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- Accessibility Plan 2016-19
At Shipley CE Primary School we are committed to providing a fully accessible environment which values and includes all pupils, staff, parents and visitors regardless of their education, physical, sensory, social, spiritual, emotional and cultural needs. We are committed to challenging negative attitudes about disability and accessibility and to developing a culture of awareness, tolerance and inclusion. Shipley CE Primary School plans, over time & as necessary, to increase the accessibility of provision for all pupils, staff and visitors to the school.
The Accessibility Plan will contain relevant actions to:
- Improve access to the physical environment of the school, adding specialist facilities as necessary. This covers improvements to the physical environment of the school and physical aids to access education.
- Increase access to the curriculum for pupils with a disability, expanding the curriculum as necessary to ensure that pupils with a disability are as, equally, prepared for life as are the able-bodied pupils; (If a school fails to do this they are in breach of the DDA). This covers teaching and learning and the wider curriculum of the school such as participation in after-school clubs, leisure and cultural activities or school visits. It also covers the provision of specialist aids and equipment, which may assist these pupils in accessing the curriculum.
- Improve the delivery of written information to pupils, staff, parents and visitors with disabilities. Examples might include handouts, timetables, textbooks and information about the school and school events. The information should be made available in various preferred formats within a reasonable time frame.
Attached are Action Plans, relating to these key aspects of accessibility; these plans will be reviewed and adjusted as required on an annual basis. New Plans will be drawn up every three years.
We acknowledge that there is a need for ongoing awareness raising and training for staff and governors in the matter of disability discrimination and the need to inform attitudes on this matter.
The Accessibility Plan should be read in conjunction with the following policies, strategies and documents:
- Curriculum
- Equal Opportunities 2009
- Staff Handbook
- Health & Safety (including off-site safety)
- Special Needs • Positive Behaviour Management
- Single Equality Policy encompassing race, gender and disability
The Action Plan for physical accessibility relates to the Environmental Access Audit of the School, which is undertaken by the Local Authority on a needs basis via the Sensory Support Team, Moving and Handling Advisor and Occupational Therapy service. It may not be feasible to undertake some of the works during the life of this current Accessibility Plan and therefore some items will roll forward into subsequent plans. The audit will need to be revisited prior to the end of each first three-year plan period in order to inform the development of the new Plan for the following period. As we have a statemented child on roll with a registered disability, advice will be sought as required to meet any specific developmental adjustments to the environment or specific equipment as the child progresses through the school.
The Plan will be monitored annually by school Governors. The Plan may be monitored by Ofsted as part of their inspection cycle.
New Plan devised and approved March 2017
Next Review March 2018Anti-Bullying Policy
Vision Statement
At Shipley Primary School we are committed to providing a supportive, caring and safe environment for all members of the school community to learn and grow. There are high expectations for standards of behaviour. Bullying is anti-social behaviour and affects everyone. It is unacceptable, will not be tolerated in any form and is entirely contrary to our Christian school values. We uphold our responsibility to work on the prevention of both conflict and bullying and to respond promptly and effectively to incidences.
Objectives of this Policy
All staff, pupils and parents and governors need to work together to:
- Understand what bullying is and why it occurs
- Know and understand the school policy on bullying
- Report, investigate and deal appropriately with any bullying behaviour, working alongside pupils, parents and carers
Bullying can be defined as:
Deliberate and hurtful behaviour which can be repeated over a period of time. There may also be imbalance of power meaning it is difficult for those being bullied to defend themselves. They may worry that it will happen again and can be afraid to tell and seek help.
Conflict can be defined as:
An occasional or one-off incident where both children disagree or have fallen out. It is usually unplanned, even accidental. It may be difficult to resolve the disagreement without adult help but those involved make an effort to resolve the problem and show remorse.
Bullying behaviour may take many forms and can all be equally harmful:
Physical – hitting, kicking, biting, punching, breaking/taking property
Verbal – nasty comments, name calling, put downs, threats, intimidation
Indirect – rumours or stories, excluding or ostracising someone from a group
Emotional – being unfriendly, excluding or tormenting, eg. hiding possessions
Cyber – sending threatening or intimidating comments via: email, text or social networking sites e.g. Facebook, Instagram
Homophobic – references to perceived sexual orientation or transphobic comments
Racial – taunts or insults based on race, skin colour or beliefs
Sexual – abusive comments or unwanted contact
Prevention of Bullying and Conflict
Staff are vigilant and try to spot bullying behaviours and are particularly aware of pupils who may be more vulnerable or have difficulty or fear about communicating their worries. The school commits to:
- Personal, Social & Health Education (PSHE) curriculum & Circle time
- E safety education and guidance
- Planned assembly themes with visits from outside agencies, eg. NSPCC
- Participation in national Anti-Bullying Strategies eg. national Anti-Bullying week
- Anti-bullying guidance for pupils and parents through newsletters and website
- Securing channels of communication with parents, pupils, teachers, including the Parent Support Worker and the use of reporting strategies such as a worry box
- Policy consultation & review with Governors, teaching and non-teaching staff, pupils and parents
- Senior leadership team working with pupils to identify the risks
- Guidance and training for playground supervisors
- Peer role models – appointment of sports crew and play leaders
Procedures for dealing with Bullying
Incidents of suspected bullying are taken very seriously, even if they may be happening out of school. Repeated conflicts involving the same pupils may be treated as bullying.
The person being bullied needs to be listened to and taken seriously. Support and reassurance will be needed, along with protection from any further incidents
The person showing bullying behaviour needs to clearly understand that their behaviour is unacceptable and must stop. They must be made aware of the impact of their behaviour and will need support to reflect on and change their behaviour and explore the underlying reasons for bullying
Steps to be taken when dealing with incidents:
- if bullying is suspected or reported, a clear account of the incident(s) will be recorded and the Headteacher will be informed
- parents and carers will be kept informed of developments
- appropriate sanctions may be used in accordance with the behaviour policy and in consultation with all parties concerned
- following up – the situation will be monitored closely by staff
- reassurance and confidence building strategies will be used if appropriate
Actions and Sanctions may include:
- The appropriate form of apology
- Loss of break times and/or golden time or loss of privileges in school eg. sporting events, clubs, lunchtimes, trips or outdoor activities
- The involvement of parents/carers from both sides
- Behaviour plans with clear targets for improvements
- Cyber bullying – reporting any inappropriate comments to social media site
- Internal exclusions, where a pupil is removed from class
- A record of the incident in the pupil's file
- Fixed term/permanent exclusion from school
Advice for a pupil who thinks they may be being bullied
Early strategies:
Ignore it and try not to react.
Walk away and find somewhere else or someone else to play with
Be assertive – tell the person bullying to STOP
Ask your friends to help you
Walk tall – think about your body language
Tell someone what is going on – they may be able to help you. Who would you tell? Family? Friend? Teacher?
Further strategies:
Tell someone else what is going on
Resist the temptation to retaliate – this could make the problem worse. The person bullying may enjoy seeing you get into trouble too.
Keep telling someone
Witnesses and bystanders
It is important to distinguish between 'telling' and 'dobbing/grassing'
Dobbing/grassing is what you do if you are telling tales or trying to get someone into trouble
Telling is what you do if you are trying to keep someone safe and is a positive behaviour. Being a witness and telling the truth about bullying incidents can be tricky, particularly if friends are involved. Pupils are encouraged to speak up and to think about how they would feel if they were the person being bullied. Bystanders and witnesses may report incidents anonymously through the worry box if they are concerned about something they have seen
To STOP bullying
Possible signs of bullying for parents to be aware of:
- Worries about coming to school
- Noticeable changes in behaviour – aggression, crying, anxiety, sadness
- Becoming withdrawn, lacking in confidence
- Changes in sleep or eating patterns
- A reluctance to discuss their own or others' behaviour or actions
- Additional on line activity – secretive/late at night/visibly upsetting
- Sometimes these signs could indicate problems other than bullying
Some help strategies for parents and carers:
- Listen carefully, let them know you are taking it seriously
- Stay calm – try not to get angry or upset
- Collect the facts, events and check with your child that these are correct
- Reassure them that there are things that can be done to help
- Talk about ways they may be able to deal with the problem
- Check their on line activity, particularly social media if relevant
- Make an appointment with the school to report your concerns, in person, by phone, by letter or by e mail
- Keep the school informed of any further developments or issues
- Arrange follow up meetings if necessary
- Reassure your child again and explain the proceedings
- Don't let the events dominate your lives – focus on successes and positives – praise and encouragement is invaluable for developing self-confidence. It may also help to invite trusted friends around, join new clubs, learn new skills
- Be cautious with the use of social media by all parties to avoid escalation of the issue
- Use the websites below for external support and additional guidance
Useful websites on anti- bullying:
E safety websites:
https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-aware/Attendance Policy
Whole School Attendance Policy
Shipley School is committed to providing a full and efficient education to all pupils and embraces the concept of equal opportunities for all. The school will provide an environment where all pupils feel valued and welcome. For a child to reach their full educational achievement a high level of school attendance is essential. We will consistently work towards a goal of 100% attendance for all children. Weekly attendance for each class is reported in the Newsletter. Every opportunity will be used to convey to pupils and their parents or carers the importance of regular and punctual attendance. School attendance is subject to a number of Education laws and this school attendance policy is written to reflect these laws and the guidance produced by the Department for Education. Each year the school will examine its attendance figures and set attendance/absence targets. These will reflect both national and county attendance targets. The school will review its systems for improving attendance at regular intervals to ensure that it is achieving its set goals.
School Procedures
Any child who is absent from school at the morning or afternoon registration period must have their absence recorded as being authorised, unauthorised or as an approved educational activity [attendance out of school]. Only the Headteacher or a member of staff acting on their behalf can authorise absence. If there is no known reason for the absence at registration, then the absence must be recorded in the first instance as unauthorised.
Morning registration will take place at the start of school at 8.40am – 8.50am. The registers will remain open for 20 minutes (close at 9.10am). If a pupil arrives between 8.50 am and 9.10 am they will be recorded as being 'late during the time that the register was open (statistical – meaning present)'. Pupils arriving after 9.10am will be recorded as being 'late after the register closed (statistical meaning – unauthorised absence)'. A pupil arriving after 9.10am, should be brought to the school office by the adult responsible for bringing them to school and will be marked as 'unauthorised absent' unless there is a legitimate reason provided, such as severe weather conditions. In cases, for example, where the absence at registration was for attending an early morning medical appointment, the appropriate authorised absence code will be entered. The afternoon registration will be at: 1.00 pm. The registers will close at: 1.10 pm
First Day Absence
It is the responsibility of the parent/s/carers to inform the school office by telephone, letter or in person (not through sibling word of mouth). In circumstances where no information has been received, the school secretary will telephone the daytime contact number for the parents or carers on the closure of registration.
Third Day of Absence/Continuing Absence
If the absence continues to be unexplained, a letter will be sent to the home address.
Fifth Day of Absence
If any pupil is absent without an explanation for 5 consecutive days the school will notify the Education Welfare Officer (EWO).
Frequent Absence
It is the responsibility of the Headteacher to be aware of and bring attention to, any emerging attendance concerns. In cases where a pupil begins to develop a pattern of absences, the school will try to resolve the problem with the parent/s/carers. If this is unsuccessful the school will refer to the School Nurse if the problem appears to be a medical one. In other cases the school will seek advice from the school's EWO.
Return to School
It is important that on return from an absence that all pupils are made to feel welcome. This should include ensuring that the pupil is helped to catch up on missed work and brought up to date on any information that has been passed to the other pupils.
Absence Notes
Notes received from parent/s/carers explaining absence should be kept for the remainder of the academic year. Telephone messages from parents explaining absence are acceptable. If there are attendance concerns about the pupil, that may require further investigation, then the notes may need to be retained for a longer period.
Promoting Attendance
The school will use opportunities as they arise to remind parent/s/carers, that it is their responsibility to ensure that their children receive their education.
GRT Families
The School is committed to working closely with the EWO and GRT families to ensure their children attend at least 200 sessions a year.
Holidays in Term Time
- Parents are strongly advised to avoid taking their children on holiday during term time.
- Following guidance from the DfE The Education (Pupil Registration) (England) (Amendment) Regulations 2013 The amendments make clear that Headteacher's may not grant absence for holiday during term time under any circumstances. "The current law does not give any entitlement to parents to take their child on holiday during term time. Any application for leave must be in exceptional circumstances and the Headteacher must be satisfied that the circumstances warrant the granting of leave". This revised guidance means our ability to grant term-time absence under, "exceptional circumstances," will be extremely rare.
- Absence not approved by the school in writing and in advance will be recorded as 'unauthorised'. Unauthorised absences will stay on the child's record and go with them to their next school. The code H is still in use and schools would be advised to record the exceptional reasons for granting of an absence for holiday reasons.
- The school reserves the right to remove your child from the school roll if they fail to return to school within ten days after the agreed return to school date. This in effect means that your child could lose their place at the school.
Fixed Penalty Notices
- The code G must continue to be used for unauthorised holiday absence. No referral can be made for a Fixed Penalty Notice for holiday absence unless the G code is used.
- There is no mandatory expectation for schools to make a referral for the issue of a Fixed Penalty Notice for unauthorised holiday although it is expected that in the light of these amendments, referrals will increase. Governors of Shipley CE Primary have agreed that any unauthorised absence of 10 sessions or more over a 10 week period will be referred for a fixed penalty notice by contacting the Education Welfare Service .
Absence for Holiday on Exceptional Grounds – Additional Notes
- Parents do not have the automatic right to take a child from school for holiday purposes during the school term. Permission must be obtained in advance.
- Schools are expected to firmly discourage absences during term time: especially during the period leading up to and including the National Curriculum Tests and Tasks and in the first and last week of each term.
- Schools are legally obliged to record all instances of unauthorised absences on your child's records.
Parents wishing to take their child on holiday during term time must complete the form 'Parental Request to School to Authorise an Absence in Exceptional Circumstances' available from the school office. This should then be returned to the office and a meeting arranged with the Headteacher before arrangements are made. Retrospective requests will not be considered and therefore will result in the absence being categorised as unauthorised. Each request will be considered individually and absence will only be authorized if there are exceptional circumstances and will take the following factors into account:
- Length of the proposed leave
- Age of the pupil
- The pupil's general absence/attendance record
- Proximity of SAT's and other assessments
- Pupil's educational needs, whether they are working within or above expected levels
- General welfare of the pupil
- Circumstances of the request
- Purpose of the leave
- Previous term time holidays taken
- When the request was made
Attendance Awards
The EWO works with the school to discuss issues such as lateness and attendance. In conjunction with this, the school awards certificates to those children who have achieved 95 % and above with a separate certificate for 100% attendance at the end of each term and at the end of the academic year.
Attendance Targets
These targets are monitored and reported to the Governing Body on a termly basis by the Headteacher.Behaviour Policy
We believe that-
Shipley is a caring community; we aim to create an environment which encourages and reinforces good behaviour and the fostering of positive attitudes in line with our school values of:
Friendship Faith Future
Our Christian values of respect, compassion, trust, forgiveness, friendship and truthfulness need to be at the heart of our policy. Every member of the school community needs to feel valued, respected and, in turn show due care and consideration for others. The policy promotes good relationships between everyone in the school community. Parents are encouraged to work in partnership with the school to support their child's good behaviour. All staff should have high expectations of pupils in terms of behaviour and must expect pupils to work and behave to the best of their ability. All staff must treat each child fairly and enforce the rules consistently. All children need to show respect and be shown respect and understanding. Positive behaviour management is designed to help children to self-regulate and make sensible choices.
We follow the Golden Rules
We are gentle
We are kind and helpful
We work hard
We look after property
We listen to people
We are honest
We aim to:
- Respect each child as an individual
- Encourage children to make good choices: e.g. you negotiate two things which are appropriate and let them decide between them – You can choose to ……. or you can choose to ……..
- Have a dialogue about any choices made, asking the child, 'What do you think you should have done or how could you do that better?'
- Share with the pupils the consequences for good or inappropriate behaviour – If you choose to …… then you will have time out however if you make a better choice then….
- Be good role models
- Model calm responses to situations
- Listen carefully to pupils and be consistent and fair
- Focus on praise rather than punishment
- Employ 'Tactical Ignoring', ignore the 'target pupil' but praise the nearby pupil, if the 'target pupil' changes their behaviour, praise them, move the pupils near the disruptive pupil, thank them.
- Separate the behaviour from the child. 'I like you, but not the way you behave'
- Make certain that when a child has been reprimanded, we use the next available opportunity to give them some form of positive reinforcement
- Deal with behavioural incidents by walking over to the child, coming down to the child's level, making eye contact and speaking to them personally in a normal, but firm tone of voice
Recognition of good behaviour, achievement, attainment, kindness etc come in a variety of different forms and are given by all members of our school staff. The first and foremost form of recognition is through positive praise, body language and oral recognition with feedback.
There are also a number of other school rewards systems including –
- Housepoints with end of term rewards
- The weekly 'Golden Book'
- Star of the week
- Golden time – 20 -30 minutes per week
In addition to this each individual class has their own systems e.g. stickers, stamps, table points etc. which are set up with the children at the start of term
All sanctions must be reasonable and relevant to the behaviour and age of the child. Sanctions must be proportionate to the circumstances and must take into account any special educational needs or disability the child may have, and any religious requirements affecting them.
Stage 1: Verbal reminder of the expected behaviour/ school rule.
Choice presented to child – You can choose to ……. or you can choose to …….. If you choose to …… then you will have time out.
Questions that should be encouraged-
'Why do you think I need to talk to you?'
'What do you think your sanction should be?'
Pupils not adhering to the 'Class Rules'-should be given One warning. All Classes display a signed copy of the 'Class Rules' which are in keeping with the Schools' 'Golden Rules'
Stage 2: Loss of golden time (3 minutes for KS1, 5 minutes for KS2). Choice presented to child – You can choose to ……. or you can choose to …….. If you choose to …… then there will be a further consequence
Children are expected to
- Apologise
- Say what they are apologising for – (adult to remind them of what they should have been doing)
- Discuss the choices that were open to them– (this gives the pupil control over the situation)
- Explain how they will modify their actions in the future– (this gives the pupil the opportunity of redirection)
'Forgive and Forget'
Stage 3: Time Out of Class
If poor behaviour persists and it is impacting on the learning in the classroom, the teacher may choose to select 'time out' in another classroom. This is a process of reflection about their behaviour and it may be appropriate for them to have something to do to help them with this eg. drawing/writing paper & pencil.
Stage 4: If unacceptable/ disruptive behaviour continues, sent to speak to headteacher/ senior teacher. The following may be used:
- Time out working away from class for rest of morning/ afternoon
- Appropriate reflection sheet completed with a strong element of pupil voice
- Meeting or phone call with parent arranged and logged
- Individual behaviour plan put in place
If behavioural problems do not improve then the SENCo will become involved and following this the advice and input of outside agencies will be sought as necessary.
Head/Senior teacher must be consulted for any cases of:
- Bullying incidents
- Racial incidents
- Physical hurt to another pupil
- Emotional hurt to another pupil
- Damage to property or resources
- Swearing
Exclusion is used rarely and always in line with West Sussex County Council guidelines.
Behaviour at Playtime and Lunchtimes
Details of behaviour expectations at playtimes and lunchtimes are at Appendix 1.
Appendix 1
Behaviour at playtime and lunchtime
The children must follow the 'Playground Golden Rules'. High expectations of behaviour exist at all times. It is important staff highlight and reward positive behaviour when on duty by praising children for playing sensibly. Rough games involving play fighting/wrestling, tripping, kicking, pulling of clothes etc are not permitted.
Poor behaviour can lead to the sanctions outlined:
- Stage 1 – Verbal warning from the adult on duty.
- Stage 2 – Time out for 2-3 minutes to reflect. Incident recorded in playground behaviour book.
- Stage 3 – if poor behaviour persists, seek support from the class teacher or Head/senior teacher
We follow the Playground Golden rules
We are gentle when we play
We are kind and helpful towards others
We respect everyone's games
We look after the playground
We listen to and keep the playground safety rules
We are honest with everyone
We follow the dining hall rules:
We line up calmly
We walk carefully through the hall
We speak quietly to those around us
We keep our table clean
We are polite to everyone
We use good table manners
Reviewed March 2017Charging and Remissions Policy
This document explains the legislation governing the charging for school activities as set out in the Education Act 1996: Sections 449-462. It covers what Shipley CE Primary School will and will not charge for when activities take place either during or outside of school hours, including residential activities.
- Education provided during school hours must be free. No charge can be made for:
admitting pupils to maintained schools.
materials, books and equipment, including instruments
transport provided in school hours by the Local Authority (LA) or by the school to carry pupils between the school and an activity. "School hours" are those when the school is actually in session and do not include the break in the middle of the school day. Our school day is defined as 08.40-15.05 excluding midday break 12.00-13.00.
Tuition for pupils learning to play musical instruments if the tuition is required as part of the National Curriculum, or part of a syllabus for a prescribed public examination for which the pupil is being prepared at the school, or part of religious education. (But see para. 11 below for exceptions.)
