Equal Opportunities Racial Equality Child Protection Homework Marking ICT Health & Safety School Trips
Art & Design Design & Technology
Equal Opportunities Racial
Equality Child
Protection Homework Marking ICT Health & Safety School Trips
Art & Design Design & Technology
"An Education for Life" the Kent Curriculum Statement of 1996 states that:-
Equality of opportunity is a fundamental aspect of the ethos of every school in the country. It is the responsibility of the Governors, Headteacher and all personnel involved in the school to provide leadership in the development and implementation of effective policies to promote equality of opportunity.
Kent Education Authority is committed to the general principle of equal opportunity for all pupils irrespective of race, religion, gender, language, disability or family background and to the active support of initiatives designed to further this principle.
The Authority recognises that sex discrimination can be either overt or covert and that there is a need to identify and to take action to counter all kinds of discrimination.
Overt discrimination relates to the assumptions, beliefs and values acquired over a long period of time which affects pupils instinctive responses. It may be shown in the attitudes of teachers, parents and other adults towards pupils and in the attitudes of pupils towards themselves and each other.
Purpose
We aim to ensure that every pupil and staff member is given an equal opportunity to achieve their full potential. In addition, each individual is entitled to learn, teach or work in a supportive environment and to benefit from the diversity of our school community.
To meet these aims, we are committed to:
· equal access and treatment for everyone
· being responsive to changing needs
· educating and informing children, staff and parents about the issues in this policy
· avoiding prejudice · promoting mutual respect, regardless of differences
Objectives
· To promote a positive self image in all children and to respect their individuality, providing for all pupils according to their needs
· To ensure quality of opportunity permeates the whole curriculum and ethos of the school
· In delivering the curriculum ensure it contains non-stereotypical images in order to overcome preconceived ideas of gender, ethnic origin, culture or religion
· Ensure that the organisation of the school is sensitive to the needs of all
· To acknowledge the richness and diversity of British society and to help prepare children for their part in that society
· To develop a positive attitude to equal opportunity by all staff, parents, helpers, governors, children and all who participate in the school
Staff
The school values diversity amongst the staff. In all staff appointments the most suitable candidate will be appointed on professional criteria and recruitment carried out in a manner consistent with equal opportunity practice.
Policy guidelines
In order to deliver an effective equal opportunities policy, the following guidelines are brief and cover the main areas of concern only. The school's governing body will ensure that a comprehensive up-to-date file is maintained regarding best practice in this area. This will be supplemented by maintenance of, or ready access to, appropriate material on current legislation.
Identification
Teaching staff and school helpers will observe children at play and in classrooms for unacceptable behaviour. Suitable counselling will be given at the time, but repeated abuse will be recorded for discussion with the Headteacher, parents and the governing body .
An 'open door' policy will continue to operate at Doddington Primary School in order that parents may discuss their concerns with the Head Teacher and staff. Equally, early advice should be given of disabilities which may affect a child's performance and/or behaviour at school.
Consultation with parents, GP's, health visitors, speech therapists, social services etc may also be sought in appropriate circumstances.
Daily Procedures
Teaching material and other forms of communication are reviewed on a regular basis to ensure compliance with this policy.
Positive action, especially by pupils, will continue to be rewarded and made known to the wider school community.
Assembly times will reinforce good behaviour in the area of equal opportunities.
Staff meetings will include equal opportunity issues, with particular reference to this policy and its inclusion in curriculum activity.
Clear and constant messages will be given regarding the school's values and disciplinary procedures - in line with the policy on bullying.
Practice around the school
· All children should have work displayed at some time during the school year.
· Children with special educational needs must be given equal access to the curriculum.
· All children have equal access to extra-curricular activities.
· Staff need to have an awareness of the demands of the individual and endeavour to give equal attention and speak in the same manner to all children, avoiding bias when praising or disciplining.
· All children must have an opportunity to help with jobs and mixed groups should move PE equipment.
· Children should be involved in formulating class rules at some point in each academic year.
· Parents and governors have an equal opportunity to view the type of teaching/work undertaken in support of the curriculum. This should encourage an independent perspective of the way in which the 'wider community' is portrayed.
Management and organisation
· To review all policies to ensure that each area, whether a whole school issue or a curriculum subject, takes account of the specific ways in which equal opportunities applies.
· To monitor academic achievement by analysing SATs results by sex.
Ethos
· To ensure that displays around the school reflect a variety of positive images.
· To plan a programme of assemblies which includes opportunities to enhance understanding of our multicultural society.
· To encourage adults from a broad spectrum of society to visit this school, particularly to demonstrate role models which are non-traditional for their sex, ethnicity or disability.
