The latest news from Salterford House School
 |
Health, Safety and Welfare Policy |
Posted 5/5/2010 12:14 |
 |
| |
1 Introduction
The health, safety and welfare of all people who work or learn at Salterford House are of fundamental importance. We aim to provide a safe, secure and pleasant working environment for everyone. The headteacher takes responsibility for protecting the health and safety of all children and members of staff.
2 The school curriculum
We teach the children about health and safety in order to equip them with the skills, knowledge and understanding to enable them to live positive, successful and healthy lives. Teachers take every opportunity to educate children in this regard in the normal school curriculum. For example, in the geography curriculum in Key Stage 1 the unit of work, ‘People who help us’ deals with the work of the police and fire service. Through this topic we teach children about the danger of fire, and how to avoid accidents. Through the science curriculum we teach children about hazardous materials, and how to handle equipment safely.
We teach the children respect for their bodies, and how to look after themselves. We discuss these issues with the children in PSHE activities and we reinforce these points in design and technology, where children learn about healthy eating and hygiene. We also show them how to move and play safely in PE lessons.
Health and safety issues also arise when we teach care for the environment and awareness of the dangers of litter. Key Stage 2 children receive sex and drugs education.
Our school promotes the spiritual growth and welfare of the children through the RE curriculum, through special events such as Christmas and Diwali celebrations and through the daily act of collective worship.
Each class has the opportunity to discuss problems or issues of concern with their teacher. Teachers use assembly time to help children discuss and overcome any fears and worries that they may have. Teachers handle these concerns with sensitivity.
3 Lunchtimes
Children bring their own packed lunch and we provide them with a suitable place to eat their lunch, and we supervise them during this time.
Our school promotes a healthy lifestyle. As sweets can damage children’s teeth, we do not allow sweets to be eaten in school.
4 School Uniform
It is our school policy that all children wear the school uniform when attending school, or when participating in a school-organised event outside normal school hours.
It is the responsibility of the headteacher to ensure that the school uniform policy is enforced.
We ask parents to equip their children with the necessary uniform and school equipment, so that they are able to participate fully in all school activities. If a child repeatedly attends school without the correct uniform, we will inform parents and request that they make sure their child leaves home with the proper uniform. If a parent is in financial difficulties, and this results in a child not having the correct uniform or not having adequate equipment, our school will do all it can to support the parent. We ask parents not to send their child to school with ‘extreme’ hairstyles or the sort of appearance that is likely to cause them to draw attention to themselves.
5 School Security
While it is difficult to make the school site totally secure, we will do all we can to ensure the school is a safe environment for all who work or learn here.
The school gates remain closed and locked throughout the school day and visitors must gain access from the school secretary during that time. Doors to the two main buildings are on time locks and have security codes.
We require all adult visitors to the school who arrive in normal school hours to sign the visitors’ book in the reception area, and to wear an identification badge at all times whilst on the school premises.
Teachers will not allow any adult to enter their classroom if the school visitor’s badge does not identify them.
If any adult working within the school has any suspicions that a person may be trespassing on the school site, they must inform the headteacher immediately. The headteacher will warn any intruder that they must leave the site straight away. If the headteacher has any concerns that an intruder may cause harm to anyone on the school site, she will contact the police.
Coded doors are used during school time.
6 Safety of children
It is the responsibility of each teacher to ensure that all curriculum activities are safe. If a teacher does have any concerns about pupil safety, they should draw them to the attention of the headteacher before the activity takes place. This is usually done through the use of the risk assessments that take place before any school trip.
We do not take any child off the school site without the prior permission of the parent.
If an accident does happen, resulting in an injury to a child, the teacher will do all s/he can to aid the child concerned. We keep a first aid box in the office and staff room. All staff at the school have been trained in first aid.
Should any incident involving injury to a child take place, a member of staff will be able to assist. If necessary the school secretary will telephone for emergency assistance.
We record all incidents involving injury in the accident book, and we inform parents in all cases. Should a child be quite seriously hurt, we contact the parents through the emergency telephone number that we keep on the school files.
7 Seat belts
We only use coaches and mini-buses where seat belts are provided. We instruct the children to use seat belts at all times when the bus is moving.
8 Theft or other criminal acts
The teacher or headteacher will investigate any incidents of theft involving children.
If there are serious incidents of theft from the school site, the headteacher will inform the police and record the incident in the incident book.
9 Monitoring and review
The headteacher implements the school health, safety and welfare policy on a day-to-day basis, and ensures that all staff are aware of the details of the policy as it applies to them.
This policy will be reviewed at anytime as is seen necessary, or at least once every two years.
|
|
| |
|
|
Anti Bullying Policy |
Posted 5/5/2010 11:58 |
|
| |
Statement of Intent
We are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to tell the staff.
What Is Bullying?
Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.
