:-

 

-    monitor progress

-    inform learning and teaching, including  the planning of teaching

     and learning

-    establish and celebrate achievement

  

The School’s Responsibilities

 

·   The curriculum will be at the heart of this school

·   Curriculum matters should be regularly monitored, reviewed and evaluated in the light of good practice so that  effective teaching and learning takes place, and that pupils reach high levels of attainment

·   Parents are regarded as the primary educators and essential partners in the education process.

·   The school will develop close links with the wider community to enrich the curriculum and widen its context.

 

This Policy was approved by the Governing Body in May 2008.

Review date: May 2009

 

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Rationale

We believe that all people are of equal value and unique.

 

This school is committed to tackle racial discrimination and promote equality of opportunity and good race relations.  This policy is part of our general equal opportunities policy.

 

Aim

• To encourage all children to achieve their full potential by meeting the needs of all pupils.

• To create a positive inclusive atmosphere based on respect for peoples’ differences.

• To prepare pupils to be full citizens in today’s multi ethnic society.

• To make full use of the skills and knowledge of people from difference racial groups.

• To ensure our staff are representative of the communities served by the school.

• To be demonstrably committed to challenging and preventing racism and discrimination.

• To ensure appropriate progress is made between pupils from different racial groups.

• To promote recruitment from the ethnic minorities for the governing body/staff where possible.

 

Guidelines

Language

• We are committed to raising awareness of the changing nature of culture and the need for ongoing review and evaluation of this policy document to ensure that it is relevant to all members of the school community and wider community (e.g. neighbouring city of Bristol).

• We will acknowledge and build into the curriculum planning process the contribution of world cultures to the spoken and written language including the introduction of words from one culture to the next.

• We will strive to avoid and eliminate the use of certain words now considered illegal and offensive in the present day context particularly where they are used to incite racism.

 

Culture

We will ensure that the contributions of world cultures are included and acknowledged in:

 

a.  The planning and teaching of the full range of National Curriculum subjects

b.  Resources and school displays

c.  Extra curricular activities

d.  Explicit positive action in all classes in promoting the way we live in a multi ethnic society

 

Stereotyping

We will raise awareness of the unfairness and injustice of stereotyping through the planned curriculum, assemblies, resources and display.

 

Differentiation

We will ensure that each pupil is given access to the best possible level of achievement appropriate to their age and ability through a range of pre- determined strategies for differentiation.

 

Resources

We are committed to the use of resources that are inclusive of a variety of cultures to support learning and achievement.

 

Recording and Monitoring

We will monitor all strategies and procedures for dealing with racist incidents.

We will monitor the school based and commercially produced resource material for suitability and appropriateness with reference to issues related to race and cultural diversity.

We will record and monitor all racist incidents for pattern and frequency with a view towards informing future action. 

At regular intervals children will be asked during weekly circle time for their views on the effectiveness of this policy.

 

This policy will be monitored by the Headteacher and its effectiveness assessed by the governors’ curriculum committee.

 

 

This policy was agreed by governors in July 2008.

Review date: May 2009

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RATIONALE

In order to develop our pupils' academic and personal qualities to the full there need to be high expectations of good behaviour throughout the school.

We believe in a reasonable level of discipline and promoting good behaviour as a means of securing high standards of pupil attainment and of developing our children's personal and academic qualities to the full.

We expect our children to behave in a courteous, considerate and caring manner in keeping with the Christian ethos of our school.  We also expect to provide a safe environment for our children in which each person/pupil is respected and accepted as equal.

 

AIMS

·    To promote spiritual, moral, social and personal development and the Christian ethos of the school.

·    To ensure that expectations of the pupils' behaviour by the whole staff are totally consistent.

·    To promote an ethos of high expectation/standards of good behaviour, i.e. that the children are attentive, courteous and respectful of others/themselves and the school environment.

·    To ensure that classrooms are places where purposeful activity is carried out in a supportive atmosphere.

·    To ensure that children feel safe and secure in all school settings e.g. classroom, School Hall, toilets, playground and on educational/residential visits.

·    To discourage and deal effectively with any incidence of bullying. (see Appendix 1)

 

GUIDELINES

1.       The ‘Golden Rules’ (See Appendix 2) will be used throughout the school  to define acceptable and unacceptable behaviour, stating the values being promoted.

2.       Behaviour both inside and outside the classrooms and out of school, such as on regular visits to church and educational visits, will be of a consistently high standard.

3.       School Rules will be drawn up with the full involvement of children and all staff, fully understood and acted upon.  The rules will be communicated to parents and governors.  They will be based on the Golden Rules.

4.       Teaching needs to be lively and interesting.  Work set ought to be well matched to pupils' differing needs and abilities.  Pupils will be involved in worthwhile, purposeful activities and be encouraged to take increasing responsibility for their own learning.

5.       The emphasis for managing pupil behaviour will be on motivating them by praise and encouragement.  Teachers need always to commend their successes and emphasise their potential rather than focusing on their shortcomings.

6.       There will be a careful balance maintained between rewards and sanctions.

          The various ways in which the school promotes acceptable behaviour and discourages unacceptable behaviour will be widely understood by the whole school community.

         Any punishment will always be proportionate to the offence reflecting the need to respect pupils' dignity and self esteem (See Appendix 3).

7.       Lines of action and support for children who bully or are bullied will be clearly set out and widely known.  The culture of the classroom would be conducive to pupil disclosure of anxiety e.g. name calling in the playground, social exclusion (see Appendix 1).

8.       Teachers/staff will be vigilant in areas where bullying might be more likely to take place e.g. unsupervised areas of the school, in school playgrounds, toilets etc

9.       Any child experiencing a social, emotional, behavioural difficulty will be identified by the class teacher as early as possible in his/her school career and supported through differentiation of the curriculum.  The child who needs further support will then be placed on the ‘School Action’ Stage of the S.E.N. Code of Practice.  There will then be extra differentiation by setting individual behavioural targets in the classroom and/or playground.  All staff should be aware of the child's difficulties and act in a consistent manner.  If over a period of time there is little progress, the Behaviour Support Team and the Educational Psychologist would be involved, i.e. School Action Plus.

10.     The governors recognise that in exceptional circumstances it may become necessary for the Headteacher to exclude a pupil using statutory guidance (Education and Inspections Act 2006) and B&NES Excluding Pupils from School policy and procedures.  A decision to exclude a pupil should be taken only:

a. in response to serious breaches of the school’s behaviour policy (e.g. physical assault against pupil/adult, verbal abuse/threatening behaviour against pupil, bullying, etc).

b. if allowing the pupil to remain in school would seriously harm

   the education of the pupil or others in the school.    

         The child's parents would have been involved at each of the stages and extreme concern expressed that despite increased school provision the child was unable to conform to the school's agreed School Rules.  Parents would have been warned that there might be no alternative to exclusion in these circumstances and the school would aim to maintain their support and understanding for the benefit of the child.

 

        Appendix 1

ANTI-BULLYING POLICY

 

          DEFINITION OF BULLYING

        We recognise that bullying should be defined as a combination of the following -

 

·        It is deliberately hurtful behaviour

·        It is repeated often over a period of time – i.e. it is persistent behaviour

·        It is difficult for those being bullied to defend themselves

 

        The three main types of bullying behaviour are -

 

·        Physical - hitting, kicking, taking belongings

·        Verbal - name calling, insulting, racist remarks

            (i.e. words focusing on a child's difference from other children)

·        Indirect - spreading nasty stories about someone, excluding someone from social groups.

 

        Measures are in place to prevent with bullying relating to:

·        race, religion and culture

·        homophobic bullying

·        bullying of pupils with SEN or disabilities

·        Sexist or sexual bullying

·        cyberbullying

 

         ‘A pupil is bullied, or picked on, when another pupil or group of pupils say nasty things to him or her.  It is also bullying when a pupil is hit, kicked, threatened, locked inside a room, sent nasty notes, when no-one ever talks to them and things like that.

 

         These things can happen frequently and it is difficult for the pupil being bullied to defend himself or herself.  It is also bullying when a pupil is teased repeatedly in a nasty way. 

 

         However if two pupils of equal power or strength have an occasional fight or quarrel, this is not bullying’.

           

            DfES Bullying –Don’t suffer in silence – December 2000

 

RATIONALE

         We will challenge bullying behaviour and respond promptly and effectively BECAUSE

 

1.       Bullying behaviour is against our school's ethos and banned in our school

 

            i.e.       - it puts at risk the safety and happiness of our pupils

                        - they may become unhappy about coming to school

                        - they may suffer injury - both physical and psychological

            - and over a period of time they could lose self confidence and   self esteem which could lead to them suffering serious long term psychological damage.

2.      Children who are unhappy because of bullying are less likely to be able to concentrate, learn to full potential and will underachieve.

3.       It needs to be demonstrated to our children that bullying will not be      tolerated.  The school needs to be seen to act effectively to the pupils in general and the victim in particular.  School's inaction would be interpreted as condoning bullying and adults in authority would be badly letting down those most in need of help.

4.      We do not claim that "there is no bullying here" - every school has some degree of bullying.  We are fortunate that the incidence is infrequent and slight but that is not to imply that we intend to minimise its effects on the victims and their families.  We will respond positively and effectively to each and every incident.  This is one way that Chew Stoke C of E V.A. Primary School demonstrates its vision of providing a caring Christian environment for its community.

 

GUIDELINES

            Strategies for Preventing Bullying Behaviour

1.       First and foremost by our school's ethos and Visions and Values

2.      Secondly through our whole school Personal, Social, Health, Citizenship and Emotional scheme of work called S.E.A.L (Social and Emotional Aspects of Learning) which includes themes on ‘relationships’ and ‘friendships’.