2. Charges may be made for:
Any materials, books, instruments, or equipment, where parents wish their child to own them
Music and vocal tuition in limited circumstances (see para. 10)
We will charge for optional and/or extra activities provided outside of the school day, for example residential activities. Such activities are not part of the National Curriculum or Religious Education, nor are they part of an examination syllabus.
- Sometimes an activity may happen partly during and partly outside school hours. If most of the time spent on a non-residential activity occurs during school hours, that activity counts as taking place entirely in school hours and no charge may be made. (Time spent on travel only counts as being during school hours if the travel takes place during school hours.)
- As an example, a long-distance trip might involve much travel before and after normal school hours, but if the time spent at the destination fell mainly within school hours, the trip would count as happening in school time and be free of charge. By contrast, a trip that involved leaving school an hour or so earlier than usual in the afternoon, but then went on until quite late in the evening, would be classified as taking place outside school time. Charges would then be allowed, provided the activity was not part of the National Curriculum, not part of a syllabus for a prescribed public examination for which the pupil was being prepared at the school and not part of religious education.
- Parents can only be charged for activities that happen outside school hours when these activities are not a necessary part of the national curriculum or do not form part of the school's basic curriculum for religious education. In addition, no charge can be made for activities that are an essential part of the syllabus for an approved examination (see paragraph 12 on Public examinations).
- Charges may be made for other activities that happen outside school hours if parents agree to pay. The Education Act 1996 describes activities that can be charged for as "optional extras". It is up to the LA or governing body providing the activities to decide whether to make a charge, but any charge must not exceed the actual cost per individual child for whom charges are being made. Optional extras are:
Education provided outside of school time that is not:
- part of the National Curriculum
- part of a syllabus for a prescribed public examination for which the pupil is being prepared at the school
- part of religious education
Examination entry fees if the pupil has not been prepared for the examination at the school
Transport that is not required to take the pupil to school or to other premises where arrangements have been made for the pupil to be provided with education
Board and lodging for a pupil on a residential visit.
In calculating the cost of optional extras an amount may be included in relation to:
Any materials, books, instruments, or equipment provided in connection with the optional extra
Non-teaching staff
Teaching staff engaged under contracts for services purely to provide and optional extra. This includes supply teachers engaged specifically to provide the optional extra
The cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical, where the tuition is an optional extra.
- Special rules apply for residential activities. A trip counts as falling within school time if the number of school sessions missed by the pupils amounts to half or more of the number of half-days taken up by the activity. Each school day is normally divided into two sessions and each 24 hour period is divided into two half-days beginning at noon and at
- On this basis, a term-time trip from noon on Wednesday to 9.00 p.m. on Sunday would last for nine half-days, include five school sessions and would count as taking place in school time. A trip from noon on Thursday to 9.00 p.m. on Sunday would count as seven half-days, include three school sessions and would be classified for charging as taking place outside school time. If fifty per cent or more of a half-day is spent on a residential trip, you should treat the whole of that half-day as spent on the trip.
- If a residential activity takes place largely during school time, meets the requirements of the syllabus for a public examination, or is to do with the national curriculum or religious education, no charge may be made either for the education or for the cost of travel. However, charges, not exceeding the actual cost for the individual pupil, can be made for board and lodging in these circumstances except for pupils who are in receipt of pupil
- There is an exception to the rule about not charging for activities in school hours. The Education and Inspections Act 2006 introduced a regulation-making power which allowed the Department for Children, Schools and Families (DCSF) to specify circumstances where charges can be made for music tuition. The new regulations, which came into force in September 2007, provide pupils with greater access to vocal and instrumental
- Charges may now be made for teaching either an individual pupil or groups of any appropriate size (provided that the size of the group is based on sound pedagogical principles) to play a musical instrument or to sing. Charges will also be incurred for any damage to instruments that are loaned out to the children. Guidance about the charging regulations can be found on TeacherNet. Charges may only be made if the teaching is not an essential part of either the national curriculum or a public examination syllabus being followed by the pupil(s), or the first access to the Key Stage 2 Instrumental and Vocal Tuition Programme (Wider Opportunities).
- No charges may be made for entering pupils for public examinations that are set out in Regulations. The governing body must enter a pupil for each examination in a public examination syllabus for which the school has prepared the pupil. This does not apply if the governing body thinks there are educational reasons for not entering the pupil, or if the pupil's parents request in writing that the pupil should not be The LA may not override the governing body's decision on whether to enter a particular pupil for an examination.
An examination entry fee may be charged to parents if:
- the examination is on the set list, but the pupil was not prepared for it at the school;
- the examination is not on the set list, but the school arranges for the pupil to take it;
- a pupil fails without good reason to complete the requirements of any public examination where the governing body or LA originally paid or agreed to pay the entry
- Charges may not be made for any cost associated with preparing a pupil for an examination. However, charging is allowed for tuition and other costs if a pupil is prepared outside school hours for an examination that is not set out in
- When an organisation acting independently of Shipley CE Primary School or the LA arranges an activity to take place during school hours and parents want their children to join the activity, such organisations may charge parents. Parents must then ask the school to agree to their children being absent, just as they would if they wanted to take their children out of school for a family holiday. However, where an activity is organised by a third party and is approved by the school, is educational, or is supervised by someone authorised by the school, then it is the DCSF's view that it should be treated as if it were provided by the school and no charge should be made to the parents or pupils. Such an activity, if it takes place outside the school premises, is an "approved educational activity" within the meaning of Regulation 4A (a) of the Education (Pupil Registration) Regulations 1995 (as amended).
- Although Shipley CE Primary School cannot charge for school-time activities, we may still invite parents and others to make voluntary contributions (in cash or in kind) to make school funds go further. All requests to parents for voluntary contributions will make it quite clear that the contributions would be voluntary. We will also make it clear that children of parents who do not contribute will not be treated any differently. If a particular activity cannot take place without some help from parents this will be explained to them at the planning stage.
- Letters will include the following wording, 'We are asking for a voluntary payment of ……………….for this trip. This covers the cost of ……………… (what does it include eg. transport, workshop, entrance fee). Every attempt is made to keep the costs down and all contributions are voluntary. If we do not receive sufficient contributions, we may be forced to cancel the trip. If you feel you are unable to afford this, please speak to the office in confidence'.
- Where there are not enough voluntary contributions to make the activity possible and there is no way to make up the shortfall, the activity will be cancelled. No pupil may be left out of an activity because his or her parents cannot, or will not, make a contribution of any kind. We will first decide which class, or group of pupils, will benefit from the activity and then look for voluntary contributions, or by general fundraising.
- The LA or governing body may not charge for anything unless it has drawn up a statement of general policy on charging. The governing body's policy may be more or less generous than the LA's, as long as it meets the requirements of the A policy statement will take account of each type of activity that can be charged for and explain when charges will be made. If a charge is to be made for a particular type of activity, for example optional extras, parents need to know how the charge will be worked out and who might qualify for help with the cost (or even get it free). This information should be made available to parents.
- If a charge is made for each pupil it must not exceed the actual cost. If further funds are required, for example, to help in hardship cases, this must be by voluntary contributions, general fundraising, or from the school budget
- The permitted charge may include an allowance for the costs of teachers from the school who supervise the activity, but only if those teachers have been given a separate contract to provide the optional extra. A contract need not be a formal document. It could be a simple letter to a teacher asking him or her to provide a service on a particular charge, but any charge must not exceed the actual cost per individual child for whom charges are being made. Optional extras are:
Education provided outside of school time that is not:
- part of the National Curriculum
- part of a syllabus for a prescribed public examination for which the pupil is being prepared at the school
- part of religious education
- Examination entry fees if the pupil has not been prepared for the examination at the school
- Transport that is not required to take the pupil to school or to other premises where arrangements have been made for the pupil to be provided with education
- Board and lodging for a pupil on a residential visit.
In calculating the cost of optional extras an amount may be included in relation to:
Any materials, books, instruments, or equipment provided in connection with the optional extra
Non-teaching staff
Teaching staff engaged under contracts for services purely to provide and optional extra. This includes supply teachers engaged specifically to provide the optional extra
The cost, or a proportion of the costs, for teaching staff employed to provide tuition in playing a musical, where the tuition is an optional extra.
Reviewed November 2016Child Protection PolicyCHILD PROTECTION POLICY
MODEL SAFEGUARDING & Child Protection Policy
SHIPLEY CE PRIMARY School
This policy was adopted on: 28th November 2016
Chair of the Governing Body
The policy will next be reviewed on: November 2017
Key Contacts:
Designated Safeguarding Lead (DSL):
Mrs Jen Harvey
Designated Safeguarding Deputy:
Mrs Gill Simpson
Lead Governor for Child Protection:
Mrs Fiona Gallagher
West Sussex Children's Services – Multi-Agency Safeguarding Hub (MASH):
Tel: 01403 229900
(Out of Hours – 0330 222 6664)
Local Authority Designated Officer (LADO):
0330 222 3339
1 Introduction
- Safeguarding children is everyone's responsibility. Everyone who comes into contact with children and families has a role to play.
- Annex 1 of this policy gives guidance on guidance of when to be concerned that a child is being abused.
- The purpose of this policy is to inform staff[1], parents, volunteers and governors about the school's responsibilities for safeguarding children and to enable everyone to have a clear understanding of how these responsibilities should be carried out.
- The Governing body takes seriously its responsibility to safeguard and promote the welfare of children in its care; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support children who are, or who may be, suffering harm.
- We recognise that all adults, including temporary staff, volunteers and governors, have a full and active part to play in protecting children from harm, and that the child's welfare is our paramount concern.
- All staff members believe that our school should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.
- Staff members working with children are advised to maintain an attitude of 'it could happen to a child we know' where safeguarding is concerned. When concerned about the welfare of a child, staff members should always act in the interests of the child.
This School will;
- Support the child's development in ways that will foster security, confidence and independence.
- Provide an environment in which children and young people feel safe, secure, valued, respected, feel confident, and know how to approach adults if they may be worried.
- Provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support packages for those children.
- Emphasise the need for good levels of communication between all members of staff and between the school and other agencies.
- Have and regularly review a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.
- Develop and promote effective working relationships with other agencies, especially the Police and Children's Social Care.
- Ensure that all adults within our school who have substantial access to children have been recruited and checked as to their suitability in accordance with Part Three of Keeping Children Safe in Education (DfE September 2016)[2].
2 Statutory framework
The school will act in accordance with the following government legislation and guidance:
- The Children Act 1989
- The Children Act 2004
- Education Act 2002
- Keeping Children Safe in Education (DfE September 2016): Keeping children safe in education: for schools and colleges
- Working Together to Safeguard Children ( 2015) Working together to safeguard children
- The Education (Child Information) (England) Regulations 2005
- The Counter-Terrorism and Security Act 2015 s. 26
3 Confidentiality
1. As a general principle, all matters relating to child protection are confidential and should only be shared on a 'need-to-know' basis.
2. The Headteacher or Designated Safeguarding Lead will disclose any child protection related information about a child to other members of staff on a need to know basis only.
3. All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
4. All staff must be aware that they cannot promise a child to keep secrets if doing so might compromise the child's safety or wellbeing.
5. The intention to refer a child to Children's Social Care will be shared with parents/carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, advice should be sought from the MASH.
4 Responsibilities
All staff responsibilities
All staff have an important role to play in supporting vulnerable children and identifying concerns early and providing help. To achieve this they will:
- Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
- Be aware of the signs of abuse and maintain an attitude of "it could happen here" with regards to child protection.
- Ensure that children know that there are adults in the school whom they can approach if they are worried about any problems.
- Know what to do if a child tells them they are being abused or neglected. Know how and where to record their concerns and report these to the Designated Safeguarding Lead as soon as possible.
- If a child is in immediate danger, know how to refer the matter to Children's Social Care and/or the Police immediately.
- Support pupils in line with their Child Protection Plan and notify the Designated Safeguarding Lead of any child on a Child Protection Plan who has an unexplained absence.
- Actively plan opportunities within the curriculum for children to develop the skills they need to assess and manage risk appropriately and keep themselves safe.
- Be aware of and follow the Sussex Child Protection & Safeguarding Procedures, produced by West Sussex, East Sussex, and Brighton & Hove. This will include the referral process.
- Must have read and understand Part 1 of Keeping Children Safe in Education September 2016 and be alert to signs of abuse and know to whom they should report any concerns or suspicions.
- Participate in safeguarding training as part of their induction.
- Receive safeguarding and child protection updates as required but at least annually, to provide them with relevant skills and knowledge to safeguard children.
- Ensure that they know who the Designated and Deputy Safeguarding Lead(s) is / are and how to contact them.
- Be aware of the early help process and understand their role in it. This includes identifying problems and working effectively with other agencies that provide support to pupils.
- Refer to the Headteacher or Principal if they have concerns about another member of staff.
- Where the concerns are about the Headteacher or Principal, this should be referred to the chair of governors.
4.1 Special Educational Needs & Disabilities
As a school we are aware that children with SEN and disabilities can face additional safeguarding challenges and expect all staff to recognise and challenge where appropriate;
- Assumptions that can be made that indicators of possible abuse such as behaviour, mood and injury relate to the child's disability and not identified as potential signs of abuse
- The potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without showing any signs
- The communication barriers for some children with SEN and disabilities.
Responsibilities of the Governing Body
The nominated governor for child protection in this school is:
Name: Fiona Gallagher
- The responsibilities placed on governing bodies and proprietors include:
- Making sure that the safeguarding policies & procedures in the school are effective and comply with the law at all times. This should include a child protection policy (reviewed at least annually and available online); and a staff behaviour policy (sometimes called a code of conduct) which should amongst other things include acceptable use of technologies staff/pupil relationships and communications including the use of social media.
- Putting in place appropriate safeguarding responses to children who go missing from education, particularly on repeat occasions.
- Appointing a Designated Safeguarding Lead who is part of the senior staff team and has this recorded on their job description in line with Annex B of Keeping Children Safe in Education 2016.
- Ensuring that any safeguarding deficiencies or weaknesses within the school are remedied without delay, and informing West Sussex Safeguarding Board about the discharge of duties via the safeguarding audit.
- Ensuring that there are procedures in place to handle allegations against all staff members. Such allegations must be referred to the Local Authority Designated Officer.
- Recognising that neither the governing body, nor individual governors, have a role in pursuing or managing the processes associated with individual cases of child protection. Recognising that neither governing bodies nor individual governors have a right to know details of such cases, except when exercising their disciplinary functions in respect of allegations against staff.
- Making sure all staff have been trained appropriately and that this is updated in line with guidance.
- Ensuring that the school is contributing to inter-agency working, which includes providing a coordinated offer of early help when additional needs of children are identified.
- For e-learning, making sure that appropriate filters and appropriate monitoring systems are in place, safeguarding against potentially harmful and inappropriate online material.
- Giving consideration as to how children may be taught about safeguarding, including online, through teaching and learning opportunities, as part of providing a broad and balanced curriculum.
- Ensuring that schools create a culture of safe recruitment and, as part of that, adopt recruitment procedures that help deter, reject or identify people who might abuse children (Part Three: Safer Recruitment. Keeping Children Safe in Education, September 2016).
This includes ensuring that we take up references for each shortlisted candidate before interview that at least one member of any appointing panel, including shortlisting, will have attended safer recruitment training.
- The school keeping an up to date Single Central Record (SCR) of all staff and volunteers and the dates of all appropriate safeguarding checks.
- Monitoring the adequacy of resources committed to child protection, and the staff and governor training profile.
Responsibilities of Designated Safeguarding Lead (DSL)
In this school, any individual can contact the designated safeguarding lead if they have concerns about a child.
The Designated Safeguarding Lead in this school is:
NAME: Jen Harvey Date 11 October 2016
The Deputy Safeguarding Lead in this school is:
NAME: Gill Simpson Date 25 November 2016
Whilst the activities of the designated safeguarding lead can be delegated to appropriately trained deputies, the ultimate lead responsibility for child protection, as set out above, remains with the designated safeguarding lead; this lead responsibility should not be delegated.
The Designated Safeguarding Lead will:
- Assist the governing body in fulfilling their responsibilities under section 175 or 157 of the Education Act 2002.
- Attend initial training for their role and refresh this every two years. They will keep their knowledge and skills updated at least annually.
- Ensure that all staff know who the Designated Safeguarding Lead is, their role and how to make contact.
- Ensure that all staff understand their responsibilities in relation to signs of abuse and responsibility to refer any concerns to the Designated Safeguarding Lead. In addition, the Designated Safeguarding Lead should ensure that all staff read and understand Part One of Keeping Children Safe in Education 2016 and have a record of when this was done.
- Ensure that new staff participate in safeguarding training as part of their induction, and that all staff receive safeguarding and child protection updates as required but at least annually, to provide them with relevant skills and knowledge to safeguard children.
- The designated safeguarding lead is expected to:
- Refer cases of suspected abuse to the West Sussex MASH. Where a referral is made that notes are completed that same day.
- support staff who make referrals to local authority children's social care;
- refer cases to the Channel programme where there is a radicalisation concern as required;
- support staff who make referrals to the Channel programme;
- refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required; and
- refer cases where a crime may have been committed to the Police as required.
- Work with Others
- Liaise with the headteacher or principal to inform him or her of issues especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations.
- As required, liaise with the case manager and where required, the local authority designated officer, in all cases involving allegations against members of staff (both current and former members of staff).
- Liaise with staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies. Act as a source of support, advice and expertise for staff.
- Training
- As well as training all members of staff as above, the DSL and deputies should undergo training to provide them with the skills required to carry out the role. This training should be updated at least every two years.
- The designated lead and deputies should undertake Prevent awareness training.
- The safeguarding lead;
should be afforded time to allow them to understand and keep up with any developments relevant to their role so they:
- understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments;
- have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so;
- ensure each member of staff has access to and understands the school or college's child protection policy and procedures, especially new and part time staff;
- are alert to the specific needs of children in need, those with special educational needs and young carers;
- are able to keep detailed, accurate, secure written records of concerns and referrals; separately from the main pupil file and use these records to assess the likelihood of risk. The written records should clearly identify details of the concerns and what action was taken. If these are stored electronically, that they are differently password protected from the child's other files, and accessible only by the head teacher/designated leads.
- understand and support the school or college with regards to the requirements of the Prevent duty and are able to provide advice and support to staff on protecting children from the risk of radicalisation;
- obtain access to resources and attend any relevant or refresher training courses; and
- encourage a culture of listening to children and taking account of their wishes and feelings, among all staff, in any measures the school or college may put in place to protect them.
- Ensure that were a pupil transfers school and is on a Child Protection Plan or is Looked After, the information is passed to the new school immediately and the child's Social Worker informed.
- Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies.
- Ensure that either they or the class teacher attends Child Protection Conferences, core groups, or other multi-agency planning meetings, contributes to assessments, and provides a report which will normally have been shared with the parents.
- Ensure that any child who is subject to a child protection plan and who is absent without explanation for two days or more is referred to their key worker's Social Care Team. In some cases any absence may be a cause for concern and warrant immediate reporting.
- Ensure the school's child protection policy is reviewed annually, the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors regarding this.
- Be responsible for making the senior leadership team aware of trends in behaviour that may affect child welfare.
5 CHILD PROTECTION Procedures
If any member of staff has concerns about a child (as opposed to a child being in immediate danger[3])
- The member of staff will report their concerns to the Designated Safeguarding Lead/Headteacher.
- The Designated Safeguarding Lead will decide whether the concerns should be referred to Multi-Agency Safeguarding Hub (MASH). If there are grounds for actual or suspected significant harm then a referral will be made to the MASH via telephone in the first instance. If the Designated Safeguarding Lead is unsure about whether a referral is required they should contact the MASH for advice.
- If it is decided to make a referral to the MASH this will be usually be discussed with the parents, unless to do so would place the child at further risk of harm or could impact on a police investigation (the MASH is able to provide advice on this).
- The member of staff will make an accurate and detailed recording (which may be used in any subsequent court proceedings) as soon as possible and on the same day. The signed and dated recording must be a clear, precise, factual account of the observations. Do not add comments or opinion although observations about a child's demeanour or emotional state may be recorded.
- The MASH will require a follow up of any phone call in writing from the referrer. The Designated Safeguarding Lead will ensure that any written referrals are made using the request for Support form available here http://www.westsussexscb.org.uk/professionals/contacts-for-referral/ and can also be found on the LSCB website.
- Particular attention will be paid to the attendance and development of any child who the school has concerns, or who has been or is subject of a Child Protection Plan.
5.1 If a member of staff has concerns about another staff member
- An allegation is any information which indicates that a member of staff/volunteer may have:
- Behaved in a way that has, or may have harmed a child
- Possibly committed a criminal offence against/related to a child
- Behaved towards a child or children in a way which indicates s/he would pose a risk of harm if they work regularly or closely with children
- This applies to any child the member of staff/volunteer has contact with in their personal, professional or community life.