Bullying can be:
· Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
· Physical pushing, kicking, hitting, punching or any use of violence
· Racist racial taunts, graffiti, gestures
· Sexual unwanted physical contact or sexually abusive comments
· Homophobic because of, or focussing on the issue of sexuality
· Verbal name-calling, sarcasm, spreading rumours, teasing
· Cyber All areas of internet ,such as email & internet chat room misuse
Mobile threats by text messaging & calls
Misuse of associated technology , i.e. camera &video facilities
Religious- Taunts about child’s religious beliefs or traditions
Cultural- Taunts about a child’s culture and traditions
Disability- Unpleasant comments made to a child who has a disabiliy
Why is it Important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.
Schools have a responsibility to respond promptly and effectively to issues of bullying. Bullying can lead to severe psychological distress and this must be dealt with immediately.
Objectives of this Policy
· All teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
· All teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
· All pupils and parents should know what the school policy is on bullying, and what they should do if bullying arises.
· As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
· Bullying will not be tolerated.
Signs and Symptoms
A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
· is frightened of walking into school
· changes their usual routine
· is unwilling to go to school (school phobic)
· begins to truant
· becomes withdrawn anxious, or lacking in confidence
· starts stammering
· attempts or threatens suicide or runs away
· cries themselves to sleep at night or has nightmares
· feels ill in the morning
· begins to do poorly in school work
· comes home with clothes torn or books damaged
· has possessions which are damaged or " go missing" and this is unusual
· asks for money or starts stealing money (to pay bully)
· has unexplained cuts or bruises
· comes home starving (lunch has been stolen)
· becomes aggressive, disruptive or unreasonable
· is bullying other children or siblings
· stops eating
· is frightened to say what's wrong
· gives improbable excuses for any of the above
· is afraid to use the internet or mobile phone
· is nervous & jumpy when a cyber message is received
These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated
Procedures
1. Report bullying incidents to staff
2. In cases of serious bullying, the incidents will be recorded by staff
3. In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem
4. If necessary and appropriate, police will be consulted
5. The bullying behaviour or threats of bullying must be investigated and the bullying stopped quickly
6. An attempt will be made to help the bully (bullies) change their behaviour
Outcomes
1) The bully (bullies) may be asked to genuinely apologise. Other consequences may take place.
2) In serious cases, suspension or even exclusion will be considered
3) If possible, the pupils will be reconciled
4) After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.
Prevention
We will use a variety of methods ( As suggested by KIDSCAPE) for helping children to prevent bullying. As and when appropriate, these may include:
· writing a set of school rules
· using PSHE to promote an ethos of self respect, high self esteem and cooperating with each other to try to prevent bullying from happening in the first place
· signing a behaviour contract
· writing stories or poems or drawing pictures about bullying
· reading stories about bullying or having them read to a class or assembly
· making up role-plays (or using KIDSCAPE role-plays)
· having discussions about bullying and why it matters
HELP ORGANISATIONS:
Advisory Centre for Education (ACE) 0808 800 5793
Children's Legal Centre 0845 345 4345
KIDSCAPE Parents Helpline (Mon-Fri, 10-4) 0845 1 205 204
Parentline Plus 0808 800 2222
Youth Access 020 8772 9900
Bullying Online http://www.bullying.co.uk/
http://www.kidscape.org.uk/ for further support, links and advice.
|
|
| |
|
|
Behaviour Policy |
Posted 5/5/2010 11:56 |
|
| |
"Good behaviour is a necessary condition for effective teaching to take place."
(Education Observed 5 - DES 1987)
The school accepts this principle and seeks to create an environment in the school which encourages and reinforces good behaviour. Furthermore, it is acknowledged that society expects good behaviour as an important outcome of the educational process.
Aims
To create an environment which encourages and reinforces good behaviour.
To define acceptable standards of behaviour.
To encourage consistency of response to both positive and negative behaviour.
To promote self-esteem, self-discipline and positive relationships.
To ensure that the school's expectations and strategies are widely known and understood.
To encourage the involvement of both home and school in the implementation of this policy.
STANDARDS OF BEHAVIOUR
In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations which are either fulfilled or not. Thus the school has a central role in the children's social and moral development just as it does in their academic development. Just as we measure academic achievement in terms of progress and development over time towards academic goals, so we measure standards of behaviour in terms of the children's developing ability to conform to our behavioural goals.
The children bring to school a wide variety of behaviour patterns based on differences in home values, attitudes and parenting skills. At school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles.
School Ethos
The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children.
As adults we should aim to:
create a positive climate with realistic expectations;
emphasise the importance of being valued as an individual within the group;
promote, through example, honesty and courtesy;
provide a caring and effective learning environment;
encourage relationships based on kindness, respect and understanding of the needs of others;
ensure fair treatment for all regardless of age, gender, race, ability and disability;
show appreciation of the efforts and contribution of all.
The Curriculum and Learning
We believe that an appropriately structured curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feed- back all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.
It follows that lessons should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children's efforts are valued and that progress matters.
Classroom Management
Classroom management and teaching methods have an important influence on children's behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.
Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide a environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual's contribution, and overall the classroom should provide a welcoming environment.
Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Criticism should be a private matter between teacher and child to avoid resentment.