3.      Directly through the curriculum e.g. discussing class friction or focusing on individual or group behaviour in a historical investigation.

4.      Indirectly through classroom management e.g. promoting the process of collaborative group work using a focused curriculum task or problem solving.

5.      Using Circle Time to raise self esteem, to promote collaborative problem    solving and cooperative behaviour and challenge bullying behaviour.

6.       Ensuring that the school grounds are developed as fully as possible within the constraints of the school budget.  The school grounds should be considered as an on going school development priority.

 

            Strategies for Responding to Bullying Behaviour

1.       If the incident is of a serious nature i.e. a child has been physically injured - then parents of both children will be informed of the incident and action taken by the school.  The child who has carried out the bullying behaviour will be reprimanded by the Headteacher and his/her parents expected to support the school in monitoring the child's behaviour in the future.  Should there be a recurrence of the incident and the aggressor's behaviour did not improve (following intervention by the school in the ways described below) then sanctions would be used with exclusion as a last resort.

2.       If the incident is of a minor nature e.g. mild teasing or name calling then a reprimand will be given.

3.      If it should happen that the child/ren involved in bullying others is/are reluctant to admit to their actions then class teacher would encourage an honest and direct discussion with the children concerned.

4.      If considered necessary then the focus would be on finding a solution to prevent the recurrence of further teasing/name calling etc.  The adult would aim to find a solution to the personal disagreement and discuss how the various proposals suggested could be put into action.  A follow up meeting would be held to check on progress.

5.      The school will monitor incidents of bullying, follow and record the progress and monitor the effectiveness of this policy.

 

            The Headteacher is responsible for this policy.

 

 

         This policy is part of the Pupil Discipline and Behaviour policy and was approved by the governors in July 2008.

         Review date: July 2010

 

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RATIONALE

The governors, as employers, must comply with School Staffing (England) Regulations 2003, and, accordingly must have procedures for addressing Staff discipline, conduct and grievance issues.  Governors wish to have clear and fair procedures for dealing with any such issues.

 

AIMS

 

·    To conduct all staff issues within the Christian ethos of the school and in accordance with applicable legislation

 

·    To ensure that expectations of the whole staff are totally consistent.

 

·    To promote an ethos of high expectation and standards in staff discipline and conduct

 

·    To ensure that staff and governors are able to deal with discipline, conduct and grievances in a way that is fair and understandable to all parties.

 

 

GUIDELINES

 

The Chair of governors shall appoint a committee of at least three governors to consider any issue concerning staff discipline, conduct or grievance.

 

When dealing with such an issue, staff or governors should be asked to confirm their complaint or grievance in writing and any decisions taken shall be confirmed in writing.

 

Governors should set a timescale for dealing with the issue.

  

 

This policy was approved by the governing body in July 2008.

Review date: July 2009

 

 

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RATIONALE

Governing Bodies are required to set targets for their pupils in Key Stage 2, and submit them to the Local Authority. Teaching and assessment is at the heart of learning.  As well as demonstrating what a child knows it also indicates what a child should learn next.  It helps extend a child’s understanding, gives opportunity to develop good attitudes to learning.  It helps develop basic skills.  Assessment demonstrates pupil’s progress and informs the teachers, parents and pupils.

 

Each year, targets must be set for the percentage of pupils that the governing body anticipates will, in the following year, be registered pupils in the final year of Key Stage 2, and will achieve results as follows;-

 

·        Level 4 or above in national curriculum in both English and mathematics

·        Proportion progressing two national curriculum levels in English

·        Proportion progressing two national curriculum levels in mathematics

 

 

PURPOSE

To ensure that

 

1. The assessment process is based on clear teaching objectives and learning outcomes. 

2. Programmes of study and schemes of work are used to give regular opportunities for teacher assessment in Maths, English and Science, RE and ICT.

3. Assessment informs teachers’ future planning and so is for the benefit of pupils. 

4. Assessment for Learning helps children to identify their strengths and plan the next step in learning.

5. Staff are clear about school expectations i.e. when and how opportunities for assessment occur.

6. Assessment procedure and practice at Chew Stoke is to be manageable and useful to all staff in each phase so that by the end of the key stages an “all-round” judgement can be formed which indicates the pupil’s attainment.

GUIDELINES

1. This policy is linked closely with those of SEN, Equal Opportunities.

2. The ‘Foundation Stage Profile’ will be used in Reception to assess progress  through the ‘stepping stones’ towards ‘The Early Learning Goals’. This record and the National Curriculum for KS 1 will be used to inform planning and assessment in Year 1.

3. Each pupil will have an individual pupil record, which will include evidence demonstrating, progress and attainment in the three core subjects. 

4. Individual pupil records will be available to parents to look at during conferencing appointments along with any test results etc., or on request at any other time.

5. By building up a collection of assessed work we will try to give an overview of the child and an indication of the level at which the child is currently working.

6. Staff may use observations of practical and oral work as well as written work as part of the evidence on which they make their professional judgement (a simple note on the work, a comment on weekly plans or photographic evidence should be sufficient.).

7. Best practice is considered to be marking and annotating work with comments that promote learning, set pointers for future improvement and also set targets for future attainment.

8. Staff will meet regularly to moderate work. This evidence will then be added to the subject co-ordinators portfolio. By meeting regularly we will all become familiar and consistent with the requirements at all levels of attainment.

9. Subject co-ordinators will monitor planning, work and talk to the children to ensure consistency and progression against national expectations for their subject area. If appropriate this will involve evaluating test results to feed into future school, class or group targets as appropriate, as well as the School Development Plan.

10. Procedures are in place to regularly monitor and evaluate what is happening in all aspects of assessment, recording and reporting by the assessment co-ordinator.

This policy was approved by Governors in July 2008.

Review date: July 2009.

 

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RATIONALE

There is a legal right for any person to ask the school for access to information that it holds.  This right is provided through the Freedom of Information Act 2000, which came fully into force in January 2005.  The Act promotes openness and an understanding of how the school carries out its duties.

 

Although the Act, in principle, enables people to access all information, including the reasoning behind decisions and policies, it recognises the need to protect sensitive information in certain circumstances and provides for exemptions.

 

AIMS

1.  To fully comply with the Freedom of Information Act.

2.  To record information in an understandable form.

3.  To make information readily available to those seeking access.

4.  To respond to requests for information promptly, and in any event, within 20 days of any request.

 

GUIDELINES

1. Ensure that all members of staff are aware of how the school handles        requests for information. Any request for information should be referred to the Headteacher.

2. Maintain all minutes of the Governing Body and its Committees for access by the public. (except for minutes that are properly recorded as Confidential which minutes would not be released under an FOI request).

3. Consider whether any request for information affects the interests of or provides personal information about a pupil, a parent, a staff member or any other third party, in which case there would be a presumption about any release of such private information. If there is any doubt a discussion will be held with the Chair of Governors and advice taken from B&NES Legal Services.

4. Individual pupil information will be made available to those with parental responsibility.

5. Maintain the School Prospectus, School Profile and all school policies on the school web site for easy access by the public.

 CONCLUSION

The member of staff responsible for the implementation of this policy is the Headteacher who, together with governors when necessary, will respond to all requests for information and keep a record of such requests and actions taken.

 

This policy was approved by the Governing Body in May 2008.

Review date: May 2009

 

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(Based on B&NES Model Pay Policy 2009/10)

Contents                                                                                                     

   1.  General Principles                                                                           

   2.  Operation and Review                                                                    

   3.  Appeals against Pay Determinations                                           

   4.  Determination of Salary for Qualified Teaching Staff                  

   5.  Mandatory Experience                                                                   

   6.  Discretionary Experience

   7.  Safeguarding Management Allowances                                                  

   8.  Teaching and Learning Responsibility Payments (TLRs)

   9.  Recruitment and Retention Allowances

  10.  Special Needs Allowance                 

  11.  Performance Threshold Applications                                           

  12.  Progression on the Upper Pay Spine                                           

  13.  Headteacher Salary                                                                        

  14.  Deputy Head teacher Salary

  15.  Assistant Headteacher Salary

  16.  Excellent Teacher Scheme

  17.  Part-time Teachers

  18.  Unqualified Teachers

  19.  Supply Teachers                                                                                    

  20.  Advanced Skills Teachers

  21.  Payment for Out of Hours Learning Activities                                                                                  

  22.  Initial Teacher Training Activity

  23.  Payment for Continuing Professional Development

  24.  School Support Staff

1    General Principles

1.1     This document has been adopted by the Governing Body.

1.2     It is mandatory that the Governing Body has a Pay Policy and this will be reviewed annually to ensure it is up to date with any legal changes. This pay policy is in accordance with the Model Pay Policy provided by the Authority.

1.3     The policy is linked to the School’s performance management system and in accordance with the School Teachers’ Pay and Conditions Document there are closer links between performance management arrangements and pay decisions (except in respect of unqualified teachers and the annual increment for main scale teachers).

1.4     Under the Freedom of Information Act 2000, the Governing Body will publish their pay policy through their scheme of publication and it will be made available on demand. This pay policy will be available on the school website for staff to consult at any time.

1.5     The Governing Body considers and approves the overall pay structure and salaries for all staff in accordance with the provisions of the School Teachers' Pay and Conditions Document and the requirements of the relevant national and Local Authority (LA) Pay and Conditions of Service for support staff.

1.6     In exercising its responsibility for salary decisions the Governing Body will have regard to the following key principles: -

               * All decisions on pay and salary will be made in the context of this single published pay policy, which is available to all staff and Governors.

               * Pay decisions will be applied in as fair, consistent and objective a manner as possible against stated criteria. There should be equality of opportunity for all staff and the Governors acknowledge the requirements of equal value legislation.