· To provide training and support in order to ensure that playtime supervisors uphold the principles of equal opportunities in their work with the children.
· To ensure that sanctions used in the school are the same for boys and girls and applied equally.
· To ensure that school publications reflect the commitment to equal opportunities and are free from gender or cultural bias.
· To encourage and develop positive links with the local community.
· To make all visitors feel welcome.
Classroom practice and delivery
· To ensure equal access to resources, equipment or toys.
· To take steps to build the skills and confidence of children in areas where they may traditionally be lacking in confidence, eg dance or sewing for boys, football or construction for girls.
· To ensure equal opportunities for talking and listening in whole class discussion, group work and paired work.
· To divide teacher time equitably between girls and boys.
· To create an environment in which cooperation is central and in which children will work in a range of grouping contexts(single or mixed sex, mixed ability, random or compatible) comfortably and with purpose.
· To teach children the skills to resolve conflicts and become assertive.
Curriculum planning and design
· To review the taught curriculum and actively seek opportunities to address the issues of equal opportunities.
· To be aware of, and challenge, bias and stereotypical viewpoints within our teaching and language, eg only presenting images of Africa or India as poor and rural.
· To draw on examples from many cultural traditions and recognise Britain as having a diverse cultural background.
· To help children explore the idea of 'stereotyping' in order that they can make more informed choices in relation to their identity (ie gender, ethnic or cultural background, disability)
Assessment
· To monitor assessment procedures to ensure that they are not distorted by stereotyped attitudes and expectations.
Resources
· To prepare and select resources which are free from cultural or gender bias, wherever possible.
Doddington Primary School is committed to prepare all pupils for living in a multi-cultural and multi-ethnic society. The school will promote race equality in all dimensions of the school's life and community.
We do:
· Promote equality of opportunity for all members of the school community
· Promote good relations between people of different racial groups where they exist
· We will ensure that the culture and ethos of the school places equal value on the diverse racial faith and ethnic groups, cultural and linguistic heritage represented in our society.
We recognise we live in a multi-cultural and multi-faith community and we will offer equal opportunities to all.
We accept these definitions:-
Racism - Conduct or words which advantage or disadvantage people because of their colour or ethnic origin.
Institutional racism- The collective failure of an organisation to provide an appropriate and professional service to people because of their colour, culture or ethnic origin. It can be seen or detected in processes, attitudes and behaviour which amount to discrimination through unwitting prejudice, ignorance, thoughtlessness and racist stereotyping which disadvantage minority ethnic people.
CURRICULUM
Doddington Primary School provides a broad and balanced curriculum for all pupils. The school accepts the three principles in the statutory inclusion statement for the National Curriculum:
· Setting suitable learning challenges for all pupils
· Responding to pupils' diverse learning needs
· Overcoming potential barriers to learning and assessment for individuals and groups of pupils
We recognise that citizenship presents opportunities for encouraging respect for diversity and this will be taught through PSHE.
TEACHING AND LEARNING
Doddington Primary School continues to ensure that teaching and learning styles include and raise achievement of all pupils. We ensure that methods of assessment are culturally neutral and do not disadvantage pupils for whom English is an Additional Language. We ensure that setting and grouping arrangements raise achievement of all pupils and do not reinforce negative stereotypes or lower the self-esteem of pupils. Teachers seek opportunities to introduce activities that demonstrate the value of other cultures and encourage children to discuss race equality.
COMMUNITY CONSULTATION AND PARTNERSHIP
Doddington Primary School will continue to work with all known groups in the local community.
RACIAL INCIDENTS
Doddington Primary School will not tolerate any form of racial harassment or abuse. We accept this definition:-
Racist incident - A racist incident is any incident which is perceived to be racist by the victim or any other person. The school has a racial incidents policy procedure. The Head Teacher is responsible for implementing the procedure and ensuring that all members of the school community are aware of, and understand, the policy.
ETHNIC MONITORING
Doddington Primary School will fulfil the role of collecting data on ethnicity as requested by KCC and DFES.
REVIEW OF THE RACE EQUALITY POLICY
The Race Equality Policy shall be reviewed every two years. As part of the review process the school will draw up a race equality action plan for highlighting key issues for action and responsibilities and these will be incorporated in the School Improvement Plan.
RESPONSIBILITY
It is the responsibility of all members of the school community to:
o Behave in a manner which respects and values cultural and linguistic diversity and all members of the school community
This document is a statement of
the aims and strategies for the protection of pupils from harm at Doddington
Primary School.