- To reduce the risk of allegations, all staff should be aware of safer working practice and should be familiar with the guidance contained in the staff handbook, school code of conduct and/or Government document 'Guidance for Safer Working Practice for Adults who work with Children and Young People in Education Settings'. http://webarchive.nationalarchives.gov.uk/20100202100434/dcsf.gov.uk/everychildmatters/resources-and-practice/ig00311/
- If staff have concerns about another staff member then this should be referred to the Headteacher or Principal. If the allegation is against the Headteacher or Principal, then the referral should be made to the chair of governors, chair of the management committee, or proprietor of an independent school as appropriate. If for any reason this causes a delay, then the LADO should be approached directly.
- The person to whom an allegation is first reported should take the matter seriously and keep an open mind. S/he should not investigate or ask leading questions if seeking clarification. It is important not to make assumptions. Confidentiality should not be promised and the person should be advised that the concern will be shared on a 'need to know' basis only.
- Actions to be taken include:
- making an immediate written record of the allegation using the informant's words – including time, date and place where the alleged incident took place, brief details of what happened, what was said and who was present.
- This record should be signed, dated and immediately passed on to the Headteacher/Principal/Chair of governors.
- The recipient of an allegation must not unilaterally determine its validity, and failure to report it in accordance with procedures is a potential disciplinary matter. The Head Teacher or Chair will not investigate the allegation itself, or take written or detailed statements, but will assess and decide whether to refer the concern to the Local Authority Designated Officer (LADO). If there is any doubt as to whether to refer, advice should be taken from the LADO.
- If there are concerns that a child is at risk the matter must be immediately reported to MASH.
We will ensure that all staff members are aware of their duty to raise concerns, where they exist, about the actions or attitudes of colleagues. If necessary, the member of staff can speak with the head teacher, the chair of the governing body or with the Local Authority Designated Officer.
Further assistance for staff to raise concerns can be accessed by calling the NSPCC whistleblowing helpline on 0800 028 0285.
- Flowchart for child protection procedures for schools
DSL – Designated Safeguarding Lead
MASH – Multi Agency Safeguarding Hub
CSC – Children's Social Care
6 When to be concerned
All staff and volunteers should be aware of the main categories of abuse:
- Abuse:
- a form of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. They may be abused by an adult or adults or another child or children.
- Physical abuse:
- a form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
- Emotional abuse:
- the persistent emotional maltreatment of a child such as to cause severe and adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child's developmental ility as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, although it may occur alone.
- Sexual abuse:
- involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet) by establishing a close relationship or friendship. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
- Neglect:
- the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to: provide adequate food, clothing and shelter (including exclusion from home or abandonment); protect a child from physical and emotional harm or danger; ensure adequate supervision (including the use of inadequate care-givers); or ensure access to appropriate medical care or treatment. It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
Other aspects of risk requiring special attention
In addition school staff should be aware of the specific safeguarding issues listed below. Schools should ensure that, where such risks may be more likely, that staff are guided on how to understand and act accordingly where there is concern about:
- child missing from education
- child missing from home or care
- child sexual exploitation (CSE)
- bullying including cyberbullying
- domestic violence
- drugs
- fabricated or induced illness
- faith abuse
- female genital mutilation (FGM)
- forced marriage
- gangs and youth violence
- gender-based violence/violence against women and girls (VAWG)
- mental health
- Peer on peer
- private fostering
- preventing radicalisation
- self-harm
- sexting
- teenage relationship abuse
- trafficking
Links to many of these topics can be found in Keeping Children Safe in Education – Keeping children safe in education: for schools and colleges, page 12.
Annex 2 of this policy also considers some specific safeguarding concerns.
Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
Indicators in the child
It is often possible to differentiate between accidental and inflicted bruises. The following must be considered as non-accidental unless there is evidence or an adequate explanation provided:
- Bruising in or around the mouth
- Two simultaneous bruised eyes, without bruising to the forehead, (rarely accidental, though a single bruised eye can be accidental or abusive)
- Repeated or multiple bruising on the head or on sites unlikely to be injured accidentally, for example the back, mouth, cheek, ear, stomach, chest, under the arm, neck, genital and rectal areas
- Variation in colour, possibly indicating injuries caused at different times
- The outline of an object used e.g. belt marks, hand prints or a hair brush
- Linear bruising at any site, particularly on the buttocks, back or face
- Bruising or tears around, or behind, the earlobe/s indicating injury by pulling or twisting
- Bruising around the face
- Grasp marks to the upper arms, forearms or leg
- Petechae haemorrhages (pinpoint blood spots under the skin.) Commonly associated with slapping, smothering/suffocation, strangling and squeezing
Fractures may cause pain, swelling and discolouration over a bone or joint. It is unlikely that a child will have had a fracture without the carers being aware of the child's distress. If the child is not using a limb, has pain on movement and/or swelling of the limb, there may be a fracture.
There are grounds for concern if:
- The history provided is vague, non-existent or inconsistent
- There are associated old fractures
- Medical attention is sought after a period of delay when the fracture has caused symptoms such as swelling, pain or loss of movement
Rib fractures are only caused in major trauma such as in a road traffic accident, a severe shaking injury or a direct injury such as a kick.
Skull fractures are uncommon in ordinary falls, i.e. from three feet or less. The injury is usually witnessed, the child will cry and if there is a fracture, there is likely to be swelling on the skull developing over 2 to 3 hours. All fractures of the skull should be taken seriously.
Mouth Injuries
Tears to the frenulum (tissue attaching upper lip to gum) often indicates force feeding of a baby or a child with a disability. There is often finger bruising to the cheeks and around the mouth. Rarely, there may also be grazing on the palate.
Ingestion of tablets or domestic poisoning in children under 5 is usually due to the carelessness of a parent or carer, but it may be self-harm even in young children.
Professionals may be concerned at the possibility of a child suffering significant harm as a result of having illness fabricated or induced by their carer. Possible concerns are:
- Discrepancies between reported and observed medical conditions, such as the incidence of fits
- Attendance at various hospitals, in different geographical areas
- Development of feeding / eating disorders, as a result of unpleasant feeding interactions
- The child developing abnormal attitudes to their own health
- Non organic failure to thrive – a child does not put on weight and grow and there is no underlying medical cause
- Speech, language or motor developmental delays
- Dislike of close physical contact
- Attachment disorders
- Low self esteem
- Poor quality or no relationships with peers because social interactions are restricted
- Poor attendance at school and under-achievement
Bite Marks
Bite marks can leave clear impressions of the teeth when seen shortly after the injury has been inflicted. The shape then becomes a more defused ring bruise or oval or crescent shaped. Those over 3cm in diameter are more likely to have been caused by an adult or older child.
A medical/dental opinion, preferably within the first 24 hours, should be sought where there is any doubt over the origin of the bite.
Burns and Scalds
It can be difficult to distinguish between accidental and non-accidental burns and scalds. Scalds are the most common intentional burn injury recorded.
Any burn with a clear outline may be suspicious e.g. circular burns from cigarettes, linear burns from hot metal rods or electrical fire elements, burns of uniform depth over a large area, scalds that have a line indicating immersion or poured liquid.
Old scars indicating previous burns/scalds which did not have appropriate treatment or adequate explanation. Scalds to the buttocks of a child, particularly in the absence of burns to the feet, are indicative of dipping into a hot liquid or bath.
The following points are also worth remembering:
- A responsible adult checks the temperature of the bath before the child gets in.
- A child is unlikely to sit down voluntarily in a hot bath and cannot accidentally scald its bottom without also scalding his or her feet.
- A child getting into too hot water of his or her own accord will struggle to get out and there will be splash marks
A large number of scars or scars of different sizes or ages, or on different parts of the body, or unusually shaped, may suggest abuse.
Emotional / behavioural presentation
- Refusal to discuss injuries
- Admission of punishment which appears excessive
- Fear of parents being contacted and fear of returning home
- Withdrawal from physical contact
- Arms and legs kept covered in hot weather
- Fear of medical help
- Aggression towards others
- Frequently absent from school
- An explanation which is inconsistent with an injury
- Several different explanations provided for an injury
Indicators in the parent
- May have injuries themselves that suggest domestic violence
- Not seeking medical help/unexplained delay in seeking treatment
- Reluctant to give information or mention previous injuries
- Absent without good reason when their child is presented for treatment
- Disinterested or undisturbed by accident or injury
- Aggressive towards child or others
- Unauthorised attempts to administer medication
- Tries to draw the child into their own illness.
- Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault
- Parent / carer may be over involved in participating in medical tests, taking temperatures and measuring bodily fluids
- Observed to be intensely involved with their children, never taking a much needed break nor allowing anyone else to undertake their child's care.
- May appear unusually concerned about the results of investigations which may indicate physical illness in the child
- Wider parenting difficulties may (or may not) be associated with this form of abuse.
- Parent / carer has convictions for violent crimes
Indicators in the family/environment
- Marginalised or isolated by the community
- History of mental health, alcohol or drug misuse or domestic violence
- History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
- Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement
Emotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.
It may include not giving the child opportunities to express their views, deliberately silencing them or 'making fun' of what they say or how they communicate.
It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child's developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.
It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyberbullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children.
Some level of emotional abuse is involved in all types of maltreatment
of a child, though it may occur alone.
Indicators in the child
- Developmental delay
- Abnormal attachment between a child and parent/carer e.g. anxious, indiscriminate or no attachment
- Aggressive behaviour towards others
- Child scapegoated within the family
- Frozen watchfulness, particularly in pre-school children
- Low self-esteem and lack of confidence
- Withdrawn or seen as a 'loner' – difficulty relating to others
- Over-reaction to mistakes
- Fear of new situations
- Inappropriate emotional responses to painful situations
- Neurotic behaviour (e.g. rocking, hair twisting, thumb sucking)
- Self-harm
- Fear of parents being contacted
- Extremes of passivity or aggression
- Drug/solvent abuse
- Chronic running away
- Compulsive stealing
- Low self-esteem
- Air of detachment – 'don't care' attitude
- Social isolation – does not join in and has few friends
- Depression, withdrawal
- Behavioural problems e.g. aggression, attention seeking, hyperactivity, poor attention
- Low self-esteem, lack of confidence, fearful, distressed, anxious
- Poor peer relationships including withdrawn or isolated behaviour
Indicators in the parent
- Domestic abuse, adult mental health problems and parental substance misuse may be features in families where children are exposed to abuse
- Abnormal attachment to child e.g. overly anxious or disinterest in the child
- Scapegoats one child in the family
- Imposes inappropriate expectations on the child e.g. prevents the child's developmental exploration or learning, or normal social interaction through overprotection
- Wider parenting difficulties may (or may not) be associated with this form of abuse
Indicators of in the family/environment
- Lack of support from family or social network
- Marginalised or isolated by the community
- History of mental health, alcohol or drug misuse or domestic violence
- History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
- Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement
Neglect is the persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's
health or development. Neglect may occur during pregnancy as a result of maternal substance abuse.
Once a child is born, neglect may involve a parent or carer failing to:
- provide adequate food, clothing and shelter (including exclusion from home or abandonment);
- protect a child from physical and emotional harm or danger;
- ensure adequate supervision (including the use of inadequate care-givers); or
- ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
Indicators in the child
Physical presentation
- Failure to thrive or, in older children, short stature
- Underweight
- Frequent hunger
- Dirty, unkempt condition
- Inadequately clothed, clothing in a poor state of repair
- Red/purple mottled skin, particularly on the hands and feet, seen in the winter due to cold
- Swollen limbs with sores that are slow to heal, usually associated with cold injury
- Abnormal voracious appetite
- Dry, sparse hair
- Recurrent / untreated infections or skin conditions e.g. severe nappy rash, eczema or persistent head lice / scabies/ diarrhoea
- Unmanaged / untreated health / medical conditions including poor dental health
- Frequent accidents or injuries
- General delay, especially speech and language delay
- Inadequate social skills and poor socialization
Emotional/behavioural presentation
- Attachment disorders
- Absence of normal social responsiveness
- Indiscriminate behaviour in relationships with adults
- Emotionally needy
- Compulsive stealing
- Constant tiredness
- Frequently absent or late at school
- Poor self esteem
- Destructive tendencies
- Thrives away from home environment
- Aggressive and impulsive behaviour
- Disturbed peer relationships
- Self-harming behaviour
Indicators in the parent
- Dirty, unkempt presentation
- Inadequately clothed
- Inadequate social skills and poor socialisation
- Abnormal attachment to the child .e.g. anxious
- Low self- esteem and lack of confidence
- Failure to meet the basic essential needs e.g. adequate food, clothes, warmth, hygiene
- Failure to meet the child's health and medical needs e.g. poor dental health; failure to attend or keep appointments with health visitor, GP or hospital; lack of GP registration; failure to seek or comply with appropriate medical treatment; failure to address parental substance misuse during pregnancy
- Child left with adults who are intoxicated or violent
- Child abandoned or left alone for excessive periods
- Wider parenting difficulties, may (or may not) be associated with this form of abuse
Indicators in the family/environment
- History of neglect in the family
- Family marginalised or isolated by the community
- Family has history of mental health, alcohol or drug misuse or domestic violence.
- History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
- Family has a past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement.
- Dangerous or hazardous home environment including failure to use home safety equipment; risk from animals
- Poor state of home environment e.g. unhygienic facilities, lack of appropriate sleeping arrangements, inadequate ventilation (including passive smoking) and lack of adequate heating
- Lack of opportunities for child to play and learn
Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening.
The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing.
They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse (including via the internet).
Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Indicators in the child
Physical presentation
- Urinary infections, bleeding or soreness in the genital or anal areas
- Recurrent pain on passing urine or faeces
- Blood on underclothes
- Sexually transmitted infections
- Vaginal soreness or bleeding
- Pregnancy in a younger girl where the identity of the father is not disclosed and/or there is secrecy or vagueness about the identity of the father
- Physical symptoms such as injuries to the genital or anal area, bruising to buttocks, abdomen and thighs, sexually transmitted disease, presence of semen on vagina, anus, external genitalia or clothing
Emotional / behavioural presentation
- Makes a disclosure
- Demonstrates sexual knowledge or behaviour inappropriate to age/stage of development, or that is unusually explicit
- Inexplicable changes in behaviour, such as becoming aggressive or withdrawn
- Self-harm – eating disorders, self-mutilation and suicide attempts
- Poor self-image, self-harm, self-hatred
- Reluctant to undress for PE
- Running away from home
- Poor attention / concentration (world of their own)
- Sudden changes in school work habits, become truant
- Withdrawal, isolation or excessive worrying
- Inappropriate sexualised conduct
- Sexually exploited or indiscriminate choice of sexual partners
- Wetting or other regressive behaviours e.g. thumb sucking
- Draws sexually explicit pictures
- Depression
Indicators in the parents
- Comments made by the parent/carer about the child.
- Lack of sexual boundaries
- Wider parenting difficulties or vulnerabilities
- Grooming behaviour
- Parent is a sex offender
Indicators in the family/environment
- Marginalised or isolated by the community
- History of mental health, alcohol or drug misuse or domestic violence
- History of unexplained death, illness or multiple surgery in parents and/or siblings of the family
- Past history of childhood abuse, self-harm, somatising disorder or false allegations of physical or sexual assault or a culture of physical chastisement
- Family member is a sex offender
- 1 Child Missing Education
- All children, regardless of their circumstances, are entitled to a full time education which is suitable to their age, ability, aptitude and any special educational needs they may have. Local authorities have a duty to establish, as far as it is possible to do so, the identity of children of compulsory school age who are missing education (not on a school role or in any other suitable provision) in their area.
- Schools should put in place appropriate safeguarding policies, procedures and responses for children who go missing from education (truant), particularly on repeat occasions. It is essential that all staff are alert to signs to look out for and the individual triggers to be aware of when considering the risks of potential safeguarding concerns such as travelling to conflict zones, FGM and forced marriage.
- A child going missing from education (truant) is a potential indicator of abuse or neglect. School and college staff should follow the school's or college's procedures for dealing with children that go missing from education, particularly on repeat occasions, to help identify the risk of abuse and neglect, including sexual exploitation, and to help prevent the risks of their going missing in future.
- The law requires all schools to have an admission register and, with the exception of schools where all pupils are boarders, an attendance register. All pupils must be placed on both registers[4].
- All schools must inform their local authority[5] of any pupil who is going to be deleted from the admission register where they:
- have been taken out of school by their parents and are being educated outside the school system e.g. home education;
- have ceased to attend school and no longer live within reasonable distance of the school at which they are registered;
- have been certified by the school medical officer as unlikely to be in a fit state of health to attend school before ceasing to be of compulsory school age, and neither he/she nor his/her parent has indicated the intention to continue to attend the school after ceasing to be of compulsory school age;
- are in custody for a period of more than four months due to a final court order and the proprietor does not reasonably believe they will be returning to the school at the end of that period; or,
- have been permanently excluded.
- The local authority must be notified when a school is to delete a pupil from its register under the above circumstances. This should be done as soon as the grounds for deletion are met, but no later than deleting the pupil's name from the register. It is essential that schools comply with this duty, so that local authorities can, as part of their duty to identify children of compulsory school age who are missing education, follow up with any child who might be in danger of not receiving an education and who might be at risk of abuse or neglect.
- All schools must inform the local authority (Pupil Entitlement: Investigation) of any pupil who fails to attend school regularly, or has been absent without the school's permission for a continuous period of 10 school days or more, at such intervals as are agreed between the school and the local authority (or in default of such agreement, at intervals determined by the Secretary of State)[6].
- 2 Child Sexual Exploitation
- Child sexual exploitation (CSE) involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities. Sexual exploitation can take many forms ranging from the seemingly 'consensual' relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops. Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.
- If you are a professional making a referral for a child or young person who is at risk of CSE, the 'screening tool' Part A would usually be completed:
- http://www.westsussexscb.org.uk/professionals/helping-you-work/child-sexual-exploitation/
- Completition of this should not delay you making a referral, however it may assist you in being clear about the key areas of concern and the level of risk.
- 3 Female Genital Mutilation
- Female Genital Mutilation (FGM) comprises all procedures involving partial or total removal of the external female genitalia or other injury to the female genital organs. It is illegal in the UK and a form of child abuse with long-lasting harmful consequences.
- Professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.
- From 31st October 2015, regulated health and social care professionals and teachers in England and Wales must report 'known' cases of FGM in under 18's which they identify in the course of their professional work to the police.
- The Home Office has published procedural information on the duty to help health and social care professionals, teachers and the police understand: the legal requirements placed upon them; a suggested process to follow; and an overview of the action which may be taken if they fail to comply with the duty. it also aims to give the police an understanding of the duty and the next steps upon receiving a report.
- Home Office: Mandatory Reporting of FGM – procedure information
- FGM Mandatory Reporting Fact Sheet
- FGM Reporting Flowchart for under 18's
- 4 Preventing Radicalisation
- Protecting children from the risk of radicalisation should be seen as part of schools' wider safeguarding duties, and is similar in nature to protecting children from other forms of harm and abuse. During the process of radicalisation it is possible to intervene to prevent vulnerable people being radicalised.
- Radicalisation refers to the process by which a person comes to support terrorism and forms of extremism[7]. There is no single way of identifying an individual who is likely to be susceptible to an extremist ideology. It can happen in many different ways and settings. Specific background factors may contribute to vulnerability which are often combined with specific influences such as family, friends or online, and with specific needs for which an extremist or terrorist group may appear to provide an answer. The internet and the use of social media in particular has become a major factor in the radicalisation of young people.
- As with managing other safeguarding risks, staff should be alert to changes in children's behaviour which could indicate that they may be in need of help or protection. School staff should use their professional judgement in identifying children who might be at risk of radicalisation and act proportionately which may include making a referral to the Channel programme.
- From 1 July 2015 specified authorities, including all schools as defined in the summary of this guidance, are subject to a duty under section 26 of the Counter-Terrorism and Security Act 2015 ("the CTSA 2015"), in the exercise of their functions, to have "due regard[8] to the need prevent people being drawn into terrorism[9]" must have regard to statutory guidance issued under section 29 of the CTSA 2015 ("the Prevent guidance"). Paragraphs 57-76 of the Prevent guidance are concerned specifically with schools (but also cover childcare). It is anticipated that the duty will come into force for sixth form colleges and FE colleges early in the autumn.
- The statutory Prevent guidance summarises the requirements on schools in terms of four general themes: risk assessment, working in partnership, staff training and IT policies:
- Schools are expected to assess the risk of children being drawn into terrorism, including support for extremist ideas that are part of terrorist ideology. This means being able to demonstrate both a general understanding of the risks affecting children and young people in the area and a specific understanding of how to identify individual children who may be at risk of radicalisation and what to do to support them. Schools and colleges should have clear procedures in place for protecting children at risk of radicalisation. These procedures may be set out in existing safeguarding policies. It is not necessary for schools and colleges to have distinct policies on implementing the Prevent duty.
- The Prevent duty builds on existing local partnership arrangements. For example, governing bodies and proprietors of all schools should ensure that their safeguarding arrangements take into account the policies and procedures of Local Safeguarding Children Boards (LSCBs).
- The Prevent guidance refers to the importance of Prevent awareness training to equip staff to identify children at risk of being drawn into terrorism and to challenge extremist ideas. Individual schools are best placed to assess the training needs of staff in the light of their assessment of the risk to pupils at the school of being drawn into terrorism. As a minimum, however, schools should ensure that the Designated Safeguarding Lead undertakes Prevent awareness training and is able to provide advice and support to other members of staff on protecting children from the risk of radicalisation.