Rules and Procedures
Rules and procedures should be designed to make clear to the children how they can achieve acceptable standards of behaviour.
Rules and procedures should:
be kept to a necessary minimum;
be positively stated, telling the children what to do rather than what not to do;
actively encourage everyone involved to take part in their development;
have a clear rationale, made explicit to all;
be consistently applied and enforced;
promote the idea that every member of the school has responsibilities towards the whole.
Rewards
Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. This is as true for adults as for children. Rates of praise for behaviour should be as high as for work.
Recognition of the following rewards are presented publicly during assembly:-
House points and certificates(School Age children)
Merit stickers (Nursery)
Sanctions
Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.
The use of punishment should be characterised by certain features:-
It must be clear why the sanction is being applied.
It must be made clear what changes in behaviour are required to avoid future punishment.
Group punishment should be avoided as they breed resentment.
There should be a clear distinction between minor and major offences.
It should be the behaviour rather than the person that is punished.
Sanctions range from expressions of disapproval, through withdrawal of privileges, to referral to the Headteacher, letters to parents and, ultimately and in the last resort, exclusion (following the LEA guidelines). Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence.
Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from the Educational Psychologist or Child Guidance Service may be necessary. This possibility should be discussed with the Headteacher.
Communication and parental partnership
We give high priority to clear communication within the school and to a positive partnership with parents since these are crucial in promoting and maintaining high standards of behaviour.
Where the behaviour of a child is giving cause for concern it is important that all those working with the child in school are aware of those concerns, and of the steps which are being taken in response. The key professional in this process of communication is the classteacher who has the initial responsibility for the child's welfare. Early warning of concerns should be communicated to the Headteacher so that strategies can be discussed and agreed before more formal steps are required.
A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.
The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.
|
|
| |
|
|
First Aid Policy |
Posted 5/5/2010 11:53 |
|
| |
First Aid is emergency care given to an injured person (in order to minimise injury and future disability) before professional medical care is available. Teachers and other staff are expected to use their best endeavours at all times, particularly in emergencies, to secure the welfare of pupils in the same way that parents might be expected to act towards their children. In general, consequences of taking no action are likely to be more serious than those of trying to assist in an emergency.
Risks
A risk assessment of First Aid needs is necessary to ensure adequate provision is available.
This should include:
· The identification of pupils with specific conditions e.g. asthma, allergies
· The identification of specific hazards in school.
· When to call for further help
· The documentation of necessary treatment given
Responsibilities
The responsibility for Health and Safety, which includes First Aid, rests with the Governing Body.
The Head Teacher is responsible for putting the policy in place, including informing staff and parents.
All staff, and those parents with responsibility for children in school, should be aware of available First Aid personnel, facilities, and the location of First Aid boxes and information.
First Aid provision must be available at all times, including out of school trips, during PE and other times the school facilities are used e.g. Parents’ Meetings.
Adequate First Aid cover will be provided in both school buildings, as well as during break times. If a staff member is alone on a trip or during a PE lesson then they must have access to a telephone in order to summon help.
First Aiders must have attended a recognised First Aid Course approved by the Health and Safety Executive (HSE) and attend refresher courses every 3 years. They will be reliable, have good communication skills, an ability to cope with stress and able to absorb new knowledge.
The HSE states that First Aid does not include the administration of medicines, although there is no legal bar to doing so. Those who dispense it should have a reasonable understanding of what is involved. First Aiders can use Epipens if trained to do so.
It is the responsibility of the Head Teacher, to ensure good First Aid practice is being carried out within the school and at events and activities organised by the school.
All staff should have First Aid training. Lists of staff with First Aid responsibilities and/or appropriate training are displayed on the staff / parent room notice board and on the First Aid Cabinets
First Aid Cabinets are situated in the kitchen and the office area.
First Aid Kits are available for use during P.E. lessons and educational visits. There are first aid packs on the mini buses.
The contents of the First Aid Cabinets/Kits are to be regularly checked and maintained by the named person.
1
Reporting & Recording of Accidents
Salterford House School School recognises that:
We have a duty to report incidents that involve the:
· Health & Safety at Work Act 1974
· Social Security Regulations 1979
· Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)
An unreliable accident / incident reporting system, or the under reporting of near miss incidents could lead to dangerous occurrences recurring which may result in personal injury to staff, parents or visitors.
Breach of the statutory requirement to report specific incidents to the Health & Safety Executive (HSE) may lead to prosecution.
Inadequate incident reporting procedures will inhibit statistical analyses of accident data.
Procedures
At Salterford House School we make every effort to minimise the risk of accidents but we recognise that accidents may still occur.
All accidents to pupils, staff, parents and visitors, no matter how small will be reported to the teacher / Head Teacher as soon as possible after the accident took place.
The First Aider present will deal with the accident and treat any injuries as required.
Once the individuals have been treated, all details regarding the accident, will be recorded in the Accident Book by a member of staff. An investigation into the accident should be undertaken immediately or at least on the same day. Judgements should be made as to what can be done to reduce the risk of similar accidents occurring again.