                * The Governing Body will aim to maintain and improve the quality of education for pupils in the school by promoting a pay policy which supports the school’s aims and development plan.

                * The Governing Body has a proposed staffing structure for the school, setting out the posts, areas of responsibilities and associated pay for all staff within the School and this has been in place since 31 December 2005 and any changes arising out of this structure will be implemented by 31 December 2009. This structure has been agreed by Governors following   consultation with staff and unions and it should be read in conjunction with this policy.

                * Every post in the school has a job description setting out the duties and responsibilities specific to the post. The job descriptions are subject to periodic review and any changes to those duties and responsibilities will be subject to consultation with the postholder. Prior to any post being filled, the person specification and job description will be made available to all applicants.

 2     Operation and Review

 2.1    The full Governing Body is responsible for the adoption of the pay policy and approves any amendments resulting from the annual review of their policy. The Governing Body will delegate the responsibility for implementing the pay policy to a committee or panel of Governors.  It is important that the task of individual salary assessment is delegated in order for any appeal to be heard by an appeals panel.

 2.2    Governors will observe the requirements of the school budget in respect of staff pay and will treat as confidential information about individual earnings.  However budgetary considerations cannot override the statutory requirements of the School Teacher’s Pay & Conditions Document. 

 2.3     Equal Pay, equal value and other elements of employment law provide the legislative framework within which a Governing Body can operate the discretions available to it in relation to pay.  Advice to Governors on the application of pay discretions within that framework is available from the Children’s Service HR Team.

 2.4    Governors will determine the salary range and, if relevant, the responsibility value of any vacancy prior to advertisement.

 2.5     Governors will undertake an annual review of the salaries of all teaching staff each year, generally in the summer terms, to apply from 1 September each year.  (This is separate from the annual pay award to teachers’ salary scales determined by the Secretary of State.)  All teaching staff will, following each annual review, be given a formal written statement showing what their salary is, and identifying the elements within it.

 2.6    Any member of staff has a right to make representations to the Personnel Committee/Panel regarding their salary determination.  In the event that any concern is not resolved there shall be a right of appeal to a panel of Governors not previously involved in the decision.  The findings of this panel shall be final.

2.7    The Pay Committee/panel will, from time to time, recommend changes or modifications to the Governing Body's Pay Policy in the light of a) changes in pay and conditions of service legislation b) experience in applying the pay policy.  Arrangements will be made to consult staff and their representatives prior to any discretionary changes being adopted by the Governing Body.

                  Advice will be sought from Children’s Services HR at all times.

3    Appeals against Pay Determinations

3.1    Teaching and support staff have the right to appeal against pay decisions and if doing so an individual should put their appeal in writing, setting out the grounds of the appeal, within ten working days of receiving notification of the pay determination.

3.2     This appeal procedure should also be used for any appeal arising out of the teacher’s performance review procedure.

3.3     Appeal hearings will normally be convened within 20 working days of receipt of a written appeal notification.

3.4     A member of staff does of course have the right to be accompanied in an appeal hearing by a union representative or workplace colleague.

3.5     The appeal panel should consist of at least 3 Governors who have not been involved in any previous action or decision connected with the specific case. If there are insufficient numbers then the decision could be delegated to two Governors.

3.6     Once the Governors have reached a conclusion they will wherever possible announce this orally in the presence of all parties together with reasons. In any case this must be put into writing and sent to both sides at the earliest opportunity and in any event within 5 working days of making that decision.

3.7     Where an appeal is rejected the decision should also communicate the evidence considered and the reasons for the decision.

3.8     Pay appeals decisions are final and binding on both parties and may not be reopened under grievance procedures. The grievance procedure will not be used for appeals against pay decisions.

3.9     This information should be read alongside Guidelines for the Conduct of Hearings and Appeals, which is found in the Personnel Procedures and Guidelines for Schools.  Advice should be sought from Children’s Services HR Team.

TEACHING STAFF

4 Determination of Salary for Qualified Teaching Staff (Other than Headteacher and Deputy Headteacher)

4.1     All qualified teachers will be paid at a point on the appropriate pay spine in accordance with the current School Teachers’ Pay and Conditions Document. The mandatory elements of Pay and Conditions within that Document cannot be changed by Governors.

4.2     In determining the salary of qualified teachers the headings to be considered are: -

Experience

Teaching and Learning Responsibilities

Recruitment and Retention Allowances

Special Educational Needs Allowances

EXPERIENCE

5   Mandatory Experience

5.1     Teaching service in maintained and Ministry of Defence schools will be recognised for salary points as required by the Pay and Conditions Document providing a teacher has worked an aggregate 26 weeks during the relevant academic year.  In the case of a teacher trained in another European Union Country periods of employment, as a teacher, within that area will count towards teaching experience.

6    Discretionary Experience

6.1       For experience other than classroom teacher (paid or unpaid after the age of 18) 1 or more salary points will be awarded. The actual number of salary points awarded will depend upon the relevance of the experience gained to the particular post having regard to teaching skills, subject knowledge or management considerations. Governors will award a maximum of 2 points under this discretion in accordance with LA advice.

6.2       Teaching service in independent schools or overseas may be recognised for discretionary experience points in accordance with that service. This should only be if the Governors are satisfied that the status of the establishment is equivalent to the maintained schools sector.

6.3       Governors may award one additional experience point where the teacher’s performance in the previous school year was judged to be excellent, through performance review, having regard to all aspects of his or her professional duties but in particular classroom teaching. The Governing Body will determine at the appropriate time whether to exercise this discretion and the criteria that would apply to ensure consistency.

NOTE

The discretion to withhold an incremental salary point due to unsatisfactory service will only be considered if the teacher has been notified in writing, within the managing performance procedure, that their performance is not satisfactory before the end of the relevant School year.

Where a teacher has been absent from school in respect of maternity leave, parental leave or sickness then the period of absence shall count towards the period of Service of at least 26 weeks.  Where a teacher is absent for any other reason e.g. unpaid leave of absence then the Governors may determine whether that period of absence shall count, but the teacher should be advised of this in advance.

7    Safeguarding Management Allowances

(Management Allowances 7.1 deleted)

8    Teaching and Learning Responsibility Payments (TLRs)

8.1     The Governors have determined to award a TLR in accordance with the school staffing structure.

8.2    The TLR has been introduced in this School as set out in the implementation plan.

8.3     The value of the TLR to be awarded are set out as below.

Text Box: The TLR points and values that this School has agreed to use are as follows:   1 x 2a-£2478

8.4     The TLR will be awarded to the following values:

1 X TLR 2a Community Links

8.5     The TLR will only be awarded in the context of the school’s staffing structure and pay policy and they will be made available in accordance with the criterion and factors for the award of TLR’s as laid down in the School Teachers’ Pay and Conditions Document.

9    Recruitment and Retention Allowances

(Recruitment and Retention Allowances 9.2 - 9.6 and note deleted)

9.1       The Governing Body will not make recruitment retention payments

10    Special Needs Allowances

(Special Needs Allowance 10.1 and 10.2 deleted)

11    Performance Threshold Applications

11.1   The receipt and assessment of a threshold application will be delegated to the Headteacher by Governors in accordance with the Pay and Conditions Document. The Headteacher will handle all practical application of the process.

11.2   Threshold assessment is a voluntary process. A teacher can make an application for threshold when, or at any time after, he or she has been placed on point M6 of the main pay scale

11.3   From Round 10 assessment will be based solely on the outcomes of a teacher’s last two performance reviews (except for the permitted exceptions set out in the School Teachers’ Pay and Conditions Document). Planning statements, including performance criteria, will enable the assessment to be made as to whether the post-threshold standards have been met throughout the two most recent performance management cycles.

11.4   The Headteacher will determine whether the applicant has or has not met the performance threshold standards throughout the relevant period and will promptly notify teachers of the outcome of the assessment and in all cases no later than 20 working days of informing the relevant body of the decision. The teacher should have their original assessed application returned to them showing the comments of the Headteacher.

11.5   The teacher should receive oral feedback from the Headteacher on each standard and the reasons for the outcome of their application. They should receive advice on aspects of performance that would benefit from further development.

11.6   The Headteacher will promptly notify the committee of their decision on the application and the Governors on receiving notification of a successful threshold application is under a duty to move the teacher concerned to U1.

11.7   In the case of an unsuccessful applicant, the Headteacher will give written feedback on the reasons for the outcome of the application, standard by standard, including those where the standards have been met, within 20 working days of informing the committed of their decision.

11.8   Paragraphs 3.1 to 3.9 of this policy set out appeal arrangements against pay decisions.

11.9   The Governors must also move onto the upper pay scale a classroom teacher who meets the criteria in the School Teachers’ Pay and Conditions Document.

11.10  Where a teacher first becomes entitled to be paid as a post-threshold teacher, the Governing Body shall determine that s/he shall be paid on scale point 1 on the pay scale.

N.B. From 1 September 2009 (Round 10) a teacher will no longer need to provide separate evidence in support of a threshold application.

12    Progression on the Upper Pay Spine

12.1   Progression on UPS will be based on two successful consecutive performance management reviews, other than under the exceptional circumstances, such as maternity leave, as provided for in the Document.

12.2  The governors must be satisfied that the teacher’s achievements and contribution to the school, or to the school or schools in which s/he previously worked has been substantial and sustained, having regard to the results of the two most recent performance appraisals or reviews.  The governors shall have regard to any recommendation on pay progression recorded in the teacher’s most recent planning and review statement.  Therefore the reviewer, who might not be Head, will be responsible for making the recommendation to governors.

Leadership Group.

13    Headteacher

13.1    A Headteacher will be paid salary based upon the leadership group pay spine.

13.2   The Governing Body will determine an Individual School Range (ISR) for the Headteacher which will consist of 7 points within the appropriate range of salaries and the Head will be paid on a point within this range.