The school, staff, parents and governors share a common responsibility to keep our children safe. This is emphasised in the Children Act 1989 which states that the welfare of the child is paramount. The school has a statutory responsibility in the area of child protection to recognise abuse and to refer concerns about abuse to the appropriate agency i.e. Social Services, Police NSPCC.
The designated child protection officer who has overall responsibility for child protection is the Headteacher. Any member of staff, governor or parent should contact her if there is a concern about a particular child.
Our aims
This policy is supported by the aims of the school but particularly we strive to provide:
· An ethos in which all children feel safe, secure, valued and respected.
· A place where children can feel confident to talk openly and be sure of being listened to.
· Support for children, parents and staff in difficult situations relating to child protection.
Ways of achieving these aims
Children are helped to understand the need for 'being safe' and ways in which they can help to protect themselves.
A local police officer appointed
as schools liaison officer visits the school at intervals to talk to the
children on such issues as 'Stranger Danger' etc, and the Kent County
Constabulary has produced a schools programme which the liaison officer follows
when he/she visits the school.
The school's 'good behaviour' policy encourages positive reinforcement of good behaviour leading children towards an understanding of 'treat others as you would like to be treated' i.e. what is acceptable behaviour towards one another and what is not.
The school follows a personal and social programme which gives children the opportunity to consider and discuss many aspects of life, helping them to understand the dangers of abuse and how they can be protected. Opportunity is given for children to voice their feeling and understand that it is right to say 'No' in certain situations.
During the school day the children are supervised at all times. Duty teachers and learning support assistants supervise them during playtimes, and mid-day supervisors care for them during the lunch break with duty teachers as support.
Parents and guardians should always collect and bring their children of infant age to school. We ask parents to inform us if someone is collecting their child from school. All children are taken to meet their parents at the end of the school day.
All visitors who come into school between 9.00 am and 3.15 pm, must come through the front entrance and report to the secretary, signing their name in the visitors book with their time of arrival and departure. This excludes parents.
We pride ourselves on fostering a friendly, welcoming relationship with parents at Doddington Primary School. The Headteacher has an 'open door' policy whereby parents may come to talk to her about their concerns when the need arises. If there is an issue concerning protection it is hoped they will feel free to talk openly to her or a member of the teaching staff.
Further Guidance Concerning Child Protection
Signs and symptoms of abuse
All staff in the school including non-teaching staff and voluntary helpers should be aware of the signs and symptoms of abuse. These are listed in the booklet called 'Shared Concern' - copy is kept in the Child Protection file.
The Kent Child Protection Committee Child Protection Procedures Handbook, a white ring folder, is kept in the office and contains details of procedure and also outlines signs and symptoms of abuse. Staff are advised to read Part XII S3, 'Guidelines for Education Staff'.
Procedures and record keeping
Concern for the welfare of the child is paramount. Therefore, any concern at all about a particular child should be reported to the headteacher and a record made on an incident sheet. Any member of staff may complete a sheet with their concern. It is important to remember that any issues are confidential and should know only on a 'need to know' basis.
Information to be recorded
· Child's name and date of birth.
· Child in normal context .e.g. behaviour, attitude, previous terms notes.
· The incident(s) which gives rise for concern with date(s) and time(s).
· Record verbatim anything that the child has said. Ask questions, ensure what is recorded is factual, include reported speech where appropriate, opinion should not be given unless there is some form of evidence base which can be quoted. · If recording bruising/injuries indicate position, colour, size, shape and time on a body map.
· Action taken - information passed to the headteacher, the designated child protection officer. The Headteacher should always be kept informed of any significant issues.
It is the responsibility of the designated child protection officer to decide when to make the referral to the Social Services. This may be discussed with the Local Education Officer / Special Education Services Manager, County Children's Officer or social services as a concern, when a decision may be made regarding the timing or the necessity to refer. Some concerns may need to be monitored over a period of time before a decision to be referred is made.
If a child is referred, Social Services, the Local Education Officer at the Local Office, the Principal Medical Officer and the Chairman of Governors will be informed.
If after consultation a member of staff feels that appropriate action is not being taken s/he may refer directly to the above mentioned agencies but must inform the Headteacher first.
Any concerns that involve allegations against a member of staff should be referred immediately to the Headteacher who will contact the Local Education Officer to discuss and agree further action to be taken in respect of the child and the member of staff.
The child protection register
The headteacher will inform members of staff who have direct pastoral responsibility of children whose names are on the child protection register. These children must be monitored very carefully and the smallest concern should be recorded on an incident sheet and passed immediately to the Headteacher.