An accident book is kept in the office. The First Aider should complete the relevant
sections, detach the ‘Accident/ Injury Record Sheet’ and place it in the Incident Log which is situated in the Office. Records should be stored for three years.
The Head Teacher will ensure that accidents, which are reportable to the Health & Safety Executive, are reported using the appropriate form.
The Appointed Person.
This person has the responsibility of taking charge during an incident and summoning help if needed.
At Salterford House School, each member of staff is able to assume the responsibilities of the Appointed person.
The maintenance of the First Aid Cabinets / Kits is the responsibility of:
Mrs Cherryl Lacey.
Review Date Jan 2011
|
|
| |
|
|
Curriculum Policy |
Posted 5/5/2010 11:51 |
|
| |
The general principle governing the curriculum of the school is that every child shall be entitled to and shall take up a curriculum which is balanced and broadly based and which:
1. promotes the spiritual, moral, cultural, mental and physical development of children at the school;
2. prepares the children for the opportunities, responsibilities and
experiences of secondary education and leading on into adult life.
The school should provide for all children access to the eight areas of experience:
1. Aesthetic and Creative
2. Ethical - values and relationships
3. Linguistic - four dimensions of language, listening, reading, speaking and writing.
4. Mathematical - numerical, spatial, scientific and practical.
5. Physical - co-ordination of mind and body.
6. Scientific - observation, enquiry, technology, environment.
7. Social and political - society and its institutions.
8. Spiritual - values of school, society and religion.
Schemes should satisfy tests of breadth, balance, coherence, relevance, differentiation and progression in accordance with the principles underlying the National Curriculum. They should incorporate elements which contribute to assessment and comparison over time thereby providing:
1. information which teachers can use in deciding how a child's learning can be taken forward and in giving the children themselves clear and understandable targets and feedback about their achievements;
2. teachers and others with the means of identifying the need for further diagnostic assessments for particular children where appropriate to help their education development;
3. overall evidence of the achievements of a child and of what he or she knows, understands and can do;
4. aggregated information about children's achievements which can be used as an indicator of where there needs to be further effort, resources, changes in the curriculum etc. ;
5. helpful communication with parents about how their child is doing; and the wider community about the achievements of the school;
6. a basis for professional development, in that the process of carrying out systematic assessment, recording attainment, and moderating the outcomes in discussion with other teachers in the school moderating groups will be a valuable basis for teachers to evaluate their own work and gain access to new thinking.
Schemes should take into account the continuous nature of education, having regard to the experiences the children will have had before entering the school, and those anticipated after they leave.
The school seeks to meet the needs, specifically, of its children. It should provide a positive, caring environment in which the children are made to feel good about themselves. Establishing a good rapport with children, building their confidence, encouraging them to express individual ideas, examining
established values leading to a greater understanding are at least as important as teaching the academic curriculum. The school is responsible not only for the physical safety and well-being of the children, but also for their psychological safety and well-being.
The school must encourage the child's self-confidence and self-esteem. This is vital for learning, for all children. When the
child's own image of self is counter-productive, when he regards himself as a failure and feels that others do too, the child will be unhappy with himself and will not learn. The image is thus self-reinforcing. Image building is thus a vital part of the school's work. Activities such as praising the children, displaying their work, helping them take part in assemblies, plays, sports and
other activities are all part of this. It must also be remembered that those whose work and behaviour is less good may be the ones in most need of support and reinforcement. Teachers have the problem of ensuring that all children are helped to develop self-confidence and self-esteem. The more able have many
successes on which to build, and the school seeks to provide for the particular needs of these children. Those who find the formal curriculum difficult are not to be denied opportunities for personal development either. If the demands made on a child threaten to lessen self-confidence and self-esteem, then it may be
time to alter the demands being made. It is vital that learning is seen as essentially useful and enjoyable. It is an important tool for life and if children learn to enjoy it when young, this will stay with them.
Children need to be literate and numerate, and the school recognises the need for clear guidelines for the core subjects of English, Mathematics and Science.
The content of the remainder of the curriculum as stated for the Foundation subjects is important not just in its own right but it too may be a vehicle for establishing learning skills. What the children need to know is how to find out. They need the skills of original research, to be able to formulate hypotheses through empirical methods and reach their own conclusions. These aims have considerable curricular implications. These will be made explicit in the guidelines for Foundation subjects.