13.3   The salary range will be determined in accordance with the School Teachers’ Pay and Conditions Document, with reference to the relevant school grouping and unit total, which is, based upon the most recent return of the DCSF Annual School Census. The Governing Body will not pay a salary outside the range for the group.

13.4  The Headteacher must demonstrate sustained high quality of performance with particular regard to leadership, management and pupil progress at the school and will be subject to a review of performance against performance objectives before any performance points within the ISR will be awarded. The clarification of the application of the criteria for Leadership Group progression will be taken fully into account.

13.5   The governing body will consider movement by more than one point in exceptional circumstances.

13.6   In accordance with the Pay and Conditions Document a newly appointed Headteacher will not be paid at a point exceeding the third point above the minimum of ISR.

13.7   If the school needs to appoint a new Head, the Governors will review the ISR taking account of the size and circumstances of the school.  The Governors may also review the ISR at other times in accordance with the School Teachers Pay and Conditions Document. The Governors will formally record its decision on the school’s ISR, together with the rationale for the decision.

13.8   The appropriate grouping will be reviewed when a Headteacher vacancy arises and in any event (at least) triennially and as otherwise required by the Pay and Conditions document. Any salary adjustments arising from a change in the Group size will be considered accordingly, having regard to any established trend in pupil numbers at the school.

14    Deputy Headteachers

14.1   Governing body will set a five-point range on the leadership group spine in the gap between the salary of the highest paid classroom teacher and the bottom of the Headteacher’s ISR. The bottom of the deputy’s range should be at least one point above the bottom of the range of any assistant head. The range will be set at a higher or lower level within the gap to reflect job responsibilities.

14.2   A newly appointed deputy will not be paid at a point exceeding the second point above the minimum of the deputy range.

14.3    Deputies must demonstrate sustained high quality of performance with particular regard to leadership, management and pupil progress at the school and will be subject to a review of performance against performance objectives before any performance points will be awarded. The clarification of the application of the criteria for Leadership Group progression will be taken fully into account.

14.4   The governing body will consider movement by more than one point in exceptional circumstances.

15 Assistant Head Teachers

(Assistant Head Teachers 15.1 - 15.4 and note deleted)

The Leadership Group Structure in this School

                    Group Size of the School                  2

                     Number on Roll               180 (Sept 2009)

                        No of pupils          

                        FS, Key Stage 1 / 2         =    180

Unit Total =   £2  715         School Group = 2

Headteacher’s ISR = Points___10____ to__16______

Deputy’s ISR = Points____4____ to___8_______

16 Excellent Teacher Scheme

(Excellent Teacher Scheme 16.1 and 16.2 deleted)

17 Part-time Teachers

17.1 The salary and allowances, if any, of any person appointed as a part–time teacher will be determined in accordance with the pro rata principle as set out in the School Teachers Pay and Conditions Document.

18    Unqualified Teachers

18.1  Unqualified teachers will only be engaged if it has not been possible to recruit a properly qualified teacher. Advice will be sought from Children’s Services HR.

18.2  Any unqualified teacher will be paid on the six point scale for unqualified teachers in accordance with the School Teachers’ Pay and Conditions Document.

18.3 Determination of salary point and any appropriate allowance will be in accordance with the School Teacher’s pay and Conditions Document.

19    Supply Teachers

19.1   Supply Teachers will be paid in accordance with the provisions of the Schoolteachers’ Pay and Conditions document. If working for a full day and expected to undertake planning, preparation and marking etc then there is an expectation that the teacher is paid for 6.5 hours.

20    Advanced Skills Teachers

(Advanced Skills Teachers 20.1 deleted)

21    Payment for Out of Hours Learning Activities

21.1    Teachers (including the Headteacher) who agree to provide learning activities outside of the normal school hours and whose salary range does not take account of such activity will be entitled to a payment.

21.2    This will be paid on the basis of a daily rate for each teacher based on 1/195th of their particular salary position on the pay spine. This payment is in addition to their annual salary.

21.3    Activities that will attract payment – none to date.

22    Initial Teacher Training Activity

NOTE

Teachers undertaking Initial Teacher Training activities do so on a voluntary basis only (unless they are ASTs for whom this is a professional duty).

22.1 The Governors will not consider making additional payments to teachers, including Headteachers, who undertake school based ITT as part of their normal teaching job.

23    Payment for Continuing Professional Development

( Payment for Continuing Professional Development 23.1 – 23.2 deleted)

24    School Support Staff

24.1    The Governors will, in accordance with the Staffing Regulations consult, with the LA prior to taking any action to fill a support staff position.

24.2    The Governors will select a grade for the vacant post from the LA’s grading structure depending on the requirement of the job description and in the light of grading advice from the LA.

24.3    Grade and salary will be set in accordance with the requirements and provisions of the national agreement on pay and conditions of services for Local Authority employees as applied by the Council. The grading structure and conditions of service for support staff are as set out in the appropriate sections of the Schools’ Personnel Manual.

24.4    Where a salary range applies the starting salary will normally be the minimum for the grade. Where an applicant is appointed to a post with a higher maximum salary they will receive the minimum of the new grade or a starting salary one increment higher than their current salary, subject to the maximum of the grade.

24.5    There will be an annual review of salary and, subject to the maximum of the scale or any other mandatory requirements; an annual service increment will be awarded unless the service is deemed to be unsatisfactory. An increment will only be withheld if appropriate formal action has been taken to address the problem.

24.6    The Governors will have a performance review process in place for support staff.

Out of School Hours Learning Activity (e.g. After School Club and holiday schools)

24.7    The After School Club management committee will make payments to support staff who work in after school and holiday clubs.

Pay Safeguarding

24.8     Pay safeguarding protection will be applied as appropriate and in accordance with the Council’s Scheme for support staff.

 

This policy was approved by the Governing body in January 2010.

Review date: January 2011.

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See homework in 'Our School Day' section.

In accordance with The 1993 Education Act the Governors of this school have decided that Sex Education will be taught at Chew Stoke School.  We set out below our policy outlining the content and organisation of the sex education curriculum.  This policy is available to parents.

 

AIMS AND OBJECTIVES

Chew Stoke School believes that sex education in this school will be developmental and a foundation for further work in the secondary school.

 

Sex Education in this school will contribute to the requirement of the Education Reform Act 1988 that the school curriculum should be one which:

 

*      promotes the spiritual, moral, cultural, mental and physical development of

        pupils at the school and of society and,

*      prepares such pupils for the opportunities, responsibilities and experiences

        of adult life.

*      reflects the school ethos and demonstrates and encourages the following

        values:

 

                        acceptance and tolerance of individual differences.

                        respect for self

                        respect for others

                        responsibility for their own action

                        responsibility for their own family, school and wider community

 

*      promotes the development of positive self-esteem.

 

The school will work towards this aim in partnership with parents.

It will be taught within a context that stresses the complexity and value of caring human relationships and family life.

 

Under the Education Act 1993 pupils can be withdrawn by their parents from the part of sex education that is outside the compulsory elements of sex education contained in the Science National Curriculum.

 

Parents wanting to exercise this right are invited to see the Headteacher.  She will explore the concerns of parents and the possibilities of adjusting the programme or approach and will discuss any impact that withdrawal may have on the child.  She will talk with the parents about the child's possible negative experiences or feelings that may result from exclusion and the ways in which these can be minimised.  Once a child has been withdrawn they cannot take part in sex education until the request for withdrawal has been removed.

 

GUIDELINES

The sex education programme will:

*       provide information which is easy to understand and relevant and

         appropriate to the age and maturity of the pupils.

*       include the development of communication and social skills.

*       encourage the exploration and clarification of values and attitudes.

 

Sex education will be taught in the context of relationships.  Topics and themes will be repeated from year to year in greater depth taking account of the pupil's development and the spiral curriculum concept.

 

The content of the sex education has been drawn from the recommended LEA materials.

 

A sequence for teaching sex education could include:-

Ages 4 - 5

*        people in my life.  What they do for me and what I do for them.

*        my moods - feeling happy, sad and so on.

*        loss and mourning - (e.g. a person, a pet)

*        keeping safe - danger I might come up against.  Saying NO.

*        my body and other people's bodies - similarities and differences.

*        the beginning of life - me, animals and plants.

*        growth in people, animals and plants.

*        ageing - how we know things are alive, dead, young and old.

 

Ages 6 - 7

*        changes as we grow

*        different types of families.

*        feelings in families (e.g. love, jealousy).

*        what helps people to get on with each other (e.g. listening, sharing).

*        what makes me happy

*        what I like or don't like about other people.

*        keeping safe.

*        caring for myself - hygiene, sleep exercise.

*        people who help me to care for myself.

*        inside my body - the functions of different parts.

 

Ages 8 - 9

*        feelings - things which make me happy, sad, embarrassed, scared and so

          on.

*        difficult situations -  e.g. teasing, bullying.

*        family trees.

*        keeping healthy - exercise, diet, the immune system and so on.

*        friendship - who our friends are, how we make and lose friends.

*        making decisions - influences on me.

*        keeping safe.

*        varied lifestyles in the class and community - differences in others and how we feel about differences.

 

Ages 10 - 11

*        changes in my own body and in those of others.

*        how babies begin and are born - how they grow.

*        decision making, risk taking.

*        feelings about the future ( e.g. changing schools).

*        families and how they behave - what members expect of each other.

*        celebrations of birth, christening, puberty, marriage and death in different cultures.

*        expressing feelings and how we do this; being assertive, not bullying.

*        differences and similarities in people.

*        sexuality - what is it and what words describe it.

*        body changes in me and others - why they are happening.