Code of practice
All school staff should take normal precautions not to place themselves in a vulnerable position with relation to child protection. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults. Physical restraint should only be used when the child is endangering him/herself or others and such events should be recorded and signed by a witness.
Supervision and support
All newly qualified teachers and classroom assistants discuss concerns including the area of child protection with the Headteacher who can put staff and parents in touch with outside agencies for professional support if they so wish.
All school staff should work towards providing an environment and atmosphere for children to enable them to feel safe to talk. However, staff should never promise a child to keep certain information confidential. It must be explained that staff have certain duties to help keep that child safe, which may involve informing others.
All school personnel and governors will have a copy of this policy and will have the opportunity to consider and discuss its contents. Staff have access to the child protection information which is kept in the Headteacher's office, including to DCPC Resource Pack.
Monitoring and review
The procedures in this policy will be monitored in the light of any new information and guidance which becomes available.
HOMEWORK POLICY and GUIDELINES Top of Page
The Staff and Governors at Doddington
Primary School appreciate the importance of the links between home and school.
There must be a firm partnership between parents/guardians and teachers, so
that we all work together to ensure a good education for our children. For this
reason, we believe it is important that children begin to take "work" home from
a fairly young age.
This enables parents to help their children to learn and for the children to see parents and teachers working together. As the children get older and go on to secondary school, the "work" brought home becomes even more important.
The approach to "homework" varies throughout the school, according to the age of the child. The one aspect that remains constant throughout is the view that homework can only benefit the child with parental support. When staff, parents and pupils treat it seriously, homework has the potential to raise standards, extend coverage of the National Curriculum, allow more effective use of lesson times and improve pupils' study skills and attitudes to learning. It can reinforce work covered in class and can be used to practise or consolidate basic skills and knowledge (such as reading, spelling and multiplication tables).
For older pupils, it should encourage them to develop a sense of perseverance and initiative, and make them more responsible for their own learning.
BRAMLEY
It is our policy to send home words to be learned and a reading book to be read and enjoyed. In the early stages the reading book is for parents to read with their child as it makes the child's version more interesting and enjoyable. We would stress that reading at this age should be above all an ENJOYABLE activity and we would ask that children are encouraged and not pressurised to practise their reading at home.
Topic Work A letter will be sent home at the start of each new topic, to help support their topic work.
BEACON
Children continue to take home reading books. In many cases they will enjoy reading these books to themselves but should be encouraged to discuss the story, express preferences and review the story.
Spellings are to be learnt at home and tested the following week.
Maths homework will be set weekly.
English homework will be set weekly.
Homework may include consolidating class work, or preparing work for the following lesson.
VOYAGER
As the children get older, we expect to increase the amount of homework.
It will always include spellings and tables so that pupils can aim to become confident and quick in their recall of table facts, in and out of order.
Maths homework is set twice a week for Yr 5 and 6.
English will be set up to twice a week for year 5 and 6.
The children may be asked to complete a piece of English. This may be a comprehension passage, a piece of writing or grammar, or a piece of research.
Other subjects may be set, but not on a regular basis.
Homework may include consolidating class work, or preparing work for the following lesson. All children now have a homework diary.
General
If children are unable to attend school because of illness, then we would not send work home. It would be assumed that they are not well enough to work. If, however, they return to school during the week they could collect their spellings for that week.
There may be occasions when a teacher will ask a child to do some work at home e.g. finish a piece of work started in the classroom, or when a child is having particular difficulty with a piece of work and extra practice is required. This will be left to the teachers discretion.
Homework books
Parents will be encouraged to sign the homework book as well as the class teacher.
Marking is a tool which has two functions. The first is to provide an assessment record and the second is to provide feedback to the child.
Effective marking
Strategies to be used:
Feedback
Marking is tailored to children’s individual needs. The marking system is to be displayed in each classroom.
david Capital letter missing or used when it was not needed
Table
∆ No full stop
heer Spelling mistake
was Wrong word used
/ / New paragraph needed
(……) This does not make sense
P Punctuation missing
^ Words missing
As many activities in the Early Years are practised, with no product capable of being marked, we need to create a vehicle for marking. Therefore each YR child will be given a ‘practical book’ , to be used as follows:
Whenever children are involved in a teacher directed activity, information will be recorded in topic books by children or adult when appropriate.
For each child the teacher will write the date and the Learning Objective at the top of the page.
The teacher can record a comment related to the Learning Objective and any other comments are recorded on a focussed assessment sheet.
The child can use the space for ‘mark making’ and/or a picture.