- Schools must ensure that children are safe from terrorist and extremist material when accessing the internet in schools. Schools should ensure that suitable filtering is in place. It is also important that schools teach pupils about online safety more generally.
- The Department for Education has issued advice and social media guidance to schools and childcare providers to help them keep children safe from the risk of radicalisation and extremism.
- The prevent duty advice is for:
- school leaders, school staff and governing bodies in all local maintained schools, academies and free schools
- proprietors, governors and staff in all independent schools
- proprietors, managers and staff in childcare settings
- It will be of particular interest to safeguarding leads.
- The social media guidance is for:
- head teachers
- teachers
- safeguarding leads
What do I do if I am concerned someone is at risk of radicalisation?
- School staff should understand when it is appropriate to make a referral to the Channel programme.[10] Channel is a programme which focuses on providing support at an early stage to people who are identified as being vulnerable to being drawn into terrorism. It provides a mechanism for schools to make referrals if they are concerned that an individual might be vulnerable to radicalisation. An individual's engagement with the programme is entirely voluntary at all stages.
- Section 36 of the CTSA 2015 places a duty on local authorities to ensure Channel panels are in place. The panel must be chaired by the local authority and include the police for the relevant local authority area. Following a referral the panel will assess the extent to which identified individuals are vulnerable to being drawn into terrorism, and, where considered appropriate and necessary consent is obtained, arrange for support to be provided to those individuals. Section 38 of the CTSA 2015 requires partners of Channel panels to co-operate with the panel in the carrying out of its functions and with the police in providing information about a referred individual. Schools and colleges which are required to have regard to Keeping Children Safe in Education are listed in the CTSA 2015 as partners required to cooperate with local Channel panels.[11]
- In West Sussex, two panels operate, meeting monthly – one specifically for Crawley, and the other for the rest of West Sussex.
- Prevent and Channel Duty – A Toolkit for Schools
- Channel General Awareness e-learning package
- Making a Channel Referral in West Sussex
- Prevent Channel Referral Form
- 5 Peer on Peer Abuse
- At school name we believe that all children have a right to attend school and learn in a safe environment. Children should be free from harm by adults in the school and other students
- We recognise that some students will sometimes negatively affect the learning and wellbeing of others and their behaviour will be dealt with under the school's behaviour policy or bullying policy in the first instance.
- However, we recognise that some allegations may be of such a serious nature that they may raise safeguarding concerns
- All staff should be aware that safeguarding issues can manifest themselves via peer on peer abuse. This may include physical abuse, emotional abuse, sexual abuse and sexual exploitation and may manifest as (though not limited to): bullying (including cyber-bullying), gender based violence/sexual assaults and sexting. Such peer on peer abuse may take many different forms and present in many different ways – see below. All school staff must be aware that children can be abusers and any concerns should be discussed with the designated safeguarding lead.
- If Peer on Peer abuse is suspected staff should follow section 8.7 of the West Sussex Child Protection and Safeguarding Procedures – Children who Harm Other Children.
Peer on Peer Abuse; Prevention
As a school we will minimise the risk of allegations against other pupils by:
- providing a developmentally appropriate PSHE syllabus which develops students understanding of acceptable behaviour and keeping themselves safe
- Having systems in place for any student to raise concerns with staff, knowing that they will be listened to, believed and valued
- Delivering targeted work on assertiveness and keeping safe to those children identified as being at risk
- Developing robust risk assessments and providing targeted work for pupils identified as being a potential risk to other pupils
Allegations against other pupils which are safeguarding issues
- Occasionally, allegations may be made against student by other students in the school which are of a safeguarding nature. Safeguarding issues raised in this way may include physical abuse, emotional abuse, sexual abuse and sexual exploitation.
- Professionals must decide in the circumstances of each case whether or not behaviour directed at another child should be categorised as abusive or not.
- It will be helpful to consider the following factors:
- Relative chronological and developmental age of the two children (the greater the difference, the more likely the behaviour should be defined as abusive)
- A differential in power or authority (e.g. related to race or physical or intellectual vulnerability of the victim)
- Actual behaviour (both physical and verbal factors must be considered)
- Whether the behaviour could be described as age appropriate or involves inappropriate sexual knowledge or motivation
- Physical aggression, bullying or bribery
- The victim's experience and perception of the behaviour
- The possibility the abuser is, or was, also a victim
- Attempts to ensure secrecy
- An assessment of the change in the behaviour over time (whether it has become more severe or more frequent)
- Duration and frequency of behaviour.
Examples of safeguarding issues against a student could include:
Physical abuse
Violence, particularly pre-planned
Forcing others to use drugs or alcohol
Emotional abuse
Blackmail or extortion
Threats and intimidation (including racist or homophobic/religious remarks, cyber-bullying)
Isolating an individual from social activities
Sexual abuse, including Sexting.
Indecent exposure, indecent touching or serious sexual assault
Forcing others to watch pornography or taking part in sexting
Sexual Exploitation
Encouraging other children to engage in inappropriate sexual behaviour
Photographing or videoing other children performing indecent acts
If there is a safeguarding concern, the Designated Safeguarding Lead (DSL) should be informed.
- A factual record should be made of the allegation, but no attempt at that stage should be made to investigate the circumstances (though further discussion with the alleged victim/perpetrator may be required by the school is further assessment required prior to safeguarding decision).
- The Designated Safeguarding Lead should contact the MASH to discuss the case.
- The Designated Safeguarding Lead will follow through the outcomes of the discussion and make a referral when appropriate.
- If the allegation indicates that a potential criminal offence has taken place, the MASH will consult with the police.
- Parents of both the student being complained about and the alleged victim should be informed and kept updated on the progress of the referral, unless to do so would place the alleged victim at risk, and/or jeopardise a police investigation. If unsure, advice should be sought.
- The Designated Safeguarding Lead will make a record of the concern and a copy will be kept on both pupils' files.
- It may be appropriate to exclude the pupil being complained about for a period of time according to the schools' behaviour policy and procedures.
- Where neither Children's Social Care nor the Police accept the complaint, a thorough school investigation should take place in the matter using the school's usual disciplinary procedures.
- In situations where the school considers a safeguarding risk is present, a risk assessment should be prepared along with a preventative plan. The plan should be monitored and a date set for a follow up review with everyone concerned.
If a child discloses that he or she has been abused in some way the member of staff or volunteer should:
o accept what the child says.
o stay calm, the pace should be dictated by the child without them being pressed for detail. DO NOT ASK LEADING QUESTIONS such as "did x touch you there?" It is our role to listen – not to investigate.
o use open questions such as "Is there anything else you want to tell me?" or "yes?" or "and?"
o be careful not to burden the child with guilt by asking questions like "Why didn't you tell me before?" but you could ask 'Have you spoken to anyone else about this?'
o acknowledge how hard it was for the child to tell you.
o do not criticise the perpetrator, the child might have a relationship with them.
o do not promise confidentiality, but reassure the child that they have done the right thing, explain whom you will have to tell (the designated lead) and why; and, depending on the child's age, what the next stage will be. It is important that you avoid making promises that you cannot keep such as "I'll stay with you all the time." or "It will be all right now.".
o If you are in any doubt as to whether to refer the matter, speak and discuss with MASH.
When recording information:
o Make detailed notes at the time or immediately afterwards; record the date, time, place and context of disclosure or concern. Record facts and what is said but not your assumption or interpretation.
o If it is observation of bruising or an injury try to record detail, e.g. "right arm above elbow". Do not take photographs!
o Note the non-verbal behaviour and the key words in the language used by the child (try not to translate into 'proper terms').
o It is important to keep these original notes and pass them on to the Designated Safeguarding Lead who may ask you to write a referral.
It is recognised that staff working in a school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting. The school will support such staff by providing an opportunity to talk through their anxieties with the Designated Safeguarding Lead and to seek further support as appropriate. WSCC school staff have access to a free, 24/7 and confidential counselling service.
Child's name:
Date and time:
Name and role of person raising concern:
Details of concern (where? when? what? who? behaviours? use child's words)
Actions taken
Person taking action
Action taken
Outcome of action
Name: Designation:
Copied to:
Skin map
Name of Child: _______________________________________________________
Date of birth: _________________________ Date of recording: _________________
Name of completer: ____________________________________________________
Any additional information:
[1] Wherever the word "staff" is used, it covers ALL staff on site, including ancillary and supply staff, and volunteers working with children
[2] https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/550511/Keeping_children_safe_in_education.pdf
[3] If a child is in immediate danger then the Police should be contacted immediately.
[4] Regulation 4 of the Education (Pupil Registration) (England) Regulations 2006
[5] Regulation 12(3) of the Education (Pupil Registration) (England) Regulations 2006
[6] Regulation 12(1) of the Education (Pupil Registration) (England) Regulations 2006
[7] Extremism is vocal or active opposition to fundamental British values, including democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs. We also include in our definition of extremism calls for the death of members of our armed forces, whether in this country or overseas
[8] According to the Prevent duty guidance 'having due regard' means that the authorities should place an appropriate amount of weight on the need to prevent people being drawn into terrorism when they consider all the other factors relevant to how they carry out their usual functions
[9] "Terrorism" for these purposes has the same meaning as for the Terrorism Act 2000 (section 1(1) to (4) of that Act).
[10] Guidance issued under section 36(7) and section 38(6) of the CTSA 2015 in respect of Channel is available at: https://www.gov.uk/government/publications/channel-guidance
[11] Such partners are required to have regard to guidance issued under section 38(6) of the CTSA 2015 when co-operating with the panel and police under section 38 of the CTSA 2015[/su_list]Child Protection Recording Policy
This policy has been developed in accordance with the principles established by the Children Act 1989; the Education Act 2002, the Limitations Act 1980 and in line with government publications:
- "Working Together to Safeguard Children" 2010;
- "Framework for the Assessment of Children in Need and their Families" 2000;
- "What to do if You are Worried a Child is Being Abused" 2006;
- DfES guidance "Safeguarding Children & Safer Recruiting in Education" and the;
- Sussex Child Protection & Safeguarding Procedures (Produced by West Sussex, East Sussex, and Brighton & Hove Local Safeguarding Children Boards).
- The Governing body takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard and promote the welfare of pupils; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.
- We recognise that all adults, including temporary staff [1], volunteers and governors, have a full and active part to play in protecting our pupils from harm, and that the child's welfare is our paramount concern.
- All staff members believe that our school should provide a caring, positive safe and stimulating environment that promotes the social, physical and moral development of the individual child.
- This Policy should be read in conjunction with our School's Child Protection Policy and WSCC's Recording Guidance for Learning Settings. The aims of this Policy are:
- To support the aims of the School's Child Protection Policy by promoting best practice in the recording of information or concerns.
- To promote consistency in recording within our School.
- To aid the Designated Person for Child Protection in their role, in particular in keeping written records of concerns about a child even if there is no need to make an immediate referral.
Our School's Recording Procedures will be in line with both the School's Child Protection Policy and West Sussex LSCB Child Protection and Safeguarding Procedures.
- All members of staff are provided with Child Protection Training every three years.
- All members of staff, volunteers, and governors know:
- The signs and symptoms of concern.
- How to respond to a pupil who discloses abuse.
- What to if they are concerned about a child.
- All parents/carers are made aware of the responsibilities of staff members with regard to child protection procedures through publication of the School's Child Protection Policy and reference to it in our Introductory School Pack.
- All staff members are made aware that concerns must be reported to the Designated Member of Staff for Child Protection and a written record kept.
- Our Procedures will be regularly reviewed and up-dated as required.
- All new members of staff will be given a copy of our Recording Policy and the WS Recording Guidance for Learning Settings.
Each staff member is responsible for acting on information and concerns by reporting these to the Designated Member of Staff and completing a written record.
With regard to record keeping, the Designated Member of Staff is responsible for:
- Referring a child if there are concerns about possible abuse, to the Social Care Assessment Team, and acting as a focal point for staff to discuss concerns. A written record of the referral will be sent to the Assessment Team within 24 hours or one working day of the referral and a copy kept on the child's child protection file.
- Keeping written records of concerns about a child even if there is no need to make an immediate referral.
- Ensuring that all such records are kept confidentially and securely and are separate from pupil records.
- Ensuring that an indication of further record-keeping is marked on the pupil records.
- Ensuring that either they or the class teacher or residential key worker [2] attends Child Protection Conferences, core groups, or other multi-agency planning meetings, contributes to assessments, and provides a report which has been shared with the parents.
- Ensuring that copies of the notes of Child Protection Conferences, Decision Documents, Child Protection Plans, notes of Core Groups and other multi-agency meetings are kept on the child's Child Protection File.
- Liaising with the 'Lead Social Worker' for the child to ensure that copies of notes of meetings are received.
We recognise that all matters relating to child protection are confidential. Any Child Protection File will be kept confidential and in a secure place, separate from the pupil record. The Headteacher or Designated Member of Staff for Child Protection will disclose any information about a pupil to other members of staff on a need to know basis only. [3]
Supporting Staff
Collective Worship Policy
- We recognise that staff working in the School who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.
- We will support such staff by providing an opportunity to talk through their anxieties with the DMS and to seek further support as appropriate.
Collective Worship Policy
Friendship Faith Future
- To respect and care for each other with kindness and compassion
- To value and contribute to our community and work in close partnership
- To ensure that our school is a place where friendships are nurtured and cherished
- To engage in meaningful collective worship and religious education
- To benefit from diverse opportunities for Spiritual, Moral, Social and Cultural development rooted in the Christian faith and our Christian values
- To enable everyone to develop a sense of their own spirituality and have respect and understanding of their own and other cultures, beliefs and religions
- To enable everyone to develop their God-given potential in a supportive, creative and inspirational environment
- To become curious and resilient learners, making the most of learning experiences both inside and outside the classroom
- To thrive in an environment where efforts and successes are appreciated and celebrated
To celebrate 'life in all its fullness' (John 10.10)
The Nature of Collective Worship.
We believe that Collective Worship in our Church of England school is concerned with giving glory, honour, praise and thanks to God. It is our loving response, in word and action, to God's invitation to enter into relationship, made possible through the work of Jesus Christ and the power of the Holy Spirit.
Legal Requirements.
We acknowledge the legal requirement that there must be a daily act of worship for all pupils. (This can take place at any time during the school day and can be either a single act of worship for all pupils, or separate acts of worship in school groups.) It is our aim that all assemblies include collective worship. See appendix 1. The act of worship is not designated curriculum time under regulations and will not be subsumed under any part of the curriculum, including religious education.
At Shipley CE Primary School responsibility for arranging Collective Worship rests with the Governing Body after consultation with the head teacher.
The Place of Collective Worship in the Life of our School
We endorse the belief that Collective Worship takes into account the religious and educational needs of all who share in it:
- Those who form part of the worshipping community in church
- Those for whom school may be their first and only experience of church
- Those from other Christian traditions – or none
- Those from other faith backgrounds.
It will be an educational activity or experience to which all can contribute and from which all can seek inspiration.
Worship at Shipley CE England Primary School is an integral part of school life and central to the Church of England tradition. As a Church of England community we endeavour to support the pupils in their understanding and development of spirituality, so that through reflection, pupils will gain insights and attribute meaning and purpose to personal existence
The Aims of Collective Worship.
Collective Worship in our school aims to provide opportunity for all pupils and staff:
- To contemplate something of the mystery of God
- To reflect on spiritual and moral issues
- To explore their own beliefs and those of others
- To respond to and celebrate life
- To experience a sense of belonging and to develop community spirit, promoting a common ethos and shared values
- To reaffirm, interpret and put into practise the values of our school
- To develop the skills of:
- Reverence
- Contemplation
- Reflection
- Interpretation
- Empathy
- Meditation
- Prayer
- Silence
- To enrich religious experience
- To grow in liturgical understanding.
- To reinforce prayers which are part of the Church of England tradition
- To reinforce positive attitudes
- To develop a sense of awe, wonder and inspiration in the person of Christ.
- To consider the beliefs of others and explore different faiths
- To explore faith in a local, national and international context
Acts of Worship at Shipley:
- Give glory and honour, praise and thanks to God
- Provide a quality experience, fundamental to the life of the school and its Church of England character
- Give children positive liturgical experiences based on sound educational, pastoral and liturgical principles that are appropriate to their age, aptitude and family backgrounds in order to prepare them for the liturgical life of the Church.
- Be inclusive in response to the needs of all pupils
- Reinforce the sense of community in our school and enable the sharing of whole school values
- Celebrate the various achievements of the community
- Appreciate and develop positive values, with special emphasis on our core school values
- Have breadth and balance
- Are planned strategically and will be evaluated and reviewed regularly
- Celebrations will:
- be focussed and appropriately paced
- be simple, including a range of experiences offered in a variety of groupings and in a variety of settings.
Please see appendix 1 to see how Collective Worship is organised within Shipley Church of England Primary School
The Planning, Content and Delivery of Collective Worship
Collective Worship is planned:
- Following a structure with reference to the Church's seasons, "Values for Life", Roots and Fruits, significant dates and the curriculum. The Bible will be central in the majority of acts of worship with worship themes rooted in Christian beliefs.
- Involving consultation with appropriate parties and reference to school aims and policies
- With the involvement of the school's Worship team, an elected body of pupils
- In line with the latest SIAMS Self-Evaluation Toolkit, a range of staff and the clergy will be regularly involved in planning and leading collective worship. Pupils should also be involved in planning and leading acts of worship and have frequent opportunities to do so.
- With flexibility to respond to changing situations within the school and the wider community, including national and international events.
- To develop in pupils, skills that enable them to prepare, organise and lead worship
- To create the right atmosphere for worship to ensure that pupils respond in a positive way
- To allow pupils to reflect on, affirm and celebrate shared values and aspirations
- So that the intimacy of the environment is maximised. This can include changes in seating arrangements. It will be quite distinct from other activities and have a focal point for worship with symbols, pictures and artefacts
The format for Collective Worship for our school will be:
- Gather and focus – how we come together, the setting, the environment (quiet reflective music, lighted candles, icons etc.)
- Proclaim – every worship will centre around at least one text from the Bible.
- Respond – The response may lead into drama, art, music, poetry, discussion, communal prayer or questioning of meaning.
- Go Forth – Giving the children something to hold on to from the experience of the liturgy that they can take into their daily lives and consider their beliefs
Appropriate visual and display resources are sources through children, staff, parents and the church.
Collective Worship is recorded:
- on a collective worship planner to keep a note of the theme, leader, gather and focus, proclaim, respond and go forth
- through displays, collections of pupils' contributions, prayer books, reflections, photographs, videos etc.
Monitoring and Evaluation
At meetings of the Ethos and Worship Committee the planning of the school's provision of worship will be monitored and evaluated to consider whether they meet the needs of all pupils and whether pupils are making progress in acquiring skills and abilities in organising and leading worship. Evidence drawn from reports of Governor visits to collective and class-based worship will also be reviewed. Pupils, including the Worship team, are also consulted to evaluate collective worship through a questionnaire given to a range of children across the year groups.
Please see appendix 2 to see a timetable for when Collective Worship is monitored and evaluated within Shipley Church of England Primary School
Voluntary Worship and Retreats
- RE days and Trinity – the whole school focus and curriculum links are based on gaining a deeper understanding of aspects of RE and the Holy Trinity through the arts
Communion in school will highlight a special occasion. Communion services are carefully planned in consultation with Reverend Sinton to ensure the content is appropriate. The same general principles will apply to planning a Eucharistic celebration as other acts of school worship, therefore opportunities for children to participate will be maximised
Daily prayers
In consultation with the Reverend Sinton, a list of prayers that children will be expected to know and be familiar with by the end of each year group has been compiled.
Please see appendix 3 for a list of these prayers
Daily prayer sessions in each class will include:
- The Lord's Prayer
- Lunchtime grace
- School Prayer
- Prayer of St Richard (KS2)
The right to withdraw
Parents have the right to withdraw their child from the daily act of collective worship if they wish.
The Co-ordinator for Collective Worship
The Head teacher is ultimately responsible for Collective Worship within our school:
- To formulate a written policy for Collective worship
- To ensure that Collective Worship forms part of the School Improvement Plan
- To ensure that Collective Worship is appropriate to the age, aptitude and family backgrounds of pupils
- To ensure that Collective Worship takes account of the religious education needs of all who share in it
- To organise themes for Worship
- To assist the governors in carrying out their legal responsibilities with regard to Collective Worship
With regard to planning, recording, monitoring and evaluating
- To maintain and develop effective procedures and documentation
- To observe on occasions, an act of Collective Worship
- To inform the Governors of standards and developments in Collective Worship
- To complete the Self-evaluation Toolkit for CofE Schools in conjunction with members of school staff and the governing body to prepare for SIAMS inspection
With regard to communication
- To communicate to members of the school community the significance and content of Acts of Collective Worship
- To report to and consult with the governors regarding matters of concern and development
- To act as consultant to colleagues
- To encourage positive attitudes towards Collective Worship
- To inform newly appointed colleagues of school policy regarding Collective Worship
- To communicate with parents, governors and the parish community
- To liaise with Reverend Sinton
- To liaise with the Diocesan RE Centre
With regard to professional development/ongoing formation
- To lead and organise in-service training and ongoing formation for Collective Worship
- To attend appropriate in-service courses and report back
- To keep up to date by personal reading and liaison with colleagues in other schools
With regard to resources
- To evaluate existing resources
- To develop the resources available for Collective Worship including visual aids, artefacts, drapes, music, visitors, leaders, new and relevant books, posters etc.