*        things that go into my body that help (e.g. good food and some drugs) and harm (e.g. some drugs, cigarette smoke, poisons).

*        messages about health and sexuality from television, films and newspapers.

 

The delivery of sex education will be through:

 

*       topics

*       planned aspects of science

*       the use of Assembly time

*       the use of story time and show and tell time

*       occasional visits from the school nurse, parents and younger or older siblings

 

Answering difficult questions:

Sometimes an individual child will ask an explicit or difficult question in the classroom.  Questions do not have to be answered directly and can be addressed individually later.  This school believes that individual teachers must use their skill and discretion in these situations and refer to the Headteacher if they are concerned.

 

 

Use of visitors

There are various people who can resource and support school based sex education.  These people may include parents, the school nurse, religious or health professionals.  Contributions from outside speakers will be very much in line with school policy and will have access to the Policy Document.

 

This Sex Education Policy should not be read out the context of the School's Personal, Social, Health and Moral Education Curriculum.

 

Personal, Social, Health and Moral Education, in its contribution to the Personal and Social Development of the individual, plays a fundamental and pervasive part in the total life of the school, both curricular and non-curricular.  From the age of entering school it is central to relationships and to ways of learning, as well as preparing young people for responsible lives in our complex society.  Underpinning any curriculum experience is the promotion of positive self-esteem and confidence, which leads to the development of respect for self and others.

 

Relationships based on trust and care are established with the class teacher and between pupils.  Appropriate teaching styles encourage children to take responsibility for their own learning.  Some of the curriculum context with which PHSME is concerned is undertaken incidentally as issues arise from daily events and effective co-ordination ensures continuity and progression in areas that cannot be left to chance.

 

Chew Stoke School is committed to working towards equality of opportunity to all aspects of school life.

 

CONCLUSION

The effectiveness of the policy will be assessed by the reactions of parents and pupils and staff throughout the whole school.

 

 

This policy was approved by the governing body December 2007.

Review date: December 2009.

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RATIONALE

The school is committed to the health and safety of its community and will take action to safeguard their well-being. 

The school acknowledges the importance of its pastoral role in the welfare of children and will seek to support children as they develop an awareness of both legal and illegal substances.

 

The school believes that as a part of its care of the welfare of its pupils, it has a duty to inform and educate the children about the role of drugs as medicines and about the consequences of drug use and misuse.   The school believes that health education is a vital part of the PSHE & Citizenship education of every pupil and is committed to discouraging the misuse of drugs at all times.

 

Fundamental to our school’s values and practices is the principle of sharing the responsibilities of the education of the children 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.

 

 BACKGROUND AND DEFINITIONS

A “drug” is a substance, which, when taken into the body changes the way we feel, the way we see things and the way our body works.  This policy not only covers the use of illegal substances but also involves misuse of prescribed medicines, tobacco, alcohol and solvents.

 

“Drug misuse” is defined as the non-medical (i.e. recreational) use of drugs that are only intended for use in medical treatment, and the use of drugs that have no accepted medical purpose.  Such drugs are controlled under the Misuse of Drugs Act 1971,

 

DRUG EDUCATION IN SCHOOL: THE AIMS

 

We believe in and support the following aims in respect of substance use and misuse:

 

·        To enable pupils to make healthy, informed choices by increasing knowledge,

         challenging attitudes and developing and practicing skills.

 

·        To provide accurate information about a range of drugs, including medicines,

         alcohol and tobacco, as well as illegal substances.

 

·        To increase understanding among everyone in the school community about the

   implication and possible consequences of use and misuse.

 

·        To encourage an understanding of those experiencing or likely to experience

         substance use

 

·        To widen understanding about related health and social issues e.g. crime,

         homelessness

  

These aims are best delivered through a well-planned programme of Personal Social and Health & Citizenship Education (PSHCE) which links with the Every Child Matters outcomes of  being healthy, staying safe, enjoying and achieving, making a positive contribution and achieving economic well-being.

DRUGS EDUCATION IN SCHOOL: THE CURRICULUM

Drug education is taught primarily as part of PSHCE but also as part of the Science curriculum.  Lessons are delivered by the class teacher, who may be supported by another member of staff or a “visitor” who has some expert knowledge.  e.g. the School Nurse, Community Police Officer.

 

As with all aspects of the PSHCE curriculum pupils will be given opportunities to increase their knowledge, understanding and skills in order that they can develop appropriate attitudes towards their own health and that of others.

 

B&NES  has recently produced a set of activities relating to drug education, including peer pressure, making healthy choices, understanding rules and laws, which the school will use to support children’s learning.

 

RESPONDING TO DRUGS USE IN SCHOOL

 

         I.      Procedure regarding legal substances:

 

The whole school is designated a “smoke free” site. 

 

Alcohol may be consumed by parents/guardians during whole school social events.

 

The consumption of alcohol by staff during the school day and on the school premises (i.e. lunchtimes) will occur only in accordance with the following conditions:

 

·         Not in the presence of children (e.g. in the Staff Room)

·         For the purpose of an act of celebration (Thank-you, birthday etc.)

 

  The school has a policy for administration of prescribed medicines.

  

  The school will ensure potentially harmful substances are safely stored and pupils supervised carefully if they have to be used during school time.

 

In the event of any pupil being found in possession of legal substances, including tobacco or alcohol, that pupil will be referred to the Head teacher who will immediately contact the parents to arrange for them to visit the school and discuss the situation.

 

         II.      Procedure for the dealing with illegal substances:

 

No illegal or illicit substances should be brought to school or used on the school premises.

 

Any case will be judged on its particular circumstances but it is likely that a pupil caught in possession of an illegal substance in school, during a school organised activity, or at any other time when the authority of the school pertains, may be given, at the very least a Fixed-Term Exclusion from school.  Further sanctions, including Permanent Exclusion from school, would be likely to be applied to any pupil who is proven to have supplied an illegal substance to another pupil during the school day, during a school organised activity or at any other time when the authority of the school pertains.

 

The school will decide if and when to inform the police in accordance with current police guidelines. The Local Authority Drug Education Consultant may also be contacted for support & guidance.

 

Disciplinary action will be taken against staff involved in any of the above.

 

 

This policy was approved by the governing body May 2009.

Review date: December 2011.

RATIONALE

In accordance with the requirements of Circular 10/95 "Protecting Children from Abuse: The Role of the Education Service"  Chew Stoke C of E VA Primary School recognises its legal duty to work with other agencies in protecting children from harm and responding to abuse.

 

What is Child Abuse?

 

There are four categories of child abuse;-

1. Physical Abuse - non accidental injuries i.e., cuts, burns, wounds, bruises, fractures, bites, poisoning etc (beyond the bounds of "reasonable chastisement" which is legal).

2. Neglect - chronic inattention to a child's basic needs for warmth, shelter, food clothing etc.

3. Emotional Abuse - extreme denial of love, attention, security and well being.

4. Sexual Abuse - the involvement of children in sexual activity or as a source of sexual stimulation for one or more adults; includes touching etc as well as penetration.

AIMS

1. To give a common framework for all who work together for the benefit of our children.

2. For all school staff to adopt a consistent approach to child protection issues and procedures.

3. To raise awareness of school policy amongst parents.

4. To fulfil the requirements of the OFSTED framework as described under "support, guidance and welfare" of pupils / DCFS guidance 'Safeguarding Children in Education'.

5. To promote appropriate and sensitive relationships between staff and pupils.

6. for our school to be an open and accepting place in which staff are prepared to listen and respond to children's worries and fears.

 GUIDELINES

1. Mrs Angela Perrett is the designated teacher for Child Protection, working in close liaison with the Headteacher.  She will attend regular Child Protection training from the LA i.e. every 2 years approx.

2. Staff will be prepared to act on what the children say or write (e.g. in personal journals as part of school work).

3. All class teachers have a pastoral role towards the children in their daily care and will be "active listeners".

4. Reference will be made for issues of Child Protection in the 'Children in Need" Handbook - Bath & N E Somerset.

5. All staff and governors will receive regular training together, organised by the LA to ensure their knowledge is updated.

NB This policy should be taken in conjunction with the school’s Confidentiality Policy

 

 

This policy was approved by the governing body December 2006.

Review date: December 2008.

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RATIONALE

At Chew Stoke Primary School we seek to provide a happy, safe and secure learning environment for children, and to place them at the heart of the learning process. We seek to implement the underlying principles of the Every Child Matters agenda and to address issues that may arise in relation to confidentiality. We are committed to developing positive and creative ways for the child’s voice to be heard, whilst recognising the professional responsibility we have, to use, hold and safeguard information received.

The school is aware that it is placed in a position of trust by all stakeholders and there is an expectation that a professional approach will be adopted in all matters of confidentiality.

Aim

The aim of our Confidentiality Policy is to protect the child at all times and to give staff clear, unambiguous guidance as to their professional roles in relation to confidentiality. The policy ensures that there is consistent practice across the school and that this practice is understood by staff, adult volunteers, pupils and parents / carers.

Objectives:

·    To foster an ethos of trust within the school.

·    To provide consistent messages in school about handling information about children once it has been received.

·    To ensure that staff, adult volunteers, parents / carers and pupils are aware of the school’s confidentiality, policy and procedure

·    To reassure pupils that their best interests will be maintained. 

·    To encourage children to talk to their parents and carers.

·    To ensure that pupils and parents/carers know that school staff cannot offer unconditional confidentiality and that the school has a duty to report child protection issues.

·    To ensure that where there are child protection issues, correct procedures are followed.

·    To ensure that confidentiality is a whole school issue and that during teaching time, ground rules are set for the protection of all.

·    To ensure that parents / carers have a right of access to any records the school may hold on their child but not to any other child that they do not have parental responsibility for.