Within this broad policy, distinct aims and particular policies emerge. The school aims that each child shall learn:
1. to read fluently, with understanding, feeling, discrimination and
enjoyment a variety of materials written in different ways for different purposes;
2. to write legibly and with a satisfactory standard of spelling, syntax, punctuation and usage;
3. to communicate clearly and confidently in speech and writing, in ways appropriate for various occasions and purposes;
4. to listen attentively and with understanding;
5. to acquire information from various sources, and to record information and findings in various ways;
6. to apply computational skills with speed and accuracy;
7. to understand mathematical language and concepts in order:
to extend understanding through a process of enquiry and experiment, to successfully manipulate them and apply them in various situations in home, school and local area,
to appreciate the structure of mathematics and the nature of number, to be aware of the applications of mathematics in the world, to develop analytical and logical ways of thought;
8. to observe living and inanimate things and thereby, through a process of observation, discrimination and classification recognise characteristics such as pattern and order;
9. to master basic scientific ideas and methods;
10. to investigate solutions and interpret evidence, to analyse and solve problems, to understand the importance of controlling variables in experimentation so that results are fair, to present results in a variety of ways appropriate to the work;
11. to develop awareness of self and sensitivity to others, acquiring a set of moral values and the confidence to make and hold valid moral judgements, distinguishing fact from opinion, be aware of gender and multi-cultural issues, recognising prejudice, bias and superstition and to develop habits of self discipline and acceptable behaviour;
12. to know about geographical, historical and social aspects of his wider environment and the national heritage and culture, to be aware of other times, places, cultures, religions and races and to recognise links between local, national and international events and their importance for him as an individual within society, to be aware of Christian beliefs and their importance in shaping our current society;
13. to be able to use various art forms, craft and design skills as means of expression using a variety of materials and methods demanding a range of manipulative and technological skills and to extend their skills in these areas, to be aware of art and design in the environment both past and present;
14. to be aware of the effects, and able to make use of new technology in a rapidly changing society, especially with respect to computers and electronic information handling;
15. to develop agility and physical co-ordination, confidence in and through appropriate physical activity, the ability to express feeling through movement, drama and dance, to swim, where possible to spend some time in a physically challenging outdoor environment, to develop an understanding of the body, its
workings and the changes associated with adolescence and their implications, the requirements of good health and nutrition; to be aware of the effect on health of solvent abuse, smoking, alcohol and drugs;
16. to appreciate music by experiencing it through listening, performing and composing, through practical means, thereby leading to an understanding of the structure and sounds of music, and where possible to learn proficiency with one or more musical instruments, to be aware of and value great music of past and
present and develop a critical sense with regard to music;
17. to understand the value of achieving happiness for himself and others and that both may be achieved by contributing to society and others.
This document should be read in conjunction with the various National Curriculum requirements for each subject area. The schemes of work for the school are to follow these guidelines.
|
|
| |
|
|
Safeguarding and Child Protection Policy |
Posted 23/9/2009 9:54 |
|
| |
Safeguarding and Child Protection Policy
1. Policy statement
1.1. Safeguarding and Child Protection Policy
1.1.1. Salterford House School (“the School”) is committed to safeguarding and promoting the welfare of children and believes that all pupils, regardless of age, special needs or disability, racial/cultural heritage, religious belief or sexual orientation have the right to be protected from all types of harm and abuse. This Safeguarding and Child Protection Policy (“this Policy”) forms a fundamental part of our approach to providing excellent pastoral care to all pupils.
1.1.2. Key documents with which this Policy is in accordance:
• The Education Act 2002
• Education (Independent Schools Standards) (England) Regulations 2003 (as amended)
• The Children Act 2004
• What to do if you are worried a Child is being Abused 2006
• Working Together to Safeguard Children 2006
• Safeguarding Children and Safer Recruitment in Education 2007
• Information Sharing: Guidance for Practitioners and Managers 2008
• Independent Schools Inspectorate Handbook 2010 (and as amended).
1.1.3. The School recognises and acts upon the legal duties set out in the above statutes, regulations and guidance, to protect its pupils (and staff) from harm, and to co-operate with other agencies in carrying out those duties and responding to abuse.
1.1.4. This Policy is used in accordance with locally agreed inter-agency procedures.
1.1.5. This Policy is addressed to all members of staff and volunteers at the School. Adherence to this Policy is mandatory for all staff and volunteers and its use is not subject to discretion. This Policy applies whenever staff or volunteers are working with pupils including where this is away from the School, for example at another institution, school visits and trips, sporting and cultural activities.
1.1.6. This Policy is available to all parents, staff and volunteers on the School’s website. A paper copy of this Policy is also available to parents upon request to the School office.
1.1.7. Pupils are made aware of this Policy through their programme of PSHE and other means of sharing information appropriate to their age and understanding.
1.2. Creating a Culture of Safeguarding
1.2.1. The School recognises that safeguarding covers much more than child protection and so this Policy will operate in conjunction with other related policies and procedures, such as effective whole school policies on Anti-Bullying, Behaviour Management, School Security, E-safety and ICT Codes of Conduct.
1.2.2 Safeguarding’ is a relatively new term which is broader than ‘child protection’. As well as protecting children from harm, ‘safeguarding’ widens the responsibility to preventing harm and promoting the well being of children.
1.2.3. The School takes these responsibilities very seriously. As well as ensuring its policies and procedures support its safeguarding responsibilities, the School will work with pupils, their families, Social Services Departments and other relevant agencies to ensure the risk of harm to children is minimised.
1.2.4. The School is committed to working in partnership with parents, Social Services Departments and diverse communities, to continuously develop and improve the safeguarding culture within our School.