- To budget efficiently
Policy Monitoring and Review
This policy is monitored by the Collective Worship Co-ordinator and is evaluated and reviewed annually. The Foundation Governors in particular will play a most important role. The Ethos & Worship committee will support planning, monitoring and reviewing Collective Worship.
Appendix 1
Pupil response
Monday( every other week)
To reinforce share and spread the Gospel message from the previous day
School Hall
Cloth in Liturgical colour
Display with Gospel related artefacts
Words for hymns
Prayer responses
Procession of Bibles?
Leader: Rev Sinton
Gospel Reading
Leading prayers
Asking challenging questions
on Gospel
Be curious
Gospel Reading
Prepared Prayers linked to the Gospel
To reaffirm, share and develop the values of our school
School Hall
Bible quote
Leader: Headteacher
Guided reflection on Christian values
Pupil involvement based on 'Roots & Fruits Christian Values Themes'
Related to the current value
To strengthen and enrich the 'Values for life' value appropriate class level emphasise the teachings and Practices of the Church
Individual classrooms
Display with related artefacts, quote from Tuesdays collective worship, Bible
Key Stage related-selected by lead Class Teacher
Consider beliefs and Practices
Pose questions
Sharing of experiences
Leader : individual Class Teachers
Reading linked with Values for life topic
Read age-related Bible
Considering how the Topic influences our lives and enhances our understanding & beliefs – pack of activities developed by Headteacher
Children's prayers linked to the current value
To further develop the values of our school
School Hall
Bible quote
Hymn relating to the bible reading
Leader: Member of school staff
Guided reflection on Christian values
Pupil involvement 'Values for Life' – Diocese of Gloucester
Related to the current value
To gather as one body and celebrate all of our talents
School Hall
Golden Book Bench
Children's choice
Leader: Member of school staff
Share through questioning
Celebrate and affirm
Presentation from children
Children's own prayers
- All Acts of Collective Worship include Prayer and Music/Hymns
Half term
New School Year
Develop positive attitudes and a sense of belonging
Share our school values and ethos
Rev Sinton
Head Teacher
Prayers for the new school year
Our school community
Develop an understanding the tradition of Harvest Festival
Share what we have with those less fortunate and highlight our roles in giving and charitable work/s
To give as God gives and live fruitful lives
Rev Sinton
Harvest festival display
Bible focus
Parish, family and friends
To celebrate Jesus being the light of the world and the gifts we receive as a result of this
Rev Sinton
Making a Christingle
Parish, family and friends
Celebrate the Epiphany
Welcome back in the new term
Head Teacher
Prayers by children
Our school community
Lent and Easter
Holy week
Clarify the meaning and events of Holy Week and explore our own spirituality
Explore when darkness turned to light and the power of goodness over evil
Individual class teachers
Each day linked to event
Daily collective worship
Lessons linked to Holy week events
Parish, family and friends
The Resurrection of the Lord
To celebrate the resurrection of our Lord
Welcome back in the new term
Head Teacher
Prayers for the new school year
Our school community
To know God's presence and celebrate the birthday of the church
Head Teacher
Contributions from the children
Our school community
Celebrate Trinity and explore spirituality related to three in one
To explore God's never ending love
Head Teacher
Lessons linked to exploration through The Arts.
Contributions from the children
Our school community
Leaver's Service
Share emotions and consider our friends as some of them leave our school family
Rev Sinton
Year 6 teacher
Presentations by year 6 children
Worth Abbey
Staff, family and friends
Appendix 2
Term 1 & 2
Term 3 & 4
Term 5 & 6
Evaluation of acts of collective worship
Monitoring of planning and content of collective worship & class worship
Evaluation of acts of collective worship
Policy review and amending
Review of resources
Evaluation of RE questions and pupils' understanding of Trinity
Monitoring of planning and content of collective worship & class worship
Pupil's questionnaire
Appendix 3
- The Lords Prayer
- Lunchtime grace
- School Prayer
- Responses at Church Services to prayers and the Gospel reading
Complaints Policy
- As above
- Prayer of St Richard
Complaints Policy
(Parents and Pupils)
Status: Statutory, pursuant to Chapter 1 of Part 3 of the Education Act 2002, Chapter 2 of Part 10 of the Apprenticeships, Skills, Children and Learning Act 2009, and the Complaints Against Schools (England) Regulations 2010.
Purpose: This Complaints Policy applies to a complaint or complaints against a school that a pupil or a parent of a pupil has sustained injustice in consequence of an act or omission of the Governing Body of the school or an exercise of, or failure to exercise a prescribed function of the Headteacher of the school. It does not apply to a decision about admissions to the school, or a matter in respect of which the pupil or parent has or had a prescribed right of appeal. An act is to be treated as an act of the Governing Body of the school where a person acts on behalf of the Governing Body, or is a person to whom the Governing Body has delegated any functions. An act is also to be treated as an act of the Governing Body if the Governing Body exercises a function by arrangement with another person, and the act is done by or on behalf of the other person carrying out the arrangement. The school and Governing Body aim to deal with all complaints openly, fairly, promptly and without prejudice.
Relationship with other policies: This Complaints Policy should be read in conjunction with the policy on Complaints (General) and all other school policies in force at the relevant time.
Who was consulted? All staff, pupils and parents, and the Local Authority were consulted before adopting this policy.
Roles and responsibilities: The relevant Class Teacher should attempt to resolve all complaints by parents or pupils involving the education and well being of pupils in school. If the relevant Class Teacher is unable to resolve the complaint, it will pass to the Headteacher. If the complaint is about a member of school staff, this should be dealt with by the Headteacher. If the Headteacher is unable to resolve the matter, or the complaint is about the Headteacher, the complaint will pass to the Governing Body. Please see the separate procedure for dealing with complaints available from the school.
Arrangements for monitoring and evaluation: This policy and the associated procedures will be reviewed by the Governing Body on an annual basis.
Complaints Policy
(General: Other than Parents/Pupils)
Status: Statutory, pursuant to Chapter 1 of Part 3 of the Education Act 2002, Chapter 2 of Part 10 of the Apprenticeships, Skills, Children and Learning Act 2009, and the Complaints Against Schools (England) Regulations 2010.
Purpose: This Complaints Policy applies to any complaint relating to the school or the provision of facilities or services not covered under the Complaints Policy (Parents and Pupils), or any other prescribed right of appeal. The school and Governors aim to deal with all complaints openly, fairly, promptly and without prejudice.
Relationship with other policies: This Complaints Policy should be read in conjunction with the policy on Complaints (Parents and Pupils) and all other school policies in force at the relevant time.
Who was consulted? All staff, pupils and parents, and the Local Authority were consulted before adopting this policy.
Roles and responsibilities: The Senior Teacher should deal with all complaints not covered by the Complaints Policy (Parents and Pupils). If the Senior Teacher is unable to resolve the complaint, it will pass to the Headteacher. If the Headteacher is unable to resolve the complaint it will pass to the Governing Body. The Governing Body will deal with complaints about the Headteacher. Please see the separate procedure for dealing with complaints available from the school.
Arrangements for monitoring and evaluation: This policy and the associated procedures will be reviewed by the Governing Body on an annual basis.Complaints Procedure
Complaints Procedure
Shipley CE Primary School Governing body (GB) is required by legislation (Section 29 of the Education Act 2002) to establish procedures to deal with complaints relating to the school or to the provision of facilities or services the school provides.
The law requires GB's to publicise their procedures.
Local Authorities (LA's) are required to set up procedures for dealing with certain types of complaints, for example, complaints about, collective worship in a school or school transport. The GB's complaints procedure does not replace the arrangements made for those types of complaint which are dealt with under a separate regime.
All complaints not concerning Religious Education (RE), Collective worship and other exceptions as detailed in Appendix B, are handled via the school complaints procedure. If the complainant remains dissatisfied after Stage 4, further procedural advice can be found in Appendix A.
The Department for Education (DfE) recommend that GB's ensure any third party providers offering community facilities or services through the school premises, or using school facilities, have their own complaints procedures in place.
The LA model policy is based on a four stage procedure:
- Stage 1 (Informal): complaint heard by staff member (though not the subject of the complaint);
- Stage 2 (Formal): complaint heard by headteacher;
- Stage 3 (Formal) (optional): complaint heard by Chair of Governors;
- Stage 4 (Formal): complaint heard by GB's complaints appeal
A dissatisfied complainant must always be given the opportunity to complete the complaints procedure in full.
The timescales set out in this model procedure have been agreed by the School GB.
This guidance has been written with reference to the DfE 'Best Practice Advice for School Complaints Procedures 2016. Departmental advice for maintained schools, maintained nursery schools and local authorities'.
General Advice – School complaints and concerns
School staff need to be clear about the difference between a concern and a complaint. Taking informal concerns seriously at the earliest stage will reduce the numbers that develop into formal
- A complaint can be brought by a parent of a registered child at the school, any person who has been provided with a service by the school, or a member of the public from the wider community. This person becomes known as the
- Where there are communication difficulties, schools may wish to use recording devices to ensure the complainant is able to access and review the discussions at a later
- At first it may be unclear as to whether the individual is raising a question or expressing an opinion rather than making a complaint. An initial discussion about the issue may help to clarify and decide what may need to happen
- If the issue remains unresolved after an informal process of clarifying and attempting to resolve the issue, the initial stage of the formal complaints procedure would
- The requirement to have a complaints procedure need not undermine efforts to resolve a concern informally. In most cases the class teacher, or the individual delivering the service in the case of extended school provision, will receive the first approach. It would be helpful if staff were able to resolve issues immediately, including the issuing of an apology if appropriate.
- Once a complaint has been made the complainant can withdraw it at any time during the complaints process if resolved
- The Headteacher (Complaints Co-ordinator) is the nominated member of staff responsible for overseeing the management of any complaints.
- The Headteacher takes responsibility for overseeing the school records, the progress of each complaint, and the final outcome. A complaint may be made in person, by telephone, or in writing. A brief note of meetings and telephone calls should always be kept and a copy of any written response added to the record. They should be held centrally in
- At each stage in the complaints procedure schools should keep in mind ways in which a complaint can be resolved at the earliest
- Complainants should be encouraged to state what school actions they feel might resolve the problem. An admission by the school that the matter could have been better handled is not an admission of fault or
- An effective complaints procedure will identify areas of agreement between the parties. It is equally important to clarify misunderstandings at an early opportunity to create a positive atmosphere in which to discuss any outstanding
- Complaints should not be shared with the whole GB, except in very general terms, in case a panel of governors without prior knowledge needs to be organised to investigate the
- The school complaints procedure will be reviewed annually.
School Complaints Procedure
Stage 1 [Informal] – Complaint heard by staff member.
- In the first instance the complainant should make an appointment to discuss their concern with the appropriate member of
- The complainant can bring a companion with them to any proposed meeting.
- As good practice a written record will be made of the meeting. All parties will have access to the
- The person facilitating the meeting will ensure all parties are clear about any actions that have been agreed as a
- This stage will be dealt with as speedily as possible and concluded in writing, as
- If no satisfactory resolution is reached the complainant can refer the complaint to the headteacher (if the headteacher was not the member of staff the concern was initially discussed with at point 1).
- If the member of staff directly involved feels too compromised to deal with a complaint, the Complaints Co-ordinator may consider referring the complaint to another member of staff. The member of staff may be more senior but this is not a requirement. The ability to consider the complaint objectively and impartially is
- Where the first approach is made to a governor, the next step would be to refer the complainant to the appropriate person and advise them about the procedure. It would be useful if governors did not act unilaterally on an individual complaint outside the formal procedure or be involved at the early stages in case they are needed to sit on a panel at a later stage of the
Stage 2 [Formal] – Complaint heard by head teacher, or by Chair of Governors if the complaint is about the head teacher.
- Once the complaint has been referred, the headteacher will gain clarity over the complaint and gain any supplementary information which may lead to resolution at this
- The headteacher should meet with the complainant and/or subject of the complaint, if
- The headteacher should meet, as appropriate, with any witnesses and take a note of any comments made from those
- Notes will be kept of all meetings, conversations and of the receipt of any documentation.
- After establishing all the relevant facts, a written response will be recorded and sent to the complainant. The headteacher may meet with the complainant to discuss their findings as he/she decides is
- The written record and response will include a full explanation of the decision reached and the reasons for this. If any action is to be taken at the school, this will also be
- The Stage 2 processes will take place within a reasonable time, and usual practice is that this may take up to 10 school days, however, every complaint is different and this may not always be possible. The headteacher will keep the complainant informed in writing of the on-going time
- If the complainant is not satisfied with the outcome of the Stage 2 investigation, or the complaint is about the headteacher, the complainant should write to the Chair of Governors to request that their complaint is considered
Optional 3rd Stage
Stage 3 [Formal] – Complaint heard by the Chair of Governors or another nominated governor
- If the complainant is not satisfied with the response of the headteacher or the complaint is about the headteacher, the complainant should write to the Chair of Governors to request that their complaint is considered at Stage
- Once the complaint has been received, the Chair of Governors (or another governor nominated by the Chair of Governors) will gain clarity over the complaint and gain any supplementary information which may lead to resolution at this
- The Chair of Governors (or nominated governor) should meet with the complainant and/or subject of the complaint, if
- The Chair of Governors (or nominated governor) should meet, as appropriate, with any witnesses and take a note of any comments made by those
- Notes will be kept of all meetings, conversations and of the receipt of any documentation.
- After establishing all the relevant facts, a written response will be recorded and sent to the complainant. The Chair of Governors (or nominated governor) may meet with the complainant to discuss their findings as he/she decides is
- The written record and response will include a full explanation of the decision reached and the reasons for
- The Stage 3 processes will take place within a reasonable time, and usual practice is that this may take up to 10 school days, however, every complaint is different and this may not always be possible. The Chair of Governors (or nominated governor) will keep the complainant informed in writing of the on-going time
- If the complainant is not satisfied with the outcome of the Stage 3 investigation the complainant should write to the Clerk to the Governing Body c/o the School Office and marked 'Private and Confidential' to request that their complaint is considered by a Complaints Appeal Panel. The complaints appeal panel will be formed of governors from the school's governing
Stage 4 [Formal] – Complaint heard by Governing Bodies Complaints Appeal Panel.
- The complainant should write to the Clerk to the Governing Body c/o the School Office and marked 'Private and Confidential' giving full details of the complaint and requesting the Complaints Appeal Panel consider the matter. The Clerk to the Governors should acknowledge receipt within five school
- The Chair of Governors, or if the Chair has been involved at any previous stage in the process, another nominated governor, will convene a Governing Body Complaints Appeal
Individual complaints would not be heard by the whole GB at any stage, as this could compromise the impartiality of any panel set up for a disciplinary hearing against a member of staff following a serious complaint.
- In line with good practice a Clerk will be appointed to the Governing Body Complaints Appeal Panel at the start of Stage 4 to support the process and be the point of contact for the complainant. It would be good practice to notify the headteacher of the complaint at this stage if they have not previously been involved in the
- The Clerk to the Governing Body Complaints Appeal Panel will:
- Set a convenient date, time and venue for the complaint to be heard;
- Deal with all administration of the procedure;
- Take notes at any meetings;
- Be a single point of contact to facilitate communication between all parties;
- Draft and despatch letters as required;
- Liaise with the LA and other agencies for support/advice as requested.
- The Complaints Appeal Panel must be established by drawing on governors with no prior or direct involvement with the complaint. It should also aim to provide a cross section of governors. If the whole GB is
aware of the substance of a complaint before the final stage has been completed, schools should arrange for an independent panel to hear the complaint. They may approach a different school to ask for help or the local Governor Services team at the LA, or the Diocese.
- The headteacher must not serve on the Complaints Appeal Panel. The Chair of Governors must not serve on the Complaints Appeal Panel if she has had any prior involvement with the
- Complainants have the right to request an independent panel if they believe there is likely to be bias in the proceedings. Schools should consider the request but ultimately, the decision is made by the governors.
- The Complaints Appeal Panel will be provided with any collated written material, reports, and relevant information and will consider the complaint on the basis of the written evidence available. The Complaints Appeal Panel may decide to request further clarification from the complainant and headteacher before writing and notifying them of the arrangements for the formal panel meeting. Any additional information received by the Complaints Appeal Panel must be shared with all parties prior to the meeting.
- The Panel members will decide how the meeting will be conducted and who is present. The panel should decide whether to meet each party individually or invite all to attend at the same
- The Clerk will write to all relevant parties informing them of the date and time of the meeting, whether the Panel will consider written evidence only or will be inviting them to attend and give an outline of how the meeting will be conducted. The Clerk must include a copy of all relevant documents, policies or procedures that will be considered by the Panel at the meeting. Notification of the Panel meeting must be sent not less than five school days before the
All parties should acknowledge receipt of the meeting notification and all related documentation itemised in the accompanying letter.
- Within reason, the Clerk will arrange a date and time for the Panel meeting that is convenient to the complainant and other relevant parties if they are attending in
- The complainant has a right to be accompanied to the meeting by a friend/representative.
The friend/representative may:
- Confer with the complainant during the meeting;
- Ask questions of witnesses;
- Sum up the complainants complaint if requested by
The friend or representative may not:
- Answer questions on the complainants behalf;
- Address the Panel if the complainant does not wish it;
- Prevent the complainant from summarising the
- Good practice requires all written evidence to be submitted prior to the meeting wherever possible so that it can be considered by all
- If necessary the Panel meeting will be adjourned if there is insufficient time to consider extra evidence received at the start of the meeting to enable it to be circulated and considered by all
- The Panel may wish to call witnesses to the
- The complainant, and other parties previously involved in the complaint if invited, can expect the following process to be followed:
- The hearing will proceed in an informal, but appropriate manner;
- Witnesses shall be present only for the part of the hearing relevant to their involvement and may not remain for the entire hearing (at the discretion of the Chair of the Panel);
- Introductions shall be made by all parties present;
- The complainant will be invited to explain the complaint;
- The headteacher will be invited to explain the reasons for decisions reached up to this point;
- If all parties are in attendance together, the complainant may then question the headteacher;
- If all parties are in attendance together, the headteacher may then question the complainant;
- The Panel may ask questions of any party at any time;
- Witnesses, subject to prior approval by the chair of the complaints appeal panel, to be called;
- All parties to have the right to question all witnesses;
- The complainant will be invited to sum up their complaint, and then the headteacher will be invited to sum up the school's position and response to the
- At the conclusion of the Complaints Appeal Panel hearing the Chair of the Panel will inform the complainant and the headteacher that the Panel will consider its decision in private and will send a written response within 10 school days. At this point all parties other than Panel Members and the clerk must vacate the
- The Panel will consider the original written complaint, along with all subsequent evidence that has been presented both orally, and in writing. The remit of the Panel is to:
- Dismiss the complaint in whole or in part;
- Uphold the complaint in whole or in part;
- Decide what, if any, action should be taken to resolve the complaint;
- Recommend any changes, if appropriate, to the school's processes or systems to ensure similar complaints do not arise again the
The Panel will present their findings in writing.
- The Clerk or Chair of the Panel will ensure the written findings outlining the Panel's decision is sent to both the complainant and the
- Stage 4 should be completed in 25 school days. However, this may not always be possible, especially if a complaint is complex, and where that is the case, the Clerk will ensure both parties are written to and advised of the revised target
- There is no right of appeal against the Governing Body Complaints Appeal Panel decision. If the complainant remains dissatisfied and believes the Panel has acted unreasonably in response to the complaint, the complainant should be advised to write to The School Complaints Unit (SCU) at: Department for Education, 2nd Floor, Piccadilly Gate, Manchester, M1 2WD or in some circumstances, Ofsted if the complaint is likely to lead to a determination there is a need to inspect. Ofsted cannot seek to resolve any individual
Role of The Secretary of State, Department for Education, School Complaints Unit
For The School Complaints Unit to become involved they would need to be sure that:
The school has acted or is proposing to act unreasonably in the exercise of performance of its functions imposed by or under the Education Act 1996.
The school has failed to discharge any duty imposed by or for the purposes of the Education Act 1996.
If the complainant believes that this is the case they should refer to the Department for Education website where guidance can be found to support the next part of the process. The relevant guidance can be found at
The complainant may find the following useful:
- Further information can be obtained from the SCU by calling the National Helpline on 0370 000 2288 or by going online at: education.gov.uk/help/contactus;
- The complainant must complete a complaints form and return it online or by post to the Department for Education, School Complaints Unit, Second Floor, Piccadilly Gate, Store Street, Manchester, M1 2WD;
- Copies of relevant documentation relating to the complaint may be sent with the form;
- The DfE will inform the complainant who will be handling the case and a timescale for the process when they have received the form;
- The DfE aim to initially respond within fifteen working days but
update the complainant if the timescale is longer.
If the complainant remains unhappy with the service given by the DfE in processing the complaint they would need to contact the DfE complaints department and follow the DfE complaints procedure.
Role of Ofsted
It will not investigate cases to do with individual pupils.
A complainant can complain to Ofsted about any state school if there is a problem that affects the whole school. This includes problems with the quality of education or poor management.
Ofsted have an on line form and aim to respond within 30 working days. Their initial response will tell you if Ofsted will investigate or not, and why.
Serial and Persistent Complaints
There will be occasions when, despite all stages of the school's complaints procedure having been followed, the complainant remains dissatisfied. If the complainant tries to reopen the process by writing to the Chair of Governors, or any member of school staff, with the same complaint, the Chair of Governors may respond to them in writing that all stages of the school's complaints procedure have been exhausted and that the matter is now closed.
Sample Policy for Unreasonable Complainants
Shipley CE PrimarySchool is committed to dealing with all complaints fairly and impartially, and to providing a high quality service to those who complain. We will not normally limit the contact complainants have with the school. However, we do not expect our staff to tolerate unacceptable behaviour and will take action to protect staff from that behaviour, including that which is abusive, offensive or threatening.
Shipley CE Primary School defines unreasonable complainants as 'those who, because of the frequency or nature of their contacts with the school, hinder our consideration of their or other people's complaints'.
A complaint may be regarded as unreasonable when the person making the complaint:-
- refuses to articulate their complaint or specify the grounds of a complaint or the outcomes sought by raising the complaint, despite offers of assistance;
- refuses to co-operate with the complaints investigation process while still wishing their complaint to be resolved;
- refuses to accept that certain issues are not within the scope of a
complaints procedure;
- insists on the complaint being dealt with in ways which are incompatible with the adopted complaints procedure or with good practice;
- introduces trivial or irrelevant information which the complainant expects to be taken into account and commented on, or raises large numbers of detailed but unimportant questions, and insists they are fully answered, often immediately and to their own timescales;
- makes unjustified complaints about staff who are trying to deal with the issues, and seeks to have them replaced;
- changes the basis of the complaint as the investigation proceeds;
- repeatedly makes the same complaint (despite previous investigations or responses concluding that the complaint is groundless or has been addressed);
- refuses to accept the findings of the investigation into that complaint where the school's complaint procedure has been fully and properly implemented and completed including referral to the Department for Education;
- seeks an unrealistic outcome;
- makes excessive demands on school time by frequent, lengthy, complicated and stressful contact with staff regarding the complaint in person, in writing, by email and by telephone while the complaint is being dealt
A complaint may also be considered unreasonable if the person making the complaint does so either face-to-face, by telephone or in writing or electronically:-
- maliciously;
- aggressively;
- using threats, intimidation or violence;
- using abusive, offensive or discriminatory language;
- knowing it to be false;
- using falsified information;
- publishing unacceptable information in a variety of media such as in social media websites and
Complainants should try to limit the numbers of communications with a school while a complaint is being progressed. It is not helpful if repeated correspondence is sent (either by letter, phone, email or text) as it could delay the outcome being reached.
Whenever possible, the headteacher or Chair of Governors will discuss any concerns with the complainant informally before applying an 'unreasonable' marking.
If the behaviour continues the headteacher will write to the complainant explaining that their behaviour is unreasonable and asking them to change it. For complainants who excessively contact <…School> causing a significant level of disruption, we may specify methods of communication and limit the number of contacts in a communication plan. This will usually be reviewed after 6 months.
In response to any serious incident of aggression or violence, the concerns and
actions taken will be put in writing immediately and the police informed. This may include banning an individual from Shipley CE Primary School.
Further guidance about how to deal with such complaints can be found on page 10 of the Best Practice Advice for School Complaints Procedures 2016 https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/ 489056/Best_Practice_Advice_for_School_Complaints_2016.pdfPrevent Pamphlet for ParentsExtended Schools Policy
Our Vision
To improve the life chances of the young people of Shipley CE Primary School, educationally and socially.
Varied Menu of Activities
At Shipley CE Primary School we can direct Parents/Carers to a range of high quality wraparound childcare providing a varied menu of activities in accordance with the community needs, identified through consultation. This includes lunchtime and after school clubs and holiday clubs. In addition we can direct Parents/Carers to Children's Information Services for further support.
Parental Support
We provide a range of services and support for parents which includes access to a family support worker and Billingshurst family centre. We also provide support at key stages of transition when children start school in Early Years and move on to Secondary School.
Community Use
Following an assessment of the premises we currently do not have any areas suitable for general community use. However, this will be kept under review for future developments
- To raise achievement and improve outcomes for all pupils by providing access to a range of extended services to suit their needs.
- To provide full access either from the school site or directing within the local community
- To target children in need to enable them and their families to access the support they require
- To promote community links and pupil well being.
At Shipley CE Primary School we believe that all children and their parents must have equal access to services offered by and through the school and expect all partner agencies to committed to inclusion and equality of opportunity.
Roles and Responsibilities
Is consulted on all Extended Schools provision within the school.
Maintains an overview of Extended School developments and a vision for its progress.
Ensures that appropriate risk assessments are completed and appropriate measures are in place.
Ensures all staff are aware of Extended Schools and opportunities for development.
Maintains close links with outside agencies including other schools.
Ensures all checks have been carried out and DBS clearance have been given to all persons /organizations on and off site who are delivering services to children.
Adhere to Safeguarding guidelines – KCSIE 2016 and act as lead professional on behalf of the school as required.
Where appropriate some services will be delivered directly by school staff although there is no expectation of staff being involved.
Staff can identify children who would benefit from particular provision.
All Staff aware of what is on offer – activities, directing, agencies, parental support, community use etc
Involvement in evaluation of activities and outcomes for children where appropriate.
Outside Agencies will
Sign contract with school agreeing service being provided and roles and responsibilities.
Provide high standard of care, support, skills.
Carry out own risk assessments.
Hold current enhanced DBS checks and appropriate professional qualifications.
Commit to providing an inclusive service to all children and their families.
Areas of the school suitable for delivery of Extended Services and equipment will have updated Risk assessments and Health and safety checks.
Where appropriate a rental/lettings agreement will be agreed upon between outside agencies and the school.
Governors, extended schools leaders and key staff to monitor the progress of extended schools activities identified in relevant school action plans.
Evaluating Impact
Evaluated through outcomes on relevant action plans and school improvement plan.
Policy adopted by Governors:- March 2010
Reviewed March 2017[/su_list]First Aid Policy
First Aid arrangements
First Aid Boxes are kept in the first aid room and Willows entrance area. Contents of
the boxes should be replenished as soon as possible after use in order to ensure that
there is always an adequate supply of all materials. Items should not be used after
the expiry date shown on packets. It is therefore essential that first aid equipment is
checked frequently, to make sure there are sufficient quantities and all items are
usable. Our appointed person for First Aid is Judith Bell who has responsibility for
replenishment and ordering. If First Aid Treatment is required by a pupil, he/she
must be escorted by a pupil or member of staff, depending on the seriousness of the
injury. The majority of staff are First Aid trained but staff may seek advice and/or
guidance from the Paediatric First Aider (Judith Bell).
Administration of medicines
Only prescribed medicines are administered in school, including autoinjections,
inhalers or insulin. Consent and the relevant training must be provided. Any of the
above medicines would be stored in the First Aid cabinet in the First Aid room. We
will not store and administer non-prescriptive medicines in school. If children require
medication during school time for different reasons, then it is the responsibility of
the parent to administer this. Children who have inhalers are required to have these
accessible to themselves when in school and are not allowed to share them with
other children including siblings. Parents are required to provide a suitable backup
for use in our school in case the child misplaces their own. It is their responsibility to
ensure this is in school. All inhalers MUST BE NAMED. Staff training on First Aid (6
hour course) will be undertaken every three years and all teaching and support staff
will be invited to attend. In addition, there is currently have one paediatric trained
First Aider in school – Judith Bell. Parental consent for administering First Aid is
provided through a consent letter which is distributed in September (the start of the
school year). This is completed annually and records of these are kept in the main
office in a file called 'Permission Slips'. Any relevant medical conditions information
is on display in the staffroom and office and is also distributed to staff. This includes
children with inhalers, insulin or other medical conditions.
Off site activities
At least one first aid kit will be taken on all off site activities, along with individual
pupil's medication such as inhalers, epipens etc. Any pupil medication must be
carried separately to the First Aid kit. Where possible, a person who has been
trained in first aid will accompany all off site visits.
Accident Reporting
All accidents to pupils, staff and visitors must be recorded as soon as possible on the
appropriate documentation for accident reporting. Minor pupil injuries/first aid
treatments will be recorded by the person administering first aid in a book kept in
the Willows entrance/First Aid room. They will need to include: name of child, time
and date, type of injury, first aid administered, person administering first aid and
signed. All employee injuries and significant injuries to pupils will be recorded on
report form PO3 a copy being kept on file in the main office and a copy sent to the
Health and Safety Team. The Head Teacher is responsible for telephoning the
Incident Contact Centre (ICC) 0845 300 9923) in the event of 'Fatal', 'Major' or 'Over
3 Day Absence' injuries, 'Reportable Diseases' and 'Dangerous Occurrences' as
required by the Reporting of Injuries, Diseases and Dangerous Occurrences
Regulations 1995 (RIDDOR). 'Major' injuries to pupils and visitors are those which
require them being taken directly to hospital. This only applies to injuries which arise
in connection with work, either through a premises fault or through work
organisation, such as lack of care. Injuries arising out of curriculum sporting
activities, requiring hospital treatment, are reportable. Injuries which arise from play
activities or health conditions are not reportable, unless these happen in connection
with work, or as a result of work activities. 'Major' injuries to staff are basically any
break of the large bones or any injury which requires hospitalisation for more than
24 hours. 'Over 3 day' absence are injuries to staff do not count the day of the injury
but every day after when they were unable to carry out their normal duties is
counted, irrespective of weekends, holidays etc. 'Reportable Diseases' are those
notified by a doctor's certificate. These diseases are numerous but rare and include
injuries from repetitive movements, infections such as Leptospirosis, Tetanus
Hepatitis and Legionellosis conditions from exposure to substances such as
occupational dermatitis. The Health and Safety Team shall be contacted for further
details if there is any suspicion of a reportable disease. Injuries to self employed
persons working on school premises must be reported in the same way as for school
staff. Some incidents which do not result in injury must also be reported to the ICC.
These are known as 'Dangerous Occurrences' and are only those which are specified
by the Regulations.
Parent reporting
Parents will be contacted by phone if their child injures their head and will be
provided with a slip which offers advice about what symptoms to look out for. The
Governing body recognise that accidents involving the pupil's head can be
problematic because the injury may not be evident and the effects only become
noticeable after a period of time. All slips are kept in the First Aid room and Willows
entrance area first aid box.
Transport to hospital or home
o If in any doubt to the severity of an injury staff will call the emergency
services for advice and support.
o Where the injury is an emergency an ambulance will be called following
which the parent will be called.
o Where hospital treatment is required but it is not an emergency, then the
Headteacher or senior teacher will contact the parents for them to take over
responsibility for the child.
o If the parents cannot be contacted then other contacts on the child's records
will be contacted and a member of staff will monitor the child's condition. An
ambulance will be called if there is any change in condition and a member of
staff will accompany the child to hospital.
Appointed persons:
o Mrs Bell- Principal First Aider
Emergency First Aiders
o Rob Lewis
o Jen Harvey
o Sue Merry
o Sue Upstone
o Jo Gorton
o Jaclyn Hayman
o Jo Wrate
o Jackie Davis
o Emma Stas
Governor Reporting
The Headteacher reports to governors termly on first aid incidents. Date of Next
Review – May 2019Governors Visits Policy
Purpose of Governors Visit
- To get to know the school and its staff (teaching and non-teaching).
- To contribute to the governing body's monitoring role.
- To fulfil the governing body's legal duty "to conduct the school with a view to promoting high standards of educational achievement". (Section 37, the School Standards and Framework Act, 1998).
- To help the governors understand the teaching and learning process.
- To demonstrate to staff and pupils that governors are interested in what goes on in school.
- To enable individual governors to make informed contributions at governing body meetings.
- To give governors an enhanced sense of identity with their school and the people who work in it.
- Formal visits should have a clear focus, ideally linked to the priorities in the School Improvement Plan (see attached visit timetable and example visit sheets).
- Visits may be informal, to contribute to governor knowledge and understanding of school life.
Governing Body Responsibilities – Formal VisitsAt the first Governing Body meeting of the academic year, the Governing Body will:"Formal Governor Visits" are those which need to be made on behalf of the Governing Body for a specific purpose. Formal visits should have a clear focus ideally linked to the school development plan.
- Review this Governors Visits Policy; and
- Consider the number and focus of formal visits for the forthcoming academic year as detailed in the SIP.
- Times should be arranged between teacher and governor as per attached timetable.
Individual Governor Responsibilities – Formal VisitsThe following guidelines should be observed:The aim of formal visits is for the Governors to gather information for themselves and the Governing Body about specific issues.
- A mutually convenient time for the visit should be arranged in advance with the Headteacher, teacher, etc;
- Dress should be appropriate;
- The Governor should only constructively join in with the activities when specifically agreed by the teacher in advance;
- Making notes and generally conveying the impression of being an inspector must be avoided;
- No criticism or interference with the performance of the teacher, even in a constructive manner, should occur.
- A de-briefing session with the Headteacher is strongly advised
- Governors should produce a brief written report of their visit which should be reviewed by the Headteacher prior to circulation and any comments noted in writing;
- The written report should be read by the member of staff who will add their own comments.
- The report will finally be read by the Headteacher before being filed.
Informal Visits
- Governors may make informal visits in a more personal capacity on a more frequent basis and without a specific purpose delegated from the Governing Body. This should only occur with the knowledge and approval of the Headteacher. Such visits add to individual governors' knowledge and understanding of the school and can strengthen relationships and foster trust and respect between Governors and the staff.
- Informal visits can take many forms, for example, attending a play, concert or sports day; helping on school trips; listening to pupils reading aloud or running a stall at the school fair. They should be seen as a valuable complement to formal visits – not an alternative
Governor Roles at Shipley CE Primary SchoolWillowsCarla Fitzpatrick, Liz CockerillOaksMaureen Line, Lucy WestSycamores/AshPenny Middleton-Burn, Simon Redgrove, Sue HayesSENCarla FitzpatrickHealth & Safety PolicyHealth and Safety Policy issued by the governors of Shipley CE Primary School
Statement of Intent
The governing body acknowledges West Sussex County Council's (WSCC) Corporate Health and Safety Policy, acting as Local Education Authority and employer, and provides the following additional statement of intent to cover all school buildings, activities and undertakings for which it is responsible. Under the Health and Safety at Work Act 1974, the governing body accepts that it has the responsibility to take all reasonably practicable steps to secure the health and safety of staff, pupils and others visiting and using the school premises. The governing body believes that the prevention of accidents, injury or loss is essential to the efficient operation of the school and is part of the good education of its pupils. It will be the governors' policy to encourage, where practicable, the co-operation of all users of the establishment by monitoring, review, discussion and consultation to promote and develop measures which ensure health and safety at work.The Organisation For Health And Safety
Health and safety responsibilities
The Governing Body has strategic responsibility for health and safety within all areas of the schools undertakings and is answerable to the LEA for its actions, on behalf of whom it makes decisions. The governing body is responsible for ensuring that advice from competent health and safety advisers is available on health and safety matters in order to comply with regulatory controls. The Head Teacher has responsibility for the day-to-day operation of health and safety and welfare policies and practices, as delegated by the governing body, within all areas of the school's undertakings. The Head Teacher is responsible for ensuring that advice from competent health and safety advisers is sought on health and safety matters in order to comply with regulatory controls. Senior Leadership Team are responsible for ensuring that safe working conditions are maintained for all pupils, employees, visitors, members of the public and, where applicable, contractors throughout their individual work areas, as delegated by the Head Teacher or governing body and detailed in the organisation section of the policy. Department heads are responsible for ensuring that advice from competent curriculum and health & safety advisers is sought on health and safety matters in order to comply with regulatory controls. Employees are responsible for their own health and safety, that of their colleagues and members of the public who may be affected by their work activities.Arrangements For Health And Safety
Accident and Incident Reporting
All accidents and incidents, to staff, visitors and contractors are reported to WSCC using the online accident reporting system. Minor incidents to pupils are recorded locally major injuries and direct visits to hospital are also reported to WSCC using the online system. Head teacher is responsible for reporting accidents. The Head teacher will monitor accidents and incidents in order to identify trends and report to the governing body.
Administering medicines
The school's Managing Medicines Policy details the procedures followed by the school and is based on WSCC policy and procedures. The lead for the administration of medicines is Mrs Bell and Mrs Stocker. A copy of the policy is available from the school office.
The school holds an asbestos register and follows the WSCC Code of Practice regarding monitoring and record keeping. All contractors working on the building are made aware of the location of asbestos and sign the register. Staff are made aware of the location of asbestos and the procedures to follow if discovering disturbed asbestos. Head teacher is responsible for asbestos management
Control of Substances Hazardous to Health (COSHH)
All hazardous substances stored and used within the school are to be risk assessed and the precautions identified by the risk assessment shall be communicated to staff and implemented. These assessments will be held in the school's COSHH risk assessment file, along with the relevant data sheets and made available to all employees who are required to use these substances in their work. Head teacher is the designated person for ensuring that the COSHH risk assessment file is kept up to date and communicated to relevant staff.
Maintenance and servicing contractors receive an induction to the school site (including asbestos), its facilities and emergency arrangements. Contractors undertaking large scale building work receive all of above and an induction pack which includes relevant school policies, procedures and risk assessments. The school adheres to WSCC self-managed process and uses mainly WSCC approved contractors. Contractors are continuously monitored whilst on site. Office/Premises are responsible for the management of contractors
Curriculum Safety
The governors recognise that some curriculum areas represent an increase in risk; these departments hold department specific health and safety policies and arrangements, which are regularly reviewed and communicated to the relevant staff. Mrs Merry – responsible for Drama and Theatre Arts Miss Bates – responsible for Physical Education/Science/DT
Display Screen Equipment (DSE)
Every DSE user will have a risk assessment completed to make sure they know how to adjust and set up the workstation correctly. It is the responsibility of the Head teacher to ensure assessments are completed by relevant staff. The risk assessment can be carried out by the workstation user through the e-Learning programme and assessment checklist. This is available on Health and Safety A-Z pages of the WSGfL. DSE user risk assessments will be reviewed periodically by the Head teacher, at least annually, or if there have been any significant changes to the workstation. A review of the original assessment must be undertaken as soon as practicable by the line manager when an employee complains of musculoskeletal or other health issues that could be attributed to, or aggravated by, working with DSE
All portable electrical equipment within the school is to be tested annually and records of these tests will be held at the school. Private portable electrical equipment must not be brought into the establishment and used without the appropriate checks. A 5 yearly check of the fixed electrical installation is completed and records kept. Electrical safety is managed by the Head teacher.
Emergency Provision/Business Continuity
The Emergency Plan details procedures and arrangements to be used in the event of an emergency. This includes liaison with WSCC and the emergency services, provision for the continuation of school business and arrangements to contact interested parties i.e. parents and the press. All staff are trained in the procedures contained within the emergency plan and are able to take the appropriate action if required. The emergency plan is regularly monitored and reviewed by Mrs Merry.
Fire Safety
Head teacher is the designated person for fire safety within the establishment. The designated person will ensure that:
- The school's fire risk assessment is kept up-to-date by annual review or in response to significant changes to premises or work arrangements.
- There is reasonable fire-fighting equipment in the school, it is maintained and maintenance records are kept.
- The fire safety equipment, e.g. fire alarm, emergency lighting, etc. is regularly checked, maintained and records are kept.
- There are no general fire hazards around the building, particularly near escape routes, escape routes are unobstructed and that there is access for fire fighters.
- Staff and pupils are practised in evacuating the premises by performing termly drills, monitoring there effectiveness and keeping records.
- Develop personal emergency evacuation plans (PEEP) for those staff and/or pupils who require additional assistance to evacuate the premises.
- Action on discovering a fire and calling the fire service (these notices will also be displayed throughout the establishment)
- The location of the assembly point for roll call
- Liaison with emergency services
- Identification of key escape routes
- The type and location of fire-fighting equipment provided
- Specific responsibilities in the event of fire (adequate number of fire
- Training (in house fire safety awareness training is carried out annually for all staff).
- Any need to co-operate or co-ordinate with other responsible persons that will be operating within the premises.
First Aid
The lead First Aider is Mrs Bell the following staff are trained First Aiders: Mrs Lopez, Miss Retallick, Mrs Merry, Mrs Simpson, Mrs Gorton, Mrs Hayman, Mrs Simpson. Details of the school's first aid trained staff is displayed in the first aid room/area. The Office monitors first aid training to ensure certification remains in date. A first aid risk assessment has been completed and provision is in place, following the findings of the risk assessment. Suitable and appropriate first aid cover is provided at all times during the working day and after hours to cover breakfast and after school clubs and all staff members are aware of the arrangements in place. Mrs Bell is the designated person for ensuring the first aid kits are kept fully stocked and items are within date, checks of first aid kits are recorded as completed.