Guidelines

To ensure that all those using and working in the school can do so with confidence, we will respect confidentiality in the following ways:

·     All information about individual children is private and should only be shared with those staff that have a need to know. However, it is recognised that as a small school all teaching staff do develop caring relationships with all children and so it is general for information to be shared with all teaching staff in a culture of total trust.

·     The school continues to actively promote a positive ethos and respect for the individual:

·     The school has appointed a senior member of staff (Mrs Angela Perrett) who has responsibility for child protection and receives regular training. There is clear guidance for the handling of child protection

·     There is clear guidance for procedures if a member of staff is accused of abuse.

·      Staff are aware that effective sex and relationship education, which brings an understanding of what is and is not acceptable in a relationship, can lead to disclosure of a child protection issues.

·      Staff are aware of the need to handle all issues about different types of families in a sensitive manner.

·      Any intolerance about gender, faith, race, culture or sexuality is unacceptable and all incidents will be dealt with and reported using Local Authority reporting arrangements.

·      Information collected for one purpose will not be used for another.

·      All records of a confidential nature are stored in a secure area, with safeguards in place to minimise loss, unauthorised use, modification or misuse.

·      Parents/carers and children need to be aware that the school cannot guarantee total confidentiality and the school has a duty to report child protection issues.

·      The school prides itself on good communication with parents and carers and teachers are always available to talk to both children and parents/carers about issues that are causing concern. The school encourages children to talk to parents/carers about issues causing them concern and may in some cases support the children to talk to their parents. The school will share with parents / carers any child protection disclosure before going on to inform the appropriate authority, unless this is deemed to put the child at greater risk.

·      We will endeavour to conduct meetings / interviews in a private place. Matters of a confidential nature should never take place in a public area or in front of pupils.

·      Any expressed concerns or evidence relating to a child’s personal safety will be kept in a confidential file (please see the school’s Child Protection Policy).

·      Information specified as confidential given by a parent / carer to the Head / class teacher will not be passed to other adults without permission. All personal information about the pupil is regarded as private, and staff will not pass it on indiscriminately.

·      Parents/carers and children should feel reassured that in exceptional circumstances confidentiality will be broken.

·      All children have a right to the same level of confidentiality irrespective of gender, race, religion, medical concerns and special educational needs.

·      Confidentiality is a whole school issue; ground rules must be set for any teaching time that deals with sensitive issues such as sex and relationship or drugs education. Children must be aware of the strategies in place for dealing with sensitive information, which may fall outside the boundaries of child protection procedures. Children need to feel supported so that information is not necessarily revealed in a public arena.

·      Staff need to be aware of children with medical needs; relevant information is on display in each classroom for supply teachers.

·      Photographs and digital images of children will not be used without parents/carers permission.

·      Information about children will be shared with parents / carers but only about their child. Parents / carers should not have access to any other child’s books, marks or grades at any time. They should also be aware that information about their child will be shared with the receiving school when they change school.

·      All personal information about children including social services records should be regarded as confidential and will be kept in a secure filing cabinet in the school office.

·      Addresses and telephone numbers of parents and children will not be passed on without prior permission being sought.

·      Governors must observe complete confidentiality when asked to do so by the Governing Body, especially in relation to matters concerning individual staff, pupils or parents / carers. Although decisions reached at governors' meetings are in the public domain, the discussions on which these decisions are based should be regarded as confidential.

·      All teachers and support staff working in school have been checked by the Criminal Records Bureau (CRB).  All adults working in school (paid or unpaid) who have regular, unsupervised contact with children, will have an enhanced CRB check.  Teachers who work in school will be advised of our Confidentiality Policy and will be expected to respect it.

·      Visitors to school should be made aware of this policy and the importance of maintaining a professional approach to confidentiality. Supply teachers, students, work experience students and adult volunteers receive guidelines for working in the school and the issue of confidentiality is mentioned specifically.

Monitoring and Evaluation

The Head teacher is responsible for monitoring this policy and it will be reviewed in line with the school’s monitoring cycle.

Conclusion

Chew Stoke Church School has a duty of care and responsibility towards pupils, parents/carers and staff. It also works with a range of outside agencies and shares information on a professional basis. The care and safety of the individual is the key issue behind this document.

This policy needs to be read in conjunction with other relevant policies and documents.

This policy was approved by the governing body April 2009.

Review date: December 2011.

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This Health and Safety Policy is to be used in conjunction with Bath & North East Somerset Corporate Health, Safety and Welfare Policy and the Education Service Health, Safety and Welfare Policy.

The school regards the promotion of health and safety matters as a mutual objective of all that work here.  It is the school policy to take all such steps as are reasonably practicable to meet its responsibility for providing a safe and healthy working environment for staff and pupils and to extend such protection to visitors to the school premises.

The Governors of the school recognise their responsibility, so far as is reasonably practicable, to ensure:

The provision and maintenance of a safe and healthy working environment for all staff and pupils and to extend such protection to visitors to the school;

The development and maintenance of sound health, safety and welfare practices;

Consultation with competent people to assess risks and advise on adequate control measures and other health and safety issues;

Adequate information, instruction, training and supervision to enable all staff and pupils to work safely;

Consultation with staff on health and safety issues;

The allocation of resources to fulfil the above objectives.

To this end, the school endeavours to apply and enforce all current legal requirements together with other appropriate safety measures where reasonably practicable.  This practice will be continued in the case of future legislation.

Staff are expected to co-operate with the school Head Teacher and Governors in all measures taken to fulfil statutory health and safety duties and to protect the health, safety and welfare of staff, pupils and visitors, and in accordance with the School Health and Safety Organisation and Implementation document attached hereto.

This policy has been agreed by the Governing body March 2009  

Review March 2010

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RATIONALE

Pupils at Chew Stoke C of E VA Primary school will engage in learning which gives them the skills, knowledge and understanding that they need for modern life; enabling them to make choices and know what it is to be a lifelong learner. Their experiences will be enjoyable and personalised towards their learning needs.  Children will engage in problem solving and develop their creative thinking.  Learning will be aimed at promoting links between home, school, local and wider community. 

AIMS

This teaching and learning policy is intended to promote consistency and high standards and reflect the school’s vision and values. At Chew Stoke C of E VA Primary we aim to provide a caring, supportive and stimulating environment with high quality teaching through which to foster…. 

·    a high level of literacy and numeracy and an enquiring mind which wants to learn more each day

·    independent young people who are confident, flexible and able to cooperate with each other

·    imagination and creative expression through a wide range of media

·    conscientious young citizens of our multi-cultural society who are tolerant and respect others’ values

·    pride in achievement and a desire to succeed

·    equality of opportunity for all

·    a sense of responsibility for protecting our environment

 GUIDELINES FOR EFFECTIVE LEARNING:

Learning will accommodate children who are visual, auditory and kinaesthetic learners.  The learning will include spiritual, social and moral understanding in all subjects.

We offer opportunities for children to learn in different ways.  These include:

·    investigation and problem solving

·    responding to moving images recorded as videos and music

·    research and finding out

·    questioning

·    debates, role plays and oral presentations

·    Using ICT in every subject

·    Designing and making things

·    Field work and visits to places of educational interest

·    Participation in physical activity

·    Creative activities

·    Quiet time and reflection

·    whole class work, group work, working in pairs and independent work

 We encourage children to take responsibility for their own learning, to be involved as far as possible in reviewing the way they learn and to reflect on how they learn – what helps them learn and what makes it difficult for them to learn. Pupils know what they are trying to learn (WALT), the learning intention.  Self review and peer review strategies are used, as well as a plenary at the end of lessons to review the key learning objectives and to assess the level of understanding.

GUIDELINES FOR EFFECTIVE TEACHING:

Teaching focuses on motivating children to learn, building on their skills, knowledge and understanding of the curriculum.  We use the curriculum plans based on National curriculum learning objectives and outcomes, The Early Years Foundation Stage Curriculum and new literacy and numeracy frameworks.  We use cross curricular links which centre on children’s interests.  We teach RE according to the agreed syllabus ‘Awareness, Vision and Meaning’.  PHSCE is taught using SEAL plans and resources.

Children learn effectively when the teacher provides:

·    thorough preparation

·    an atmosphere where children are prepared to take risks

·    shared learning objectives which are understood by the pupils

·    lessons where children’s previous learning and interests are built upon, through purposeful application of knowledge to different situations

·    innovative teaching

·    opportunities to review and reflect on the learning

·    clear expectations of what pupils are expected to achieve by the end of the session

·    appropriate pace to the lesson

·    thinking time before answering questions

·    open-ended, thought provoking, challenging questions of the children

·    lessons where children’s understanding is developed through active, practical and first hand experiences, involving individual and collaborative talk, exploration, questioning, prediction and investigation, so that the lesson makes a difference

·    developmental feedback and constructive criticism of pupil’s work

·    support for the learning of pupils with differing abilities

·    a planned programme of educational visits to reinforce and stimulate learning

Teaching is based on knowledge of the children’s level of attainment. Our prime focus is to develop further their knowledge and skills.  We try to ensure that all tasks set are appropriate to each child’s level of ability.  When planning work for children with special educational needs (SEN) we give due regard to information and targets contained in the children’s Individual Education Plans (IEPs). We have high expectations of all children, and believe that all children should be included in the full range of educational opportunities and that their work in school should be of the highest possible standard.

All staff try hard to establish positive working relationships with the children that they are teaching. We treat them fairly and give them equal opportunity to take part in class activities. All teachers follow the school policy with regard to discipline and classroom management.  We praise and reward children for good effort and, by so doing, help to build positive attitudes towards school and learning in general. We insist on good order and behaviour at all times. When children misbehave we follow the guidelines for sanctions as outlined in our school Behaviour Policy.