1.2.5. Having these safeguards in place not only protects and promotes the welfare of children but also it enhances the confidence of our staff, volunteers, parents/carers and the general public.
1.2.6. The School has systems to:
• Prevent unsuitable people working with pupils
• Identify pupils who are at risk of and/or are likely to suffer significant harm and take appropriate action with the aim of making sure they are safe
• Promote safe practice and challenge poor practice and unsafe practice
• Ensure that staff do not, through their actions, place pupils at risk of harm, or themselves at risk from an allegation of harm (by providing guidance on areas such as 1-1 tuition, sports coaching, conveying by car, inappropriate electronic communication).
1.2.7. The School encourages the pupils in its care to raise any concerns that they might have and ensure that these are taken seriously. We will also encourage pupils to contribute their own ideas, according to their age and understanding, about how their safety and welfare could be further improved.
1.3. Early Years Foundation Setting
1.3.1. This policy applies to the School’s provision for Early Years Foundation Setting.
1.3.2. For Early Years, the School will inform OFSTED of any allegations of serious harm or abuse by any person living, working, or looking after children at the premises (whether that allegation relates to harm or abuse committed on the premises or elsewhere), or any other abuse which is alleged to have taken place on the premises, and of the action taken in respect of these allegations.
1.3.3. The School will inform OFSTED as soon as reasonably practicable, but at the latest within 14 days.
Aims
2.1. Our aims are to:
2.1.1. create an environment in our School which is safe and secure for all pupils
2.1.2. encourage our pupils to establish satisfying relationships within their families, with peers and with other adults
2.1.3. encourage children to develop a sense of autonomy and independence
2.1.4. work with parents to build their understanding of and commitment to the welfare of all pupils.
2.2. In order to fulfil these aims the Head will take the necessary steps to ensure that:
2.2.1. all staff and volunteers receive training in Safeguarding Children as part of their induction
2.2.2. all staff, and volunteers and the Head receive updated safeguarding training every three years
2.2.3. we operate safe recruitment procedures, as specified by the Criminal Records Bureau and the Independent School Standards Regulations. This includes carrying out all required checks on the suitability of all staff and volunteers to work with children and young people
2.2.4. we obtain assurance that appropriate child protection checks and procedures apply to any staff employed by another organisation and working with the School’s pupils on another site (for example, in a separate institution)
2.2.5. where we cease to use the services of any person (staff (including agency staff), peripatetic teacher, volunteer or any other person) because it is considered that the person is unsuitable to work with children, a report will be made to the Independent Safeguarding Authority promptly and in any event within 28 days
2.2.6. all School staff are alert to signs of abuse and neglect (appropriate to their role) and all staff should know to whom they should report concerns or suspicions
2.2.7. all School staff keep themselves updated on safeguarding issues and child protection procedures by accessing advice, guidance and training as appropriate to their role.
3. Identifying Abuse
3.1. Staff who have day-to-day contact with pupils are particularly well placed to observe outward signs of abuse such as changes in behaviour or developmental concerns. A child protection concern may come to the attention of School staff or volunteers in a variety of ways, such as pupil disclosure, third party disclosure or staff suspicion.
3.2. Any suspicion, allegation or incident of abuse must be reported to the Designated Teacher immediately
3.3 It is not the responsibility of the School to investigate suspected or alleged abuse; this is the role of the Police and Social Services.
3.4. What is Child Abuse?
The definitions in this document are drawn from Working Together to Safeguard Children. Someone may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm in the following four categories:
3.4.1. Physical abuse - may involve hitting, shaking, throwing, burning or scalding, or otherwise causing physical harm to a child.
3.4.2. Emotional abuse - persistent emotional ill-treatment of a child such as to cause severe and persistent adverse effects on a child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or unvalued. It may feature age or developmentally inappropriate expectations being imposed on a child, or causing children to feel frightened or in danger.
3.4.3. Sexual abuse - involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is fully aware of what is happening and whether or not such an act was consensual. It may involve physical contact and/or non-contact activities such as involving children in looking at or the production of pornographic material, watching sexual activity or encouraging children to behave in sexually inappropriate ways.
3.4.4. Neglect - the persistent failure to meet a child’s basic physical, emotional and/or psychological needs. It may involve a parent or carer failing to provide adequate food, shelter and clothing, failing to protect a child from physical harm or danger, or failing to ensure access to appropriate medical care of treatment.
3.4.5. Who are the abusers? - abusers can be parents or carers, siblings or members of the extended family, neighbours, teachers, strangers or other pupils; in short, an abuser could be anyone.