This policy sets out the school’s aims, principles and strategies for the delivery of Information and Communication Technology. It is a working document as consideration needs to be given to the continual advancements being made in this area. ICT is given high priority in the current school development plan and will remain there until we are satisfied all needs have been addressed.
As well as being an important curriculum requirement, the ability to use ICT effectively is a vital skill in modern society. We consider Information technology to include the use of equipment which allows the users to communicate or manipulate information electronically.
Through the use of ICT in the curriculum we aim to help pupils become knowledgeable about the nature of information, gain confidence with the range of technology and have the ability to exploit potential. The use of ICT is promoted within all subjects as well as a subject in its own right.
We strive to achieve this aim by:
Curriculum Organisation
The school believes that progress in ICT is promoted through regular access and use of technology relevant to a task.
The majority of the ICT programme will be taught through the programme called ‘Smart Learning’. This provides and sets activities and tasks as described in the QCA Schemes of Work. It also addresses the NC programmes of study for ICT.
Responsibilities
The Head teacher is responsible for:
Ensuring staff access to ICT.
Arranging in-service support.
Meeting statutory requirements.
Health and safety policy and practice.
The Co-ordinator is responsible for:
Advice concerning appropriate software to meet the needs of the policy in conjunction with the County Advisory Service.
Purchasing and organising ICT resources.
Identifying what ICT support is needed by individual staff.
Ensuring the consistent implementation of the ICT policy.
Ensuring continuity between year groups.
Ensuring ICT progression.
Reviewing the ICT policy.
Reviewing the ICT development plan.
The Class Teacher is responsible for:
Record keeping and assessment of pupils.
Ensuring equal access for all pupils.
Developing the ICT curriculum and its usage within other curriculum areas.
Teaching and Learning Styles
The class teacher is responsible for the individual child’s ICT experiences. They are expected to employ a range of teaching and learning strategies and to use their professional judgement to decide on the most appropriate.
These will include:
Using the computer or the interactive whiteboard to demonstrate to a group of pupils or to the whole class.
Using the interactive whiteboard as a tool to benefit learning in all curricular areas.
Leading a group or class discussion about the benefits and limitations of ICT.
Assessment and Reporting
Assessment will take place at the end of each unit of work in Smart Learning. Progress in ICT will be reported in the pupils’ annual report.
Resources
The school has purchased a mobile laptop trolley containing 12 Acer laptops plus 3 updated machines.
We also, at this present time, possess 2 interactive whiteboards and data projectors which are situated in Bramley and in the hall.
Equal Opportunities
All children have equal access to ICT in order to develop their personal ICT capability. Teaching staff endeavour to organise children working in group to have equitable hands on experience. Software, CD-ROMs and other documentation used within the school are checked to ensure gender and ethnicity are reflected in a balanced way without stereotyping.
Monitoring and Review
This policy will be reviewed biennially by the ICT Co-ordinator.
General use of Computers
Health and Safety
The school is aware of the Health and Safety issues involved in children’s use of ICT. The school will dispose of redundant ICT equipment responsibly by offering to charities or disposing of safely and appropriately.
Security
Policy StatementThe health, safety and welfare of children, staff and visitors to Doddington Primary School is a priority of the Governing Body of the School.
The Governing Body recognises its responsibility to maintain high standards of health and safety and will take all reasonable steps to fulfil this responsibility.
The Governing Body will pay particular attention to meeting the requirements of the Health & Safety at Work Act 1974 and all the relevant statutory requirements.
In order to achieve these objectives the Governing Body will:
Governing Body
The Governing Body is responsible for drawing up the Health and Safety Policy, ensuring the appropriate management procedures and systems of work are developed, agreed, implemented and reviewed to ensure the effectiveness of this policy.
The Headteacher
The Headteacher is responsible for the day to day implementation of the policy, for ensuring that staff are aware of their responsibilities and for bringing issues to the attention of the Governing Body.
Accidents and dangerous occurrences
Ensuring adequate assessment of significant risks, which may form hazards in educational activities, is made and appropriate measures are in place to ensure safe practice;
Making arrangements to deal with premises management issues, eg. Repair and maintenance of buildings, control of contractors and implementation of emergency procedures.
Maintaining contact with Mouchel Parkman for expert advice.
Ensuring that accidents and hazards are recorded, reported as appropriate to the LEA and the Health and Safety Executive and that appropriate remedial action is taken.
Maintenance of the Accident Books held by the School Secretary in the office (major) and outside the staffroom (minor).
All accidents and dangerous occurrences will be investigated and the Headteacher is responsible for ensuring any necessary remedial action is implemented.
All staff will receive training in fire safety arrangements at the start of the academic year or when they commence employment.