The school holds an up to date Glazing Survey and regularly monitors glazing as part of the premises inspection. Head teacher is responsible for glazing management.
All new employees are informed of the school's health and safety arrangements and procedures using the induction checklist available within the Health and Safety A-Z on the WSGfL. Staff will also complete the eLearning 'Your Own and Others' and records will be kept. The Head teacher and Bursar are responsible for the induction of staff.
Lone Working
Lone working is discouraged, however where employees are required to work alone, the risks should be assessed and adequate controls put in place. Head teacher is responsible for risk assessing and producing lone working procedures.
Play equipment
External and internal play and physical education (P.E.) equipment is serviced by Universal Services. P.E. equipment is checked prior to every use by the teaching staff any defects are reported immediately to the Head teacher. Premises Officer/ Office/all staff regularly monitors external play equipment and defects are reported immediately to the Head teacher. Faulty equipment is immediately decommissioned.
Premises Maintenance
The internal and external premises will be inspected at regular intervals by Head teacher and Governor, the inspections are recorded and resulting issues reported to the Governing Body. The school is to be kept clean, tidy and free from hazardous obstacles. Staff must report any defective equipment, furniture or premises issues to Mr Lewis defects log. He will sign and date completed actions in the log.
Monitoring, audit and review
The Governing Body shall receive termly reports on Health and Safety and will regularly inspect and monitor the premises. Regular review of procedure shall be undertaken in the light of operational practice, new laws and new policy/ directives of the Local Authority. The operational practice and procedure shall be constantly monitored by the head/local safety officer. The Governing body shall prepare an annual action plan to address deficiencies in health and safety arising from the Head teachers' annual report.
Moving and Handling of Customers and the Manual Handling of Inanimate Loads
Manual handling is defined as the transporting or supporting of a load (including the lifting, putting down, pushing, pulling, carrying or moving thereof) by hand or bodily force. Consequently, the Manual Handling Operations Regulations apply to a wide range of operations; in this context it applies to both the moving of inanimate loads (manual handling) and the moving and handling of children where they are unable to do this unaided (moving and handling). Where manual handling or moving and handling tasks are undertaken, The Governing body will designate suitably competent staff to undertake risk assessments of the activities, and ensure staff working in these areas receive the necessary training and instruction. Head teacher is responsible for developing and reviewing moving and manual handling risk assessment.
New and Expectant Mothers
Any staff member who becomes pregnant is to inform the Head Teacher of this and an appropriate risk assessment is to be undertaken following the guidance contained within the Health and Safety A-Z on the WSGfL. The school recognises the changing nature of pregnancy and will regularly review risk assessments to ensure that working at the school will not pose any risk to their health and safety and that of their unborn child.
Off site activities
All off site activities are risk assessed using the WSCC system. The schools systems are audited by WSCC Outdoor Education Advisor. Mrs Merry is the schools Educational Visit Co-ordinator (EVC)
The school uses oil fired heating. The oil is stored in accordance with regulations and the boilers are regularly inspected by SSE and is serviced and maintained by the company.
Risk Assessments
Risk assessments are a legal requirement under health and safety law and the Head Teacher will assess all risks arising out of the curriculum and associated work which the school undertakes. In accordance with corporate guidance risk assessments will be recorded in writing and reviewed annually or following a significant accident and or incident.
Staff Welfare/Stress
The governing body considers staff welfare of paramount importance, and seeks to promote a work/life balance amongst their staff. The Head teacher is constantly monitoring staff workload and every effort is made to make effective changes if staff are experiencing stress either at home or work. The school also utilizes the services of OHAssist.
The school ensures that all staff are provided with adequate information, instruction and training to perform their roles. Training requirements are discussed during induction, professional development reviews and one to one supervision. Training records are kept and reviewed by Head teacher/Bursar.
When needed a minibus is hired from Southwater Guides. Only staff that have completed MIDAS training are permitted to drive the mini bus and are made aware of WSCC driving policy. Procedures are in place in the event of an emergency involving the minibus which are regularly reviewed, updated and communicated to staff.
Water quality
Mr Lewis is responsible for monitoring and recording water temperatures at the school to ensure water quality is maintained. A bi-annual water quality risk assessment is produced and reviewed by 3.cet.com.
Working at height
Teaching staff are not permitted to work at height to put up displays. Mr Lewis has been ladder trained and will erect displays on behalf of teaching staff. Ladders, step stools and other access equipment are kept on a ladder register and regularly inspected and maintained.Inclusion Policy
1. Introduction – Our mission statement
1.1 Our Mission Statement Faith, Friendship, Future and our view that ''every child matters' are centred on the importance of inclusion. We are committed to giving all our children every opportunity to achieve the highest of standards. This policy helps to ensure that this happens for all the children in our school – regardless of their age, gender, ethnicity, religion, attainment or background. Friendship
- To value and care for each other
- To work closely with the whole community, parents, pre-schools, schools and professionals
- To ensure that our school is a place where everyone has someone to turn to
- To provide high quality collective worship and religious education
- To provide excellent opportunities for pupils' Spiritual, Moral, Social and Cultural development rooted in the Christian faith throughout school life
- To enable everyone to develop a sense of their own spirituality and have respect and understanding of their own and other cultures, beliefs and religions
- To enable everyone to develop their God-given potential in a challenging, supportive and creative environment
- To develop excellence in learning and teaching where we are all curious and inspired by learning inside and outside
- To provide an exciting and personalised curriculum where success is celebrated
2. Aims and objectives
2.1 Our school aims to be an inclusive school. This means that equality of opportunity must be a reality for our children. We make this a reality through the attention we pay to the different groups of children within our school:
- girls and boys;
- minority ethnic and faith groups;
- children who need support to learn English as an additional language;
- children with special educational needs or disabilities;
- gifted and talented children;
- any children who are at risk of disaffection or exclusion.
- setting suitable learning challenges;
- responding to children's diverse learning needs;
- overcoming potential barriers to learning and assessment for individuals and groups of pupils;
- providing other curricular opportunities outside the National Curriculum to meet the needs of individuals or groups of children. (This includes speech and language therapy and mobility training.)
- do all our children achieve as much as they can?
- are there differences in the achievement of different groups of children?
- what are we doing for those children who we know are not achieving their best?
- are our actions effective?
3. Teaching and learning style
3.1 We aim to give all our children the opportunity to succeed and reach the highest level of personal achievement. When planning their work, teachers take into account the abilities of all of the children in their class. For some children, we use the programmes of study from earlier or later key stages. This enables all of our children to make progress at a pace appropriate to them. 3.2 When the attainment of a child falls significantly below the expected level, teachers enable the child to succeed by planning work that is in line with that child's individual needs. 3.3 Where the attainment of a child significantly exceeds the expected level of attainment, teachers use materials from a later key stage, or extend the breadth of work within the area or areas for which the child shows particular aptitude. 3.4 Teachers are familiar with the relevant equal opportunities legislation covering race, gender and disability. 3.5 Teachers ensure that children:
- feel secure and know that their contributions are valued;
- appreciate and value the differences they see in others;
- take responsibility for their own actions;
- participate safely in clothing that is appropriate to their religious beliefs;
- are taught in groupings that allow them all to experience success;
- use materials that reflect a range of social and cultural backgrounds, without stereotyping;
- have a common curriculum experience that allows for a range of different learning styles;
- have challenging targets that enable them to succeed;
- are encouraged to participate fully, regardless of disabilities or medical needs.
4. Children with disabilities
4.1 Some children in our school have disabilities and consequently need additional resources. The school is committed to providing an environment that allows these children full access to all areas of learning. 4.2 Teachers modify teaching and learning as appropriate for these children. For example, they may give additional time to children with disabilities to complete certain activities. In their planning teachers ensure that they give children with disabilities the opportunity to develop skills in practical aspects of the curriculum.
5. Disapplication and modification
5.1 The school can, where necessary, modify or disapply the National Curriculum and its assessment arrangements. Our school policy is to do this only in exceptional circumstances. The school makes every effort to meet the learning needs of all its children without recourse to disapplication or modification. We achieve this through greater differentiation of the child's work, or through the provision of additional learning resources. When necessary, we also support learning through appropriate external specialists. In such cases, teachers work closely with these agencies to support the child. 5.2 In exceptional circumstances we may decide that modification or disapplication is the correct procedure to follow. We would only do this after detailed consultation with parents and the Local Education Authority. The school's governor with responsibility for special educational needs would also be closely involved in this process. We would ensure that every effort had been made to provide the necessary support from within the school's resources before considering such action. 5.3 Should we go ahead with modification or disapplication, we would do so through:
- Section 364 of the Education Act 1996. This allows modification or disapplication of the National Curriculum, or elements of it, through a statement of special educational needs;
- Section 365 of the Education Act 1996. This allows the temporary modification or disapplication of the National Curriculum, or elements of it.
6. Summary
6.1 In our school the teaching and learning, achievements, attitudes and well-being of every child are important. We follow the necessary regulations to ensure that we take the experiences and needs of all our children into account when planning for learning. Review – March 2016Medicines in School Policy
Shipley CE Primary School on Medicines in School (Primary not administering paracetamol)
Statement of Intent
Section 100 of the Children and Families Act 2014 places a duty on governing bodies of maintained schools, proprietors of academies and management committees of PRUs to make arrangements for supporting pupils at their school with medical conditions. The governing body of Shipley CE Primary School will ensure that these arrangements for fill their statutory duties and follow guidance outline in 'Supporting pupils at school with medical conditions' April 2014'.
Establishment staffs do not have a statutory duty to give medicines or medical treatment. However medicines will be administered to enable the inclusion of pupils with medical needs, promote regular attendance and minimise the impact on a pupil's ability to learn. In an emergency all teachers and other staff in charge of children have a common law duty of care to act for the health and safety of a child in their care – this might mean giving medicines or medical care.
Any medicines brought into school must be brought in via the school office by their parent/carer. No form of medicine should ever be in a child's school bag or in their pocket- this includes such things as cough sweets and throat lozenges.
The governing body will develop policies and procedures to ensure the medical needs of pupils at Shipley CE Primary School are managed appropriately. They will be supported with the implementation of these arrangements by Head teacher and school staff.
The lead for the management of medicines at Shipley is Judith Bell or in her absence the office staff. In their duties staff will be guided by their training, this policy and related procedures.
Implementation monitoring and review
All staff, governors, parents/carers and members of the Shipley CE Primary School community will be made aware of and have access to this policy. This policy will be reviewed bi-annually and its implementation reviewed as part of the head teacher's annual report to Governors.
Prescription Medicines
Medicine should only be brought into school when it is essential to administer it during the school day. In the vast majority of cases, doses of medicine can be arranged around the school day, thus avoiding the need for medicine in school. Antibiotics, for example, are usually taken three times a day so can be given with breakfast, on getting home from school and then at bedtime. We will not administer general antibiotics; this must be done by the parent/carer or by a friend or relative nominated by the parent/carer.
Occasionally a GP may prescribe a medicine that has to be taken during the school day. Parents may either call in to school to administer the medicine themselves or they may request that a member of staff administers the medicine. When school staff administer medicines, the parent must supply the medicine in the original pharmacist's container clearly labeled including details of possible side effects to the school office and must complete the Request for school to administer medicine form – Template B. On no account should a child come to school with medicine if he/she is unwell.
Non-prescription medicines (including herbal remedies)
Non-prescription medicines are not administered at school and pupils should not bring them to school for self-administration. Only non-prescription travel sickness medication will be administered by staff providing they are supplied in the original packaging and accompanied by a 'Parental agreement for setting to administer medicine' form (Appendix 1 Template B). Medication must be suitable for the pupil's age, supplied by the parent (not the school) and be in its original packaging, with manufacturer's instructions.
Pupils with Long-Term or Complex Medical Needs
Parents and carers should provide the head teacher with sufficient information about their child's medical condition and treatment or special care needed at school. Arrangements can then be made between the parents and the head teacher, school nurse and other health care professionals to ensure the pupils medical needs are managed during their time at school.
For pupils with significant needs arrangements will be documented in a Health Care Plan. Guidance on the four most significant chronic conditions (diabetes, asthma, epilepsy and anaphylaxis) is provided in 'Managing Medicines in Schools and Early Years Settings' and arrangements will be made according to this guidance.
Care Plans are written at Shipley by Judith Bell and the headteacher in consultation with the child's parents, the School Nurse and any other appropriate health care professional. They are kept in the office.
When the school is notified of the admission of a pupil with medical needs the Lead for Managing Medicines will complete an assessment of the support required. This might include the development of an IHP and additional staff training. The school will endeavour to put arrangements in place to support that pupil as quickly as possible. However the school may decide (based on risk assessment) to delay the admission of a pupil until sufficient arrangements can be put in place.
Pupils taking their own medication
For certain long term conditions it is important for children to learn to self-administer their medication. The most common condition where this applies is asthma and reference should be made to the school Asthma Policy. For other conditions appropriate arrangements for medication should be agreed and documented in the child's Health Care Plan.
Staff Training
The school will ensure that the staff who administer medicine to control specific chronic conditions are trained to administer those specific medicines, for example, Anaphylaxis (epipens), Diabetes (insulin) Epilepsy (midazolam). Training in the administration of these specific medicines is arranged via the school nurse.
A record of training is maintained to show the date of training for each member of staff and when repeat or refresher training is required.
The school will also ensure that other staff who may occasionally need to administer a prescribed medicine supplied by the parent with a valid consent form and, or an IHP, are trained in the procedure adopted by the school by the person who has completed the Managing Medicines course (Mrs Judith Bell). A record of training must be maintained to show the date of training for each member of staff and when repeat or refresher training is required. see 'Staff training record – Supporting pupils with medical conditions' Templates – Template E
The school will ensure that a record is made of every dose of medicine administered in school. This record is completed by the person that administers the medicine. See record of medicine administered to an individual child Template C and Template D record of medicines administered to all children – Supporting pupils with medical conditions' Templates -.
Storage and Access to Medicines
All medicines are kept in a locked cupboard in the photocopier room. Medicines are always stored in their original container. Staff and pupils are told where their medication is and how to access it. In the event that a child requires an emergency medication that must be locked away staff will be fully briefed in how to obtain it. Medicines that require refrigeration are kept in a fridge in the photocopier room and are clearly labelled. Other medicines such as inhalers are kept in clearly labelled containers in the photocopier room and all emergency medication such as inhalers and epi-pens are taken out on any off-site activity.
Record Keeping
For legal reasons records of all medicines administered are kept at the school until the pupil reaches the age of 24. This includes medicines administered by staff during all educational visits. A parent or guardian will be informed if their child has been unwell during the school day. For record sheets see 'record of medicine administered to an individual child' Template C and 'record of medicine administered to all children' template D
Appendix 1.
Emergency Procedures
In a medical emergency, first aid is given, an ambulance is called and parents/carers are notified. Should an emergency situation occur to a pupil who has an IHP, the emergency procedures detailed on the plan are followed, and a copy of the IHP is given to the ambulance crew. IHP's will also be given to those companies and staff providing transportation of pupils to and from school, in order that the IHP can be passed to the ambulance crew in the event of an emergency. Instructions for calling an ambulance are displayed prominently by the telephone in the school office. A blank proforma is attached in Appendix 1 'contacting the emergency services' Template F.
Staff who give medication must do so with reasonable care. Always ask the child what other medications they take and what has been taken recently before giving anything. If there is any doubt, seek medical advice before administering the medicine.
To avoid the risk of giving a double dose, only one member of staff at any one time should be responsible for giving medicines. They must be relieved from other duties while preparing or giving the medicine, to reduce likelihood of error.
Medicines on Educational Visits
Staff will administer prescription medicines to pupils when required during educational visits. Parents should ensure they complete a consent form (Appendix 1) and to supply a sufficient supply of medication in its pharmacist's container.
Non-prescription medicines (apart from travel sickness medication) cannot be administered by staff and pupils must not carry them for self-administration. Hay fever remedies etc. should therefore be provided, if necessary, on prescription.
Pupils with medical needs shall be included in educational visits as far as this is reasonably practicable. School staff will discuss any issues with parents and/or health professionals in suitable time so that extra measures (if appropriate) can be put in place for the visit.
All staff will be briefed about any emergency procedures needed with reference to pupils where needs are known and copies of care plans will be taken by the responsible person.
Medicines on Residential Visits
The school acknowledges the common law 'duty of care' to act like any prudent parent. This extends to the administration of medicines and taking action in an emergency, according to the care plan.
Occasionally it may be necessary to administer non-prescription medicines i.e. paracetamol, to pupils suffering acute pain from things like migraine, period pain, toothache.
Parents must give written consent prior to the residential visit using a, 'Parental agreement for setting to administer medicine' form (Appendix 1 Template B) before non-prescription medication can be given.
Staff will check that the medicine has been administered without adverse effect to the child in the past and parents must certify this is the case – a note to this effect should be recorded on the consent form.
The school will keep its own supply of standard paracetamol for administration to pupils during a residential visit. The medication will be stored and administration recorded as for prescription medicines. Pupils should not bring paracetamol (or other types of painkillers) on the residential visit for self-administration.
Travelling Abroad
Children with medical needs will be encouraged to take part in visits. The responsible member of staff will carry out a specific and additional risk assessment and a care plan will be drawn up considering parental and medical advice. Best practice would be to translate these documents to the language of the country being visited. The international emergency number should be on the care plan (112 is the EU number).
Issues arising from the medical treatment of a pupil whilst in school should in the first instance be directed to the Head teacher. If the issue cannot easily be resolved the head teacher will inform the governing body will seek resolution.
Provision of First Aid
Educational establishments must provide first aid for staff, pupils and visitors. Contractors who work on site must provide their own first aid. First aid must be available at all times when people are on site, and to groups who are doing off-site activities or are otherwise in the establishment's duty of care.
Qualifications and Training
All appointed first aiders, must hold a relevant current certificate that has been obtained through attendance on a training course run by an approved organisation:
Health and Safety at Work training providers must be approved by the Health and Safety Executive
Emergency First Aid at Work training providers must be a recognised Awarding Body of the Qualifications and Curriculum Authority
Paediatric/ Early Years First Aid training providers must be approved by the Local Authority.
How Many First Aiders?
The number of qualified first aiders necessary for an educational establishment will depend upon the size and layout of the premises, the number of people it accommodates and the nature of the activities carried out. There must be a sufficient number of first aiders, strategically located to ensure that assistance will be provided quickly in an emergency. The number must also be sufficient to ensure provision will be maintained during foreseeable absences such as sickness, and to accommodate educational visits and sporting fixtures. First aid duties can be shared between qualified staff, provided the appropriate level of provision is maintained.
Children Under Five
In establishments providing education or care to children under five, there must always be at least one person with a paediatric/early years first aid certificate on the premises and accompanying off-site groups. This qualification is additional to the requirements above. Shipley currently has 1 staff with this qualification.
Contacting First Aiders
We ensure that everybody on the premises knows how to summon a first aider in an emergency.
Carrying Out a Risk Assessment
First aid must be provided to any person that we owe a duty of care if they are injured or become ill while on our premises or involved in an off-site activity. There must be sufficient suitably qualified first aiders and adequate first aid facilities to ensure that immediate assistance will be provided to casualties and an ambulance will be summoned when appropriate. Separate Risk Assessments are carried out for pupils or visitors with specific needs.
Appropriate Actions
This can involve treating the casualty if the injury is within the scope of their training, referring them to hospital for assessment or further treatment, or making an emergency call to summon an ambulance. In non-urgent situations where the guidance contained in the First Aid Manual is insufficient, they can also contact NHS Direct. Urgent treatment should not be delayed in order to consult with parents or carers.
WSCC employees who hold a valid first aid qualification are indemnified by the county council's insurance against any claims for negligence or injury, provided they relate to first aid provided in the course of their employment and they acted in good faith and in accordance with their training. The indemnity is regardless of where and to whom the first aid was provided.
Calling the Emergency Services
An aide memoire is displayed near the telephones in the school office to assist anyone when calling for the emergency services.
Pupils with Medical Conditions
First aiders will need to be informed if a pupil with a medical condition is likely to need special emergency treatment. Pupil Health Care Plans must be available to first aiders and a copy should be provided to any medical practitioner providing emergency medical treatment to such pupils.
See Pupils with Long-Term or Complex Medical Needs in the Managing Medicines section of this policy.
First Aid Materials, Equipment and Facilities
There must be an adequate level of first aid materials, equipment and facilities in every establishment, to ensure that an injured person can be treated quickly in an emergency. The number and content of first aid kits will depend upon risk assessment.
We have a small first aid kit in each classroom. Main First Aid Kit is kept in the photocopier room and a first aid box is in Willows cloakroom.
First Aid Kits
All of our First aid kits are stored in containers designed to protect the contents from damp and dust.