3.5. Signs of abuse
3.5.1. The following may help staff be aware of possible signs of abuse but these do not necessarily mean that the child has been abused:
3.5.2. Physical Abuse
• Unexplained injuries/ burns
• Untreated injuries
• Bruises/ abrasion around the face
• Bi-lateral injuries e.g. two bruised eyes
• Bite marks
• Bruising abrasions to lips, cheeks, outer ear
3.5.3. Emotional Abuse
• Excessive overreaction to mistakes
• Continual self-deprecation
• Excessive rocking, thumb sucking, hair twisting
• Extreme compliance/aggression
• Drug, alcohol and substance misuse
• Significant peer relationship difficulties
3.5.4. Sexual Abuse
• Sexual awareness inappropriate to child’s age, including provocative sexual behaviour
• Self harm
• Pregnancy
• Sexually transmitted diseases
• Sudden changes in behaviour or school performance
• Fear of undressing for gym
• Depression/withdrawal
• Drug, alcohol, substance abuse
brasions to lips, cheeks, outer ear
3.5.5. Neglect
• Constant hunger, tiredness and/or poor personal hygiene
• Untreated medical problems
• Destructive tendencies
• Social isolation
• Poor self esteem and/or relationship with peers
• Excessive rocking, hair twisting, thumb sucking
4. Designated Teacher
4.1. The School has appointed a Designated Teacher and a person to contact in their absence. The Designated Teacher is a member of the School’s Senior Leadership Team with the necessary status and authority to take responsibility for child protection matters. The Designated Teacher at the School is Mrs Rowbotham.. [In her absence contact Mrs Venables.
The Designated Teacher will:
4.1.1. be responsible for ensuring that all cases of suspected or actual child protection concerns are investigated and managed in accordance with the guidance and regulations set out at paragraphs 1.1.2
4.1.2. refer cases of suspected abuse or allegations to the local Social Services department as appropriate, Cheryl Stollery who is the Local Authority Designated Officer (LADO) and in accordance with Local Safeguarding Children Boards (LSCB) procedures.
4.1.3. ensure that he/she is aware of the latest national and local guidance and requirements and will keep the Head, staff and volunteers informed as appropriate
4.1.4. receive appropriate training in child protection matters and interagency working, to include both national and local bodies, at least every two years
4.1.5. ensure that the Head, staff and volunteers have access to and understand their role as appropriate in the child protection procedures, including but not limited to part-time staff, supply staff, peripatetic staff, newly appointed staff, before/after school care staff, volunteers, catering staff, cleaning staff and caretakers
4.1.6. act as a source of advice and support within the School and co-ordinate action regarding referrals in relation to both children and allegations against staff.
5. Responding to Disclosures of Abuse
5.1. Children are more likely to be abused by someone they know and trust than by a stranger.
5.2. Staff and volunteers should make themselves available to listen and demonstrate to the pupil that what they are saying is being taken seriously and without criticism and should respond in a supportive, calm manner and avoid asking detailed questions. The role of the staff or volunteer is to listen, record and report; not to investigate.
5.3. If a pupil reports abuse from another pupil or pupils, staff should follow the procedures in this section. The Designated Teacher will liaise with local agencies in relation to handling any such cases which arise.
5.4. Immediate Response
If a disclosure is made, the member of staff or volunteer should:
5.4.1. allow the pace of the conversation to be dictated by the pupil
5.4.2. ask neutral questions which encourage the pupil to talk such as “can you tell me what happened?”
5.4.3. accept what the pupil says and do not ask for further detail
5.4.4. acknowledge how hard it was for them to tell you
5.4.5. note carefully any clearly visible external signs of possible injury or neglect (but note paragraph 5.5.4 below)
5.4.6. reassure the pupil that they have done the right thing, explain whom you will have to tell (the Designated Teacher) and why.
5.5. The member of staff or volunteer should not:
5.5.1. burden the pupil with guilt by asking questions such as “why didn’t you tell me before?”
5.5.2. interrogate or pressure the pupil to provide information
5.5.3. ask any potentially leading questions such as those that start with the words, how, what, when, where and why
5.5.4. undress the child or examine clothed parts of the child’s body in an attempt to determine the nature of any such injuries/ neglect
5.5.5. criticise the perpetrator, this may be someone they love
5.5.6. promise confidentiality (see paragraph 5.6 and 5.7)
5.5.7. make promises that they cannot keep such as “I’ll stay with you all the time” or “it will be alright now”.
5.6. If a pupil confides in a member of staff or volunteer and requests that the information is kept secret, staff/volunteers must not make promises about confidentiality. Staff must tell the pupil sensitively that they have a responsibility to tell the named Designated Teacher (see paragraph 4) so that the child can be helped to stay safe and feel better.
5.8. The School recognises that a child who is abused may feel helpless and humiliated, may blame themselves, and find it difficult to develop and maintain a sense of self worth. We recognise that the School may provide the only stability in the lives of children who have been abused or who are at risk of harm.
5.9. The School will provide continuing support to a pupil who has disclosed abuse through promoting a caring and safe environment within the School and encouraging self-esteem and self-assertiveness through the curriculum and through relationships. In doing so, the Schools will act in accordance with guidance from the relevant authorities to ensure that, for example, legal proceedings are not compromised.