Emergency exit routes will be clearly marked and kept free from obstruction, emergency exit doors must be kept unlocked while the school is occupied.
Fire alarm checks will take place once a month by Mrs Harris. These are manual alarms and are located at the front and rear entrances, the Master alarm also has a Fire alarm facility and this is also tested at the same time. Fire extinguishers are inspected once a year by Kent Fire Prevention Officers and the school is advised of additional safety measures which need to be addressed.
Escape routes are checked once a month and any defaults recorded and rectified. All main classrooms, office, kitchen, staffroom and hall have Fire Evacuation procedures displayed. Full emergency evacuation of the school will be carried out twice a term, once notified and one with no prior warning. Times taken should be within two minutes.
In the event of a fire staff must…
A regular check is made by the Head of fire evacuation procedures and that escape routes are clearly visible in all areas of the school.
The 1974 Health and Safety at Work Act states ….”It shall be the duty of every employee while at work:
The Act also states:
“No person shall intentionally or recklessly interfere with or misuse anything provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions.”
Therefore all employees are expected ….
The Headteacher is responsible for implementing a system through which information about health and safety can communicated throughout the school. Health and Safety will be included on the agenda of staff meetings as necessary.
First AidFirst aid facilities are located outside the school office on a high shelf along with the accident book. Additional medical boxes are located in the staff room and two of these are taken out for swimming lessons in the summer months. In the event of an emergency Mrs Gaze is responsible for ensuring facilities are maintained. There should be no delay in contacting the emergency services if they are required. A responsible adult will be designated to accompany any children who require treatment off-site. Parents or next emergency contact person will be contacted either by Mrs Gaze or Mrs Harris.
Staff will receive training and advice on administering first aid. All teaching staff have basic first aid training; the designated first aider is Mrs Sharp.
All staff have the opportunity to attend first aid training as available.
Inspections Top
of Page
A full health and safety inspection will be organised by the governing Body and inspected on a termly basis by a member of the Buildings Committee.
The results of the inspection will be reported to the Headteacher who will arrange for any remedial work which is tenants responsibility to be carries out as soon as possible. Work which is the responsibility of the landlord will be reported as soon as possible.
Substances
All substances used in school, eg. Cleaning materials, chemicals etc. must be approved by the Headteacher. All such materials must be kept in their original containers together with appropriate safety instructions. No other materials may be brought on to school premises without authority from the Headteacher. All dangerous substances and chemicals must be kept locked away in a safe place which is inaccessible to pupils and visitors.
Electrical SafetyAll electrical equipment and appliances over a year old are electronically tested annually. Every item is labelled and dated and items failing the test are repaired or disposed of. Children should not bring in electrical items from home.
Any faults or defects in electrical equipment should be reported and recorded in the repairs book. Staff must ensure that there are no trailing wires in classrooms or in activity areas.
See also HSE Guidance Note GS23 – “Electrical Safety in School” -- HSE Website
The Headteacher shall take appropriate action, regarding any instances of infectious disease which require special precautions.
All contractors and visitors must report to the school office to sign the visitor’s books stating time of arrival and business. (Restricted access by electronically controlled door locks is in place)
Pupils are not expected to be on the school site before 8.45 am. The bell is rung at 8.58.
If it is wet pupils may come into the school hall where they are supervised. Pupils must sit quietly on the benches provided.
Pupils are supervised at morning and afternoon playtime by a member of staff and a Teaching Assistant.
Children will stay in their classrooms during wet playtimes.
At lunch time Midday Meals Supervisors are responsible for the well being of the children and have corporate responsibility for the health and safety of all children whilst they are in the dining hall, playground and school. The Headteacher is on duty during the lunch period, in her absence the Senior Teacher. The MMS will refer matters of health and safety to the Class Teacher / Headteacher, depending on the seriousness of the incident. Any bangs to the head must be recorded, parents are contacted if further treatment is required or there is cause for concern. Otherwise pupils are kept under observation and parents notified at the end of school through the use of a standard form/ and or verbally.
Anti-biotics may be administered in school only with parents written permission and provided the child is well enough to be in school. This is at the head teacher’s discretion. Junior Disprol may be given to pupils providing parental consent has been obtained in writing, the forms are in the school medical file and are updated annually or when pupils join the school.
Asthma inhalers kept in school must be clearly labelled with the child’s name. Advice for dealing with a child having an attack is as follows:
Teaching staff will enable the child to use the inhaler as required during lesson time, lunch time needs will be supervised by the MMS.
If a child is unwell at school, we will make every effort to contact the parents / guardians. Until we have contacted the child’s parents, we will take any action needed in the interests of the child.