There are no particular items that must be kept in a first aid kit, but as a guide there should always be at least
- a leaflet giving general advice on first aid
- six individually wrapped sterile adhesive dressings
- one large sterile unmedicated wound dressing (approximately 18cm x 18cm)
- two triangular bandages
- two safety pins
- individually wrapped moist cleansing wipes
- two pairs of disposable gloves.
Medical Accommodation
We do not have a medical room.
Reviewed March 2017
Supporting pupils with medical conditions
September 2014
Template A: individual healthcare plan 9
Template B: parental agreement for setting to administer medicine 9
Template C: record of medicine administered to an individual child 13
Template D: record of medicine administered to all children 15
Template E: staff training record – administration of medicines 16
Template F: contacting emergency services 17
Template G: model letter inviting parents to contribute to individual healthcare plan development 18
Template A: individual healthcare plan (IHCP)
Name of school/setting
Child's name
Date of birth
Child's address
Medical diagnosis or condition
Review date
Family Contact Information
Relationship to child
Phone no. (work)
Relationship to child
Phone no. (work)
Clinic/Hospital Contact
Phone no.
Phone no.
Who is responsible for providing support in school
Describe medical needs and give details of child's symptoms, triggers, signs, treatments, facilities, equipment or devices, environmental issues etc
Name of medication, dose, method of administration, when to be taken, side effects, contra-indications, administered by/self-administered with/without supervision
Daily care requirements
Specific support for the pupil's educational, social and emotional needs
Arrangements for school visits/trips etc
Other information
Describe what constitutes an emergency, and the action to take if this occurs
Who is responsible in an emergency (state if different for off-site activities)
Plan developed with
Staff training needed/undertaken – who, what, when
I give consent to school/setting staff administering medicine in accordance with the school/setting policy and this IHP. I will inform the school/setting immediately, in writing, if there is any change in dosage or frequency of the medication or if the medicine is stopped.
______________________________ ________________________________
Signed by parent or guardian Print name
______________________________ ____________________________
Date Review date
Copies to:
Template B: parental agreement for setting to administer medicine
The school/setting will not give your child medicine unless you complete and sign this form, and the school or setting has a policy that the staff can administer medicine.
Date for review to be initiated by
Name of school/setting
Name of child
Date of birth
Medical condition or illness
Name/type of medicine
(as described on the container)
Expiry date
Dosage and method
Special precautions/other instructions
Are there any side effects that the school/setting needs to know about?
Self-administration – y/n
Procedures to take in an emergency
NB: Medicines must be in the original container as dispensed by the pharmacy
Contact Details
Daytime telephone no.
Relationship to child
I understand that I must deliver the medicine personally to
[agreed member of staff]
The above information is, to the best of my knowledge, accurate at the time of writing and I give consent to school/setting staff administering medicine in accordance with the school/setting policy. I will inform the school/setting immediately, in writing, if there is any change in dosage or frequency of the medication or if the medicine is stopped.
Signature(s)___________________ Date___________________________
Template C: record of medicine administered to an individual child
Name of school/setting
Name of child
Date medicine provided by parent
Quantity received
Name and strength of medicine
Expiry date
Quantity returned
Dose and frequency of medicine
Staff signature _________________________
Signature of parent________________________
Time given
Dose given
Name of member of staff
Staff initials
Time given
Dose given
Name of member of staff
Staff initials
C: Record of medicine administered to an individual child (Continued)
Time given
Dose given
Name of member of staff
Staff initials
Time given
Dose given
Name of member of staff
Staff initials
Time given
Dose given
Name of member of staff
Staff initials
Time given
Dose given
Name of member of staff
Staff initials
Template D: record of medicine administered to all children
Name of school/setting
Date Child's name Time Name of Dose given Any reactions Signature Print name
medicine of staff
Template E: staff training record – administration of medicines
Name of school/setting
Type of training received
Date of training completed
Training provided by
Profession and title
Refresher/update training date
I confirm that [name of member of staff] has received the training detailed above and is competent to carry out any necessary treatment. I recommend that the training is updated [name of member of staff].
Trainer's signature ____________________________
Date ________________
I confirm that I have received the training detailed above.
Staff signature ____________________________
Date ________________
Suggested review date ______________
Template F: contacting emergency services
Request an ambulance – dial 999, ask for an ambulance and be ready with the information below.
Speak clearly and slowly and be ready to repeat information if asked.
- telephone number
School telephone
- your location as follows [insert school/setting address]
School address
- state what the postcode is – please note that postcodes for satellite navigation systems may differ from the postal code
- inform Ambulance Control of the best entrance to use and state that the crew will be met and taken to the patient
Best entrance is:
- your name
- provide the exact location of the patient within the school setting
- provide the name of the child and a brief description of their symptoms
- put a completed copy of this form by the phone
Template G: model letter inviting parents to contribute to individual healthcare plan development
Dear Parent
Thank you for informing us of your child's medical condition. I enclose a copy of the school's policy for supporting pupils at school with medical conditions for your information.
A central requirement of the policy is for an individual healthcare plan to be prepared, setting out what support the each pupil needs and how this will be provided. Individual healthcare plans are developed in partnership between the school, parents, pupils, and the relevant healthcare professional who can advise on your child's case. The aim is to ensure that we know how to support your child effectively and to provide clarity about what needs to be done, when and by whom. Although individual healthcare plans are likely to be helpful in the majority of cases, it is possible that not all children will require one. We will need to make judgements about how your child's medical condition impacts on their ability to participate fully in school life, and the level of detail within plans will depend on the complexity of their condition and the degree of support needed.
A meeting to start the process of developing your child's individual health care plan has been scheduled for xx/xx/xx. I hope that this is convenient for you and would be grateful if you could confirm whether you are able to attend. The meeting will involve [the following people]. Please let us know if you would like us to invite another medical practitioner, healthcare professional or specialist and provide any other evidence you would like us to consider at the meeting as soon as possible.
If you are unable to attend, it would be helpful if you could complete the attached individual healthcare plan template and return it, together with any relevant evidence, for consideration at the meeting. I [or another member of staff involved in plan development or pupil support] would be happy for you contact me [them] by email or to speak by phone if this would be helpful.
Yours sincerely
Attached: Templates Supporting Children with Medical Conditions – September 2014
Template A – Individual Healthcare Plan
Template B – Parental agreement for setting to administer medicine
Template C – Record of medicine administered to an individual child
Template D – Record of medicine administered to all children
Template F – Contacting Emergency Services
Asthma Toolkit – Issued by WSCC August 2014Photographic/Video Policy
This document provides guidance on the appropriate use of images of children in education. For the purposes of the guidance the term 'school' is used however this could mean other settings where children receive education such as schools, youth and community centres, pupil reintegration units, further education colleges, etc. It covers still, video and electronic photographic images wherever they are used. The guidance is for staff in both schools and other areas of West Sussex County Council (WSCC) who wish to use images of children and young people in education. Schools need to make full and proper use of photographic images while complying with the law and preserving the safety of children. Concerns focus on issues around rights of privacy, child protection and copyright ownership. These guidelines address these issues and give advice on good practice.
Typical Uses Of Photographs
Photography can enhance pupil's learning, typical examples with educational schools include:
- Key skills for PE.
- Performing arts including dance and movement, concerts, drama performances, parent evenings
- Sports days and sports fixtures and the use of photographic equipment by parents and carers and children from the other school(s).
- Media including newspapers and television especially when some editors require children's names when publishing photographs.
- Displays in the school of children's activities.
- Publications by the school and by WSCC.
- School and WSCC web-sites.
- Staff training and professional development activities.
- Publicity material for contractors.
- Time lapse photography for recording of building development
- Site security/CCTV videos.
- Recording students work in Early Years and Key Stage 1 in particular
Governing Body
The Governing Body should formally adopt these guidelines as policy and good practice. They also ensure that there is a process in place to ensure that the guidance is being followed within the school.
Legal Background
Human Rights legislation gives people certain rights and it is the right to 'privacy' that is the issue when using photographs. The Council and educational schools must take steps that respect the rights of people in photographs. Under the Data Protection Act 1998 personal data (which includes photographs) must be processed fairly and lawfully. The Copyright, Designs and Patent Acts 1988 moved the ownership of copyright to the photographer (or their employer) and away from the person commissioning and paying for the photographs, if the picture is taken with consent, unless there is an agreement otherwise (see appendix of the document).
Good Practice
General Guidance
When taking a picture the school or WSCC must obtain the consent of the person in the picture or from their parent or carer (See 3.2). If using a photo from the media or commissioning a photograph, have a signed agreement (see Section 14 of the WS – Acceptable use Policy (AUP). Use the image in its intended context. Examples of where this has not happened are:
- A picture of a child accepting an award that was taken by a national newspaper and then used by an extremist group in a story with a completely different story angle.
- Not to name the child if specific consent is not provided;
- Not to use the photograph out of context;
- Not to use the photograph to illustrate sensitive or negative issues.
Seeking Permission
Use of images of children requires the consent of the parent/carer. Permission should always be obtained by using the form in section 14 of the WS-AUP when a child joins the school. The form covers both the school and WSCC when using the photographs in publications and on websites. Each year as part of a standard communication, ask parents if they wish to change their permission. If they do, encourage them to contact the head teacher/manager in writing. There maybe situations where the gaining of consent is not straightforward. For example the following situations:
- Parent(s)/Carer(s) have given consent but pupil does not want to be photographed
- Parent(s)/Carer(s) do not give consent but the pupil gives their consent and wants to be in the photograph.
- One parent/carer consents and another does not
- Your decision will be based on how you balance various individual's rights.
- No pupil should be forced in to having their photograph taken if they do not want to. If the pupil has sufficient understanding of the issues involved (generally when aged 12 and above) then the pupil can make the decision.
- When parents or carers disagree about the issue of consent then the decision of the parent with day to day responsibility (primary carer) for the pupil should be the one followed
- When a parent does not agree to their child's photograph being used, the head teacher / manager must inform staff and staff must make every effort to comply.
- For example, if a child whose parents have refused permission for photography is involved with a sports event, e.g. a football match, it may not be appropriate to photograph the whole team. Careful liaison with parents is therefore essential. With discussion it may be possible to agree other options.
- When photographic images are transmitted or shared beyond the school e.g. television broadcasts, images on intranet sites, specific permission should be obtained (see Section 14 of the WS-AUP).
Photographing Children
When photographing children:
- Ensure that parent(s) and/or the carer(s) of young people have signed and returned the school / WSCC consent form for general photography (see Section 14 of the WS-AUP.
- Ensure all children are appropriately dressed and not wearing name badges.
- Avoid images that only show a single child with no surrounding context of what they are learning or doing.
- Photographs of three or four children are more likely to also include their learning context.
- If a child has a specific vulnerability then it is important to take into consideration the vulnerability and place the child's welfare as paramount at all times. Do not use images of a child with a specific vulnerability without expressing concerns to parent and obtaining a specific written permission to proceed.
- Use photographs that represent the diversity of the young people participating.
- Report any concerns relating to any inappropriate or intrusive photography to the head teacher / manager.
- Remember the duty of care and challenge any inappropriate behaviour or language.
- Do not use images that are likely to cause distress, upset or embarrassment.
- Regularly review stored images and delete unwanted material in accordance with the retention of records policy.
- The safest approach for staff is to avoid using personally owned cameras at all and always use school owned cameras.
- Where this is unavoidable, staff should always use school memory cards.
- Memory cards, USB drives and CD's should only be used as temporary storage for transport.
- Once the images are uploaded to the appropriate area of the school network images should be deleted immediately from any temporary storage location.
- Ideally images should be deleted using file-shredding software such as "File Shredder".
- The safest approach for staff processing images is to avoid using personally owned computer equipment and always use school owned equipment for these purposes.
Specific Situations
Inter-School Fixtures
Apply these guidelines to inter-school events. If a child with a specific vulnerability is involved or any child where permission is withheld, it will be necessary to liaise with a member of staff from the other school so that they are aware of the wishes of the parents or carer of the child and seek the cooperation of the parents of the opposing team.
Teacher Training And Portfolios
During teacher training and with newly qualified staff, colleagues need to compile portfolios with photographs of children during lessons. Staff should act responsibly in compiling these images. A member of the management team may wish to oversee the compiled images as part of the management process and consider their appropriateness.
Displays In Schools
Still photographs shown on displays and video clips available during open/parents' evenings should depict children in an appropriate way. They should not display images of children in inappropriate or revealing clothing so appropriate levels of integrity and decency are maintained. Do not use photographs or images likely to cause embarrassment.
Parents Evenings, Concerts, Presentations
To allow the appropriate recording of children's images by parents/carers:
- Be aware that images of children participating in extracurricular events such as these that are taken for personal use are exempt from the Data Protection Act. These include uses such as Parents taking photographs of sports day or Grandfather videoing a school nativity.
- Ensure that children are appropriately dressed;
- Obtain parental permission with the form in Section 14 of the WS-AUP;
- Be aware of any child who should not be photographed; and
- 'Monitor the use of cameras and anyone behaving inappropriately. If there are concerns, the head teacher or their representative with their authority, can require the person to cease using the camera or leave the premises, or can offer an option to stay but to hand in the camera for collection later'.
Children Photographing Each Other
This practice can occur in various situations. These situations can occur both within school and during offsite activities, particularly during residential periods. Schools should ensure that pupils are aware of the restrictions within the school of the use of mobile phones that possess photographic capabilities There may be incidents where children take inappropriate photographs, perhaps showing friends, other children, or even of themselves inappropriately dressed. Staff should actively manage situations to minimise the risk of this. In relation to off site situations staff should maintain the supervision and management control specified in the "Supervision Off-Site" document 2006 (WSGfL website)
The publishing of photographs within local newspapers can increase the sense of the school being part of the community. There are several scenarios which can occur: Team photographs When everyone is prepared to allow team photographs and full names to be published. In this situation publication can occur If a parent is not happy to have a child's name printed on a photograph then consideration could be given to publishing the photograph with no names. The head teacher should make every effort to ensure, in conjunction with the newspaper editors, that this occurs. Schools should be aware that some editors refuse to publish articles where photographs are not named. Depending on the circumstances the options may include to not proceed with the team photo or proceed with the child missing from the photo. Photo opportunities When a school invites a newspaper to celebrate an event, the head teacher should make every effort IN ADVANCE to ensure that the newspaper's requirements can be met. Almost without exception, this means the paper will prefer to publish the full names of anyone in a photograph they print. The only exception to this might be in a larger group shot (e.g.: a group of more than 10 children). However newspapers usually prefer to work with smaller groups of children (e.g. three or four) and for this number, names would definitely be required. It is not acceptable to invite a newspaper to take photographs and then refuse to provide any names. Newspapers will often not print anonymous photographs. Schools must give thought to this beforehand and parental permission / opinion must be their key guidance. This might mean offering only those children whose parents are happy for publication of photographs and names for inclusion in any photo opportunities. If this is not possible – for instance where a specific group of children have achieved something special and, parental permission (re. the publication of full names) is withheld for one or more of the group. Here, it might be possible to negotiate a 'first names only' agreement with the newspaper. Otherwise schools must be prepared to forego newspaper publicity.
Use Of Internet/Intranet Sites
Many schools will have an Internet/intranet facility. The site manager should know good practice and ensure that the school only uses appropriate images that follow this guidance. For example, if a child has successfully completed a gymnastics award, it would be appropriate to show the child in a tracksuit rather than leotard. Please note that, unless specific consent is obtained, care should be taken not to disclose information in a photograph which could identify an individuals home, such as the house front, door number, street sign or even family vehicle registration number.
Close Circuit Television (CCTV)
Increasing numbers of school are installing such equipment for the following uses:
- As a method of controlling access.
- An aid to site management in monitoring incorrect parking, manoeuvring vehicles, delivery arrivals etc.
- To monitor personal safety for site supervisors, caretakers, cleaners etc.
- To monitor site safety and security.
- As an effective deterrent for crime.
- As a means of crime reduction and discouraging trespass.
- There are specific legal requirements in using CCTV on any site whether that be a school or other Local Authority site. Further detailed information relating to the use of CCTV is available on the West Sussex Grid for Learning.
Further Information
Acceptable Use Policy
The West Sussex Acceptable Use Policy can be found on the following link: http://wsgfl.westsussex.gov.uk/AUP Information relating to the use of CCTV on the West Sussex Grid for learning: http://wsgfl.westsussex.gov.uk/CCTV Information from the Information Commissioner's Office relating to the Data Protection and Freedom of Information Acts in education and educational establishments: http://www.ico.gov.uk/for_the_public/topic_specific_guides/education.aspx
Advice and Support Available From West Sussex County Council
For Information and Advice relating to specific areas referred to in this guidance: Simon Gawn, ICT in Schools Officer Tel: 01243 777926 e-mail: email@example.com.. Nigel Galloway, News Manager, WSCC Communications Unit Tel: 01243 777722 E mail email@example.com Stewart McKenzie, General Advisor, Physical EducationPSHE Policy
Personal, Social, Health and Economic (PSHE) Policy
At the heart of the Church's and Shipley Church of England Primary School's moral teaching lies the overarching understanding that we love because we are truly loved by God. We are called to reflect God's love for us in all our relationships with others and because his love is unconditional and freely given we have been given the autonomy to respond to and reflect this love.
Education is about growth and development of the whole human person. It should aim to integrate a pupil's:
- Intellectual
- Moral
- Spiritual
- Emotional
- Psychological
- Physical
- and future economic development
The aims of PSHE
- To encourage pupils' growth in self-respect, acknowledging we are all created in the likeness of God.
- To help pupils develop an understanding that love is the central basis of relationships.
- To help pupils to understand the nature of relationships and to encourage them to reflect on their own relationships and respect differences between people.
- To develop pupils' confidence in talking, listening and thinking about feelings, emotions and relationships.
- To help pupils acquire the skills necessary to develop and sustain healthy relationships.
- To offer Sex education in the wider context of relationships.
- To ensure that pupils protect themselves and know how to ask for help and support when needed.
- To ensure that pupils are prepared for puberty.
- To help pupils develop healthy and safe lifestyles, including educating them about the dangers of unsafe drug use.
- To prepare pupils to play an active role as citizens
- Weekly timetabled lessons
- General ethos of the school as witnessed by the pupils and underpinned by school policies
- The Religious Education programme
- Discrete teaching time and/or specific 'blocked' time for certain aspects of the programme
- Making cross curricular links with science, history etc
- The use of Christian Aid, SEAL (Social and Emotional Aspects of Learning)and other resource materials where appropriate and relevant
- Developing a learning climate which enables a response to opportunities that arise e.g. personal experiences, school, local, national and international events.
- Developing opportunities for charity support and involvement
The governors, and especially the Foundation Governors, are responsible for ensuring that the PSHE programme follows Diocesan guidelines and is in keeping with the Church's teachings. In all matters related to PSHE and especially Sex and Relationship Education governors will ensure that parents are consulted on the contents of the programme and given an opportunity to view resources. The PSHE coordinator is responsible for ensuring the effective delivery of the PSHCE programme, which is well planned and appropriately matched to age and levels of understanding and in keeping with the Christian ethos of the school. Date of next review – February 2016Privacy Notice
Pupils in Schools, Alternative Provision and Pupil Referral Units and Children in Early Years Settings
Privacy Notice – Data Protection Act 1998
Shipley CE Primary School is a Data Controller for the purposes of the Data Protection Act. We collect information from you and may receive information about you from your previous school and the Learning Records Service. We hold this personal data and use it to:
- Support your teaching and learning;
- Monitor and report on your progress;
- Provide appropriate pastoral care, and
- Assess how well your school is doing.
This information includes your contact details, national curriculum assessment results, attendance information* and personal characteristics such as your ethnic group, any special educational needs and relevant medical information.
(*Attendance is not collected for pupils under 5 at Early Years Settings or Maintained Schools)
We will not give information about you to anyone outside the school without your consent unless the law and our rules allow us to.
We are required by law to pass some of your information to the Local Authority and the Department for Education (DfE). If you want to see a copy of the information we hold and share about you then please contact the school office.
If you require more information about how the Local Authority (LA) and/or DfE store and use your information, then please go to the following websites:
If you are unable to access these websites, please contact the LA or the DfE as follows:
Sue Bryan
Learning Children's Services
West Sussex County Council County Hall
Public Communications Unit
Department of Education
Sanctuary Buildings
Great Smith Street
Website: www.education.gov.uk
Email: http://www.education.gov.uk/help/contactus
Telephone: 0370 000 2288Playground Policy
Shipley CE Primary School Playground Policy
At Shipley CE Primary School we believe that it is important for pupils learn to play and socialise together appropriately and respectfully to achieve excellence and enjoyment for all. We feel that it is vital that all pupils feel safe and comfortable in their play and are able to have fun together. We believe that our high standards of behaviour are echoed in the playground and that friendship skills are developed to last them a life time.
- To provide pupils with a safe, active and secure environment
- To enable pupils to enjoy a rewarding and constructive play
- To promote positive social interaction
- To ensure a consistent approach to playground supervision by all staff
- Provision of active, vigilant playground supervision
- Clearly defined playground rights and responsibilities that are consistently applied by staff and are understood by pupils
- Provision of a wide range of equipment for all pupils
Playground Supervisors Role
- To be mobile