Teaching Assistants and other adult helpers are deployed in a variety of ways.  Sometimes they work with individual children and sometimes they work with small groups.  Teaching Assistants are also fully involved in the delivery of support programmes such as Early Literacy Support (Year 1) and intervention catch up groups in literacy and numeracy. Teaching assistants also assist with the preparation and storage of classroom equipment.

All teachers and teaching assistants reflect on their strengths and weaknesses and plan their professional development needs accordingly. We put a high importance on supporting teachers in developing their skills, so that they can continually improve their practice.

ASSESSMENT FOR LEARNING

Assessment exists to help the teacher to help the child. It ensures more effective teaching by providing the evidence for closer matching of tasks to the child’s needs. It assists the children by providing them with an indication of what stage they have reached in the learning process. It helps to identify future planning and teaching strategies.

STRATEGIES USED TO LINK ASSESSMENT TO TEACHING AND LEARNING

·    Evaluation of one week’s planning informs next week’s plan

·    Use of data from formal assessment to inform planning and grouping of pupils

·    Assessment tasks, e.g. writing, numeracy, science: results used to inform future planning

·    Time to reflect on their own work when it is given back to them with suggestions as to how part of it might be improved

LITERACY

Literacy involves teaching children to read fluently, write imaginatively and neatly in a grammatically correct manner, spell correctly and develop good speaking and listening skills.

From an early age the children are taught phonics using ‘Jolly Phonics’ and word building skills. This is supported by ‘Letters and Sounds’.  Opportunities are also given to increase their vocabulary by borrowing a variety of books available in school. Parents are encouraged to support children with their letter sounds (phonics), early reading and writing.  In Key Stage 1, parents continue to assist with their child’s reading.  Comments from parents and staff are entered in to a reading diary which goes to and from school. The older children are taught to develop wider reading competency through research and library reference skills.  Children who need more support are given activities using ‘Sound Discovery’.

Writing ability is promoted by providing opportunities for self expression, as well as by teaching specific grammatical text, spelling techniques and correct letter formation and handwriting skills. Examples of how the school teaches children to form letters and joined handwriting are readily available in school and given out to parents in Reception.  Additionally, the children are introduced to many forms of literature and poetry and are encouraged to develop speaking and listening skills through discussion, debate and drama.  Children learn to develop their writing using ‘Big Write’ strategies.

NUMERACY

The work in Mathematics is based on the expectations of the New National Numeracy Strategy (NNS) and the Mathematics element of the Early Years Early Years Foundation Stage Curriculum. Each child is assessed continuously against a progressive series of objectives and their future work is dependent upon their achieving the appropriate level of understanding that these require. It is an established principle that no child should move on to a higher level in any area of Mathematics if they do not possess the various skills and levels of understanding that this will require of them.

During the Early Years Foundation Stage much of the work involves practical tasks, games and activities to build an understanding that Mathematics is involved with real things and part of the real world. Children count by counting objects, manipulate numbers by dealing with objects and, as they are ready, begin to understand that numbers can be used to represent the group of objects without their being there. Sequences and patterns and an understanding of shape and position all start in similar ways.

As children progress through the school they will be given more demanding challenges according to their level of ability. To further this development the children are organised into differentiated groups for Mathematics from Year 1 onwards. Our philosophy is to provide as much support as possible for those who need it most, whilst giving independence and freedom to explore and to meet higher challenges to those who are ready for this. The progress of the children and their group is reviewed on a regular basis.

Mental mathematical skills and the ability to solve problems in a ‘real life’ context are given particular importance.

INFORMATION COMMUNICATION TECHNOLOGY (ICT)

Vision

·    To equip all learners with the experiences and skills of ICT that they will use in a rapidly changing technological world.

·    Learners in our environment will be confident and independent in their use of ICT to solve problems across the curriculum.

Aims

·     Meet the requirements of the Early Years Foundation Stage and National Curriculum.

·    All pupils have relevant and meaningful experiences using ICT and that these are reflected throughout the whole school community.

·    Children have a growing awareness of how ICT is used in the world around them and of the benefits that it provides.

·    ICT is used to support problem solving and learning across the curriculum

·    Innovative use of resources

 Curriculum coverage and progression

·    Long term planning demonstrates coverage and progression of the key objectives for ICT

·    Opportunities for embedding ICT as a tool to support learning and teaching are identified in curriculum planning.

 Assessment

·    Observations and assessment fully inform future planning.

·    Progress is assessed using the key objectives for ICT

·    Judgements are supported through moderation of ICT pupil assessments across year groups

·    Information is shared through display, pupil lead events, and newsletters

 Monitoring

·    Regular monitoring of all aspects of ICT by the ICT coordinator informs the school development plan and SEF

Learning styles and the learning environment

·    Medium term planning takes into account differentiation and progression.

·    All learning styles will be considered.

·    Open questions will be developed to challenge children’s thinking and learning.

·    Stimulating learning environments will be created.

·    Independent learners will have access to a variety of resources and be encouraged to reflect on the choices that they have made.

 Early Years Foundation Stage

·    Children will have ICT experiences indoors, outdoors and through role play in both child initiated and teacher directed time.

 Equality and Inclusion

·    Children’s individual needs will be addressed through provision of resources, learning styles and questioning.

·    Positive use of technology will be promoted by all.

·    All learners have the opportunity to develop their ICT capability.

 Resources

·    Resources are purchased and deployed effectively to meet the requirements of the Early Years Foundation Stage Curriculum and National Curriculum.

·    An ICT asset register is kept up to date as part of the Whole School Inventory which is linked to SIMs.

·    Decisions in relation to purchasing ICT resources will be based on pupils’ learning outcomes. 

Roles and responsibilities

·    Governors and staff will work together to ensure the implementation of the ICT policy.

·    The subject coordinator in collaboration with the Headteacher, is responsible for monitoring curriculum coverage and the impact of learning and teaching.

Health and safety

·    Age appropriate safety guidelines are shared with children.

·    Equipment is maintained to meet agreed safety standards.

·    E-Safety is a responsibility of all stakeholders.   The Headteacher has overall responsibility for E-safety in school

SCIENCE

Aims

·    Be curious about the things they observe, experience and explore relating to the world around them.

·    Develop knowledge and understanding of important scientific ideas processes and skills and relate these to everyday experiences.

·    Use their experiences to develop understanding of key scientific ideas.

·    Use models to represent things that they cannot directly experience.

·    Acquire and refine practical skills necessary to investigate ideas and questions safely.

·    Develop skills of sorting, classifying, planning, predicting, questioning, inferring, concluding and evaluating through investigative activities.

·    Make informed decisions based on evidence and their own experiences, and be able to apply scientific knowledge to new situations.

·    Develop effective ways of thinking, finding out about and communicating scientific ideas and information.

·    Develop their own ideas on how to investigate an idea or phenomenon.

·    Use progressively technical scientific vocabulary and draw diagrams and charts to communicate scientific ideas.

·    Explore values and attitudes through science.

·    Develop a respect for the environment and living things and show they understand how human activity impacts on these things.

·    Develop responsibility for their own health and safety and that of others when undertaking scientific activities.

·    Consider science in relation to an ECO Friendly, sustainable school, national and global environment 

Curriculum coverage and progression

·    In Key Stage 1 and 2 National Curriculum learning objectives are taught within the school’s whole school scheme of work for science.  The Early Years Foundation Stage Curriculum delivers science within Knowledge and Understanding of the World.

·    It is intended that there will be a high priority on teaching SC1 science skills in Key Stage 1 and that these will be reinforced in Key Stage 2.  Science knowledge and understanding is to be taught across the whole school

·    Children will learn to apply their investigative science skills in new contexts

·    Science learning may be planned within a theme with cross curricular links.

·    Planning will allow for promoting children’s own investigations which may be stimulated as a result of their own ideas or particular interests

·    Teaching may occur in blocks but it is expected that SC1 will be taught for at least 50% of the total science teaching time, which will be 2 hours a week in Key Stage 2 and only slightly less in Key Stage 1 

Assessment

·    Teachers will assess children in SC1 by watching them prepare for and carry out scientific investigations

·    Teachers assess children’s level of learning by listening to their verbal responses to open questions and collaborative dialogue

·    Judgements will be made by looking at pupils’ illustrations, diagrams, tables of results or graphs and independent written work.  Children may be asked to explain their work or talk about what they are doing when learning in a practical context.

Monitoring

·    Teachers communicate with the next teacher at the end of the academic year reflecting on pupils’ strengths and areas for further development which will impact on the next year’s medium and long term planning

·    Science coordinator is responsible for monitoring the subject and supporting the levelling and moderation of science learning across the school 

Learning styles and the learning environment for all pupils

·    There should be an emphasis on ‘doing’ science whenever possible.

·    Asking relevant questions and creating a hypothesis is particularly relevant in science

·    Older children should be able to record an investigation in a structured way and by using their mathematical learning (number, measure and data handling) to support their work

·    The outside environment including the dipping platform and conservation area provide an enhanced learning environment

·    The village community, rural environment and local agricultural industry are additional learning resources

Equality and Inclusion

·    Particular attention is paid towards equality in relation to gender in science;  The intention being that girls and boys are have similar attainment

·    Children with physical disabilities may need additional support so they can fully engage with practical activities 

Resources

·    Children need to have plenty of disposable resources such as batteries and bulbs

·    Additional resources which support abstract ideas or those outside their experience should be deployed e.g. Explorer Dome

·     Trips and outings provide additional learning experiences for children

 

Health and safety

·    Liquids, powders and other materials need to be handled safely 

·    Vigilance in relation to hand washing before and after scientific investigations is crucial

·    It may be necessary for children to wear gloves

·    Batteries should be low voltage and handled with care

·    Children need to be warned of the dangers of looking at the sun

·    Sound volume should never be excessive

·    Water should never be at boiling point and heat sources should always be supervised 

Religious Education – See separate policy

GEOGRAPHY

Rationale

Geography is concerned with the study of places, the human and physical processes which shape them and the people who live in them.  It helps pupils make sense of their surroundings.