The Headteacher will present a report to each meeting of the Buildings Committee on Health and Safety which should contain the following information.
The minutes of this committee will be reported to the full Governing Body who will undertake a review of the Health & Safety Policy.
This policy will be reviewed biennially, as part of the school development plan. It will be amended as and when necessary. All amendments will be discussed with the Governing Body’s Health and Safety representative prior to implementation.
Objective
This school believes that pupils can derive a good deal of educational benefit from taking part in visits with their school. In particular, they have the opportunity to undergo experiences not available in the classroom. Visits help to develop a pupil’s investigative skills. This policy is to ensure that pupils, staff and other helpers stay safe and healthy on school visits.
The person organising the trip should be clear as to the educational value of the trip. This should be communicated to the headteacher for approval to go ahead with planning. The headteacher may delegate approval for the visit to the school’s Educational Visits Coordinator. The headteacher or the Educational Visits Coordinator must also approve the detailed plan and risk assessment.
Exploratory Visit;
An exploratory visit should be made by the group leader, wherever that is possible, to
Forms to Parents;
An initial form will be sent to parents giving some details of the proposed trip and to gauge the level of parental financial support. If the trip is decided to be viable, a further form will be sent to parents giving more details of the trip and asking for parental permission for their child to go on the trip and for any appropriate medical treatment to be administered.
Risk Assessment;
A risk assessment for a visit need not be complex, but it should be comprehensive. It does not generally require technical formulae or professional health and safety expertise.
Transport
The hire of coaches and minibuses and the bookings for any other form of transport will be arranged by the office staff. The form headed “Organising a School Outing” should be completed and given to the school office. Professional operators of buses and operators have the appropriate public service operator’s licence. Seat belts must be fitted on coaches and the group leader should ensure that all participants on the trip have them fastened and properly adjusted before the coach starts. Buses, where seat belts are not fitted, are not normally appropriate for visits involving long journeys. It is not allowed to have three pupils using a seat designed for two.
Staff who use personal road transport for taking pupils off site should ensure that seat belts are worn and that they have appropriate insurance cover. Staff will need to have specific permission from parents if they wish to take children in personal transport.
Supervision
The minimum ratio of adults to pupils should be as follow
Parents/volunteers may be used to supplement the supervision ratio. They should be carefully selected and ideally they should be well known to the school and the pupil group. Anyone who has not had a criminal check should never be left in sole charge of pupils.
Where there is more than one teacher a group leader should be appointed who has authority over the whole group.
Regular head counting of pupils should take place, particularly before leaving any venue. The group leader should carry a list of all pupils and adults involved in the visit as well as the permission forms signed by parents. A similar list should also be left in the school office, together with details of emergency contacts for all on the trip. The school office and the group leader should be able to contact each other by a mobile telephone. If the group leader prefers to use a personal mobile phone, the number must be left at the office. Any other relevant phone numbers e.g. the visit venue should be left at the office. The office must also be notified of any changes to the planned routine, should this become necessary.
First Aid
The minimum first aid provision for a visit should be;
A suitably stocked first-aid kit.
Emergency treatments for known conditions, e.g. asthma inhalers, allergy treatments
A person appointed to be in charge of first aid arrangements.
All relevant forms and a blank risk assessment are available in the staffroom or school office in a School Outing Pack.
Design and technology is an essentially practical activity, concerned with developing children's ability to operate creatively, effectively and confidently in the made world. Through designing and making, children tackle a wide variety of issues, drawing upon a broad base of knowledge, skills and values. Design and technology recognises the importance of ‘knowing how’ as well as ‘knowing that’.
These objectives, derived from the aims, will guide decisions in relation to planning schemes of work. They will also form the basis of evaluation.
To develop capability in the skills, processes, knowledge and understanding involved in designing and making:
To develop a sense of enjoyment and pride in pupils’ ability to design and make:
Opportunities for assessment will be identified when planning and children will receive ongoing teacher assessment.
A record of the child’s experience and achievement in design and technology will be kept by each class teacher (usually in the form of large format design exercise books). Photographic evidence is valuable to record the process of designing and finishing products.
A statement of the child’s progress and achievement in design and technology will form part of the annual report to parents.
The subject co-coordinator is responsible for developing a long term curriculum plan for design and technology. This is matched against the programme of study and ensures that at least one long project is undertaken per term. The subject co-coordinator’s job description will be kept in school
Funding for design and technology will be within the school budget plan for each financial year. It is the responsibility of each class teacher to identify resource needs in relation to the schemes of work.