5.10. Recording Information
Staff/volunteers should:
5.10.1. make brief notes at the time or immediately afterwards, which record the date, time, place and context of the disclosure or concern, and what has actually been said, not assumption or interpretation. Notes must be signed and dated
5.10.2. clearly distinguish between fact, observation, allegation and opinion
5.10.3. record observed injuries and bruises on a body map
5.10.4. note the non-verbal behaviour and the key words in the language used by the pupil (do not translate into “proper terms”)
5.10.5. complete a Disclosure Form, attach the original notes and pass them to the Designated Teacher
5.10.6. appreciate that their records may be used in criminal proceedings or disciplinary investigations.
5.11. Reporting to the Designated Teacher
5.11.1. Any concerns about pupils must be discussed with the Designated Teacher as soon as possible and at latest by the end of the school day.
5.11.2. Where the disclosure relates to actual abuse or the suspicion of abuse, the Designated Teacher will report the disclosure to the local Social Services Department within 24 hours.
6. Allegations against staff
6.1. The policy aims to strike a balance between protecting pupils from abuse and protecting staff and volunteers from false allegations. What follows is a summary of that policy.
6.2. Where a child protection related allegation or cause for concern is made against any member of staff or volunteer, the matter should be reported immediately to the Designated Teacher.
6.3. Where a child protection related allegation or cause for concern is made against the Designated Teacher, the matter should be reported immediately to the Head.
6.4. A decision whether or not to suspend a member of staff or volunteer will be taken by the Head following consultation with the relevant authorities. Suspension is not an automatic response and the decision will be taken according to the circumstances of each particular case.
6.5. In considering the available options, including redeployment of the member of staff or volunteer, the HHHHead will ensure that their primary concerns are the safety and wellbeing of the pupils, together with the need for a full and fair investigation.
6.7. As is noted in paragraph 2.2.6 of this policy, where we cease to use the services of any person (staff member (including agency staff), peripatetic teacher, volunteer or any other person) because it is considered that the person is unsuitable to work with children, a report will be made to the Independent Safeguarding Authority (ISA) promptly and in any event within 28 days.
6.8. Where required to do so, we will provide information requested by the ISA in respect of a referral under the Vetting and Barring scheme.
7. Roles and Responsibilities
7.1.Every member of staff and every volunteer who assists the School should:
7.1.1. protect pupils from abuse
7.1.2. be aware of the School's child protection procedures
7.1.3. know how to access and implement those procedures
7.1.4. follow those procedures at all times
7.1.5. know the identity of the School’s Designated Teacher and to whom one should speak in the absence of the Designated Teacher
7.1.6. report all safeguarding concerns to the Designated Teacher
7.1.7. keep a record of any significant safeguarding concern, conversation or incident (in accordance with paragraph 5.10 of this Policy)
7.1.8. undertake appropriate training including refresher training every three years.
8. Referring Pupils to Social Services
8.1. The decision to make a referral which could activate a child protection investigation, and the issue of gaining parental consent, are serious matters and require careful judgement. These decisions must only be taken by the Head or by the Designated Teacher, who will liaise with the Head as appropriate, following consultation as appropriate with the local Social Services Department.
8.2. Subject to 8.1 above, the consent of parents should be obtained before making a formal referral, unless to do so could place the child at risk of significant harm.
8.3. In accordance with paragraph 5.11.2 of this Policy, where the disclosure relates to actual abuse or the suspicion of abuse, the Designated Teacher will report the disclosure to the local Social Services Department within 24 hours.
8.4. In the event of the School making a referral to Social Services, they should agree with the recipient of the referral what exactly the child and parents will be told, by whom and when. The Designated Teacher should ask to be kept informed of the timing of the strategy discussion between Social Services and the police, which will decide whether and how to investigate. The Designated Teacher should be prepared to contribute to the strategy discussion.
8.5. Social Services are required to acknowledge written referrals within one working day. If the School has not heard from Social Services after two working days we will contact Social Services again. A record of each contact with Social Services, including the name of the officer with whom the School has spoken should be kept.
9. Whistle-blowing
9.1. The School recognises that children cannot be expected to raise concerns in an environment where staff fail to do so.
9.2. Where staff or volunteers reasonably believe that safeguarding concerns exist, or where they have concerns regarding the management of safeguarding issues, it is their duty to raise concerns.
9.3. The member of staff or volunteer should bring their concerns to the attention of the Designated Teacher, or in a case where the concerns relate to the actions or inaction of the Designated Teacher, to the Head.
10. Monitoring and Review
10.1. The working of this Policy will be monitored by the Designated Teacher in the School and will report as required to the Head.
10.2. The Head, as proprietor of the School, will undertake an annual review of the School’s safeguarding policies and procedures together with a review of the safeguarding incidents that have arisen and how they were managed. This Policy will also be reviewed as necessary to reflect changes in legislation, guidance and practice. This process is carried out to ensure that the school is continuing to provide the very highest standard of safeguarding possible.
10.3. Any deficiencies or weaknesses identified in this Policy or in any of the School’s child protection arrangements will be remedied without delay.
11. Equal Opportunities
11.1. All staff and volunteers with responsibilities under this Policy must take into account the Equal Opportunities Policy when discharging their duties.
|
|
| |
|
|