HISTORY

Rationale

To stimulate pupil’s curiosity about the past in Britain and the wider world, and develop an awareness of the effects of these events on the present and the future.

DESIGN AND TECHNOLOGY

Rationale

Design and technology helps children develop their ability to explore, discover and investigate the world in which they live.  It enables children to combine their designing and making skills with knowledge and understanding through practical problem solving. 

ART

Rationale

Art and design covers a broad range of activities in two and three dimensions both static and moving.  It is a valuable means of communication and expression.  The understanding, appreciation and enjoyment of the visual arts have the power to enrich our lives. 

MUSIC

Rationale

To provide all children with the opportunity to experience and enjoy music in all its forms through the main activities of listening, performing, composing and appraising. 

PHYSICAL EDUCATION

Rationale

Physical education develops physical competence and physical capabilities.  Learning experiences should encourage children to take part and develop a positive attitude to physical activity which may lead to life long participation. 

PHSCE

Rationale

PHSCE guidance is taken from the non-statutory guidance of the current national Curriculum document and the DCSF scheme of work, ‘Social and Emotional Aspects of Learning’ (SEAL).  PHSCE is also taught through quality Circle Time.  This helps give children the knowledge skills and understanding they need to lead confident, healthy, independent lives and to become informed, active responsible citizens.  The school ethos, Christian foundation and Vision and Values are also a fundamental part of PHSCE.  Anti-bullying is taught across the whole school.

Aims

Children will be able to:

·    to take and share responsibility

·    have confidence, feel positive about themselves and others

·    meet and talk to people

·    develop worthwhile relationships

·    make informed choices and decisions

·    adapt to change

Peer learning

Children have opportunities to learn from each other: Buddies, Playground Leaders, members of the School Council and ECO Group, extra curricular activities, trips and residential ‘camps’ all support children’s learning in PHSCE.

MARKING

Rationale

Teachers can facilitate pupil’s progression through quality responses, which may be achieved through:

·    constructive dialogue both verbal and written

·    a marking system which is clear and is used positively

Aims

·    To develop a shared understanding between teachers and pupils

·    To ensure quality interaction for all pupils

·    To respect individuals by valuing all contributions

·    To encourage pupil independence by enabling their involvement in effective communication towards active learning

 When appropriate marking symbols are used across the school.  These are shared with children and displayed in every classroom.

HOMEWORK

Aims

• Ensure consistency throughout the school
• Encourage pupils to work towards independence and to assume responsibility for their own learning
• Provide further opportunities for individual learning
• Improve the quality of the learning experience offered to pupils and to extend it beyond the classroom environment
• Extend and support the learning experience via reinforcement and revision.
• Provide opportunities for parents, pupils and school to work together in partnership
• Encourage pupils and their parents to share and enjoy learning experiences.
• Help children to develop long term strategies for future needs
• To prepare Y6 pupils for transfer to secondary school

Planning for Homework

Homework is given out to pupils on a regular basis. The day it is given out may vary from class to class but will be made clear to parents and children at the start of each academic year.  Any changes and the reason behind these changes will be explained at the time. Other learning may be required as an additional task.  Daily practice of reading is to be encouraged.  Children in Upper Key Stage 2 use a homework diary to record what they are expected to do.

The following are recommended as appropriate time allocations for homework activities. We ask that parents provide a suitable place where children can do their home learning either independently or with an adult. 

Year		Daily Reading	Weekly Home Learning Activities
Reception and Y1		10 minutes (sharing a book)	Reception      10 minutes
Y2		15 minutes	Y1 &Y2           20 minutes
Y3 & Y4		15 minutes	Y3 & Y4   20 minutes per task
Y5 & Y6		20  minutes	Y5 &Y6    30 minutes per task
	ROLE OF PARENTS Parents have a fundamental role to play in helping their children to learn.  We work hard to inform and support parents in how they can help further their children’s learning and confidence at school.  Parents’ consultation meetings with teachers are held twice a year to discuss progress and strategies for further improvement. There is an open day at the end of the school year when parents can come into school to see and share their child’s work. Alternatively, parents can request an appointment to see the class teacher.  Parents can make an appointment to talk with the class teacher at any time if they have concerns that they would like to discuss. Each class teacher sends home a curriculum grid to parents three times a year.  Parents also receive information concerning homework expectations so that they know what will be given out to their child each week.  New children, who are due to start school for the first time, follow our induction programme which gradually introduces them to their new teacher, Early Years teaching assistants and the school community.  They will visit and have opportunities to experience life in Hedgehog Class. Parents are provided with important information and meet with all the staff. They can share any concerns they may have. They also receive information about helping their child with early literacy and numeracy skills. Parents receive a detailed school report at the end of Term 6. This outlines the child’s achievements during the year, how the child is achieving in relation to expected levels and how the child can improve and develop in the future. Parents may discuss any concerns they have with teachers. Parents are responsible for ensuring that children attend school every day in term time providing they are fit and well.  They need to make sure they come to school on time and ready to learn.  Holidays during term time will not be authorised as time away from school as this interrupts a child’s progress, they miss important work and may fall behind.  Parents are asked to inform the school of any absence on the first day (telephone answer phone available) so that we know that they are safe at home. Many parents offer some of their time to help in school. These offers are always welcome and parents undertake a variety of tasks working with individuals and groups of all ages.

This policy has been approved by the Governing Body

Dated:   May 2009                     Review date: May 2011

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INTRODUCTION

Chew Stoke C of E VA Primary School is committed to performance management in order to

 

·        Develop all staff

·        Improve the quality and effectiveness of teaching and learning

·        Raise expectations and standards of achievement for all learners

 

Support Staff

The Performance Review of the Learning Support Assistants will be managed by the Deputy Head.  There will be individual review meetings undertaken three times during the year – an initial meeting during the autumn term and an interim meeting during the spring and final meeting in the summer term. Successes – i.e. “Things that went well”, as well as areas for development will be agreed and linked to the whole school Staff Development Plan.

 

Mid-day Supervisors

Mid-day supervisors’ performance will be managed by the School Administrator.  Professional development in the form of regular termly team meetings will be led by the School Administrator.  Training courses organised by the LA on subjects, for example, First Aid, Play and Behaviour Management will be offered when available and on request.

Individual professional development meetings will always be available on request.

 

Admin Staff

Performance Management / Professional development meetings will be arranged between the individual members of staff and the Headteacher on a regular basis, there will be structured meetings.

 

Headteacher / Teachers

The following part of the policy covers the Headteacher and all teachers, except teachers on contracts of less than one year and those in their induction year.  It sets out a framework for staff to agree and review priorities and objectives within the context of the school’s development plan and their own professional needs.

 

RATIONALE                                         

Performance management means

 

·        A shared commitment to high performance

·        Focussing attention on effective teaching and monitoring

·        Providing appropriate and effective personal training and development to ensure

I.                    

                      Job satisfaction

II.                   High level of expertise

III.                  Career progression

 

At this school we believe Performance Management has the capacity to achieve real improvements for teachers and children.  We view it as an entitlement to all staff who work here. 

 

ROLES

Performance management is a shared responsibility between the governing body and the headteacher.

Performance management involves both the headteacher and the teacher working together to ensure that objectives are discussed and agreed; regular and objective feedback is given; adequate training and development is provided.

  

PURPOSE

This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school’s improvement plan and their own professional needs.  Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.

This policy should be read in conjunction with the school’s pay policy which provides details of the arrangements relating to teacher’s pay in accordance with the School Teachers’ Pay and Conditions Document.

  

LINKS TO SCHOOL IMPROVEMENT, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNING

To comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.

Similarly, the school improvement and development plan and the school’s self evaluation form are key documents for the performance management process.

All reviewers are expected to explore the alignment of reviewees’ objectives with the school’s priorities and plans. The objectives should also reflect reviewees’ professional aspirations.

 

CONSISTENCY OF TREATMENT AND FAIRNESS

The Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management.

The policy will be implemented on the basis of:

 

I.                     Fairness.  We all need to be aware of the potential for subconscious discrimination and to avoid assumptions about individuals based on stereotypes; and

 

II.                   Equal Opportunity.  All teachers will be encouraged and supported to achieve their potential through agreeing objectives, undertaking development and having their performance assessed.

  

PERFORMANCE MANAGEMENT CYCLE

The performance of teachers must be reviewed on an annual basis.  Performance planning and reviews must be completed for all teachers by 31 October and for head teachers by 31 December.

Performance management is set in the context of the school’s plans for development, against the background of the local Education Development Plan (EDP), national and local initiatives on improving teaching and any recent OFSTED report for the school.

Performance Management is an ongoing cycle, not an event, involving 3 stages of planning, monitoring performance and reviewing performance.  The end of the year review and Stage 1 may happen at the same time.

Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.

Where a teacher starts their employment at the school part-way through a cycle, the head teacher or, in the case where the teacher is the head teacher, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing his cycle into line with the cycle for other teachers at the school as soon as possible.

Where a teacher transfers to a new post within the school part-way through a cycle, the head teacher or, in the case where the teacher is the head teacher, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.

 

Stage 1 Planning

Each teacher will discuss and agree objectives with their team leader and these will be recorded in an individual plan.

 

OBJECTIVE SETTING

The objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge their professional duties and the time required to pursue personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours. They shall also take account of the teacher’s professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school. The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.

In this school the Headteacher and teache