Equipment and materials have been organized in a cupboard in Bramley Class and the stockroom. This will be maintained by the design and technology subject co-coordinator.
Review
The design and technology subject co-coordinator will monitor classroom teaching in all year groups on a yearly basis and develop a design and technology portfolio of work.
The effectiveness of the design and technology curriculum will be evaluated in discussions with the Headteacher and the design and technology subject co-coordinator. Resources, teaching methods and needs should be identified and priorities for in service support or external review should be established.
RationaleArt and design is concerned with the way we respond to, understand, interpret and shape our world through our senses and emotions. Taking part in art and design allows us to investigate what we see; to make visual responses; to interpret; to discriminate and reach decisions. Art and design has its own language based upon the visual elements.
AimsStudy in art and design will engage children in a variety of different activities, practical work, critical reflection and discussion, writing and planning. Differentiation in many art and design activities will be by outcome.
We will ensure that in any key stage the activities of drawing, painting, printmaking, collage, sculpture, textiles, 3D design and information communication technology (ICT) are covered. We will ensure that pupils will develop their creative ideas in both expressive and craft design contexts and that their work will be informed by visual investigation from direct observation and other reference materials.
The study of the work of artists, craftspeople and designers from the locality, the past and present and a variety of cultures,(both western and non-western) will be an integral part of practical art and design activities.
Children will have opportunities to be engaged in a variety of activities as individuals, to work collaboratively in groups and as a whole class. They will be taught the creative, imaginative, practical and critical skills needed to:
An understanding and application of visual language impacts upon every aspect of our lives and culture. It pervades the whole curriculum through the skills, knowledge, values and attitudes which are central to all art and design activities. Many opportunities will be provided to develop pupils’:
Pupils will engage in learning through art, in art and about art. In planning cross-curricular links with art we will ensure that these are mutually enriching.
Section 5
Art will make a strong contribution to the following cross-curricular themes and aspects:
Using the National Curriculum as a guideline, Key Stage 2 builds upon the skills and concepts developed in Key Stage 1.
Progression can be achieved by:
All pupils will have an equality of access to a broad and balanced art and design curriculum irrespective of gender, ethnicity or special educational needs. An appropriate time for art will be provided for all pupils in order to meet the requirements of the National Curriculum programmes of study.
Pupils will be introduced to works of art from a wide range of cultures and traditions from around the world and consider the contexts and purposes underpinning their images and artefacts. Emphasis will be given to reinforcing the value of cultural diversity; developing understanding and an appreciation of the different ideas, values and beliefs encountered within a multicultural society.
Health and safety
Section 5
Pupils will be taught to use materials, tools and equipment safely in line with the school Health and Safety Policy. Pupils will be required to wear protective clothing when working with wet media such as glues, paint, printing inks, dyes, clay and plaster and taught to clear away practical materials responsibly. .The use of tools and equipment will be closely supervised by teachers and sharp tools introduced appropriately.
Assessment, reporting and recording
Opportunities for assessment will be identified when planning. Children will have regular teacher assessment, with work submitted to portfolios where appropriate. We will develop a school portfolio containing examples of pupils’ work representing key aspects of art activities for each year group. This will form the basis of agreed standards achieved. Pupils will be encouraged to reflect upon their work as individuals, in class groups and through self assessment,as appropriate.Teachers will record key aspects of pupils’ progress throughout the year.
At the end of each term teachers will make summative assessments of the attainment and progress made by pupils against the National Curriculum programmes of study for each attainment target and use these as the basis for reporting to parents. At the end of each key stage we will assess pupils’ attainment and report to parents against the end of Key Stage descriptions for art.
Management and administration
The art and design subject manager is responsible for ensuring that schemes of work for art are covered in each year group and across the planning cycles of the key stages. Curriculum coverage will be monitored via the medium term plans for the subject.
A full list of equipment and resources together with health and safety guidelines, is available in the art and design folder in the staff room.
Role of the subject Co-ordinator
The subject co-ordinator’s job description is available within school.
Resourcing
5
Funding for art and design is dependant on the budget. Each classroom will be provided with a stock of basic art materials with more specialist media and equipment
held in a central store. Visual reference materials, books, art prints, post cards and other visual aids are all centrally stored.
Review Top of Page
The effectiveness of the teaching and learning in art and design will be regularly monitored by the Headteacher and the art subject co-ordinator. Curriculum plans, samples of pupils’ work, classroom displays, discussions with staff and visits to lessons will be used to evaluate the quality of the art and design curriculum in the school. Resources, teaching methods and development needs will be evaluated. Priorities for in-service training and support will be established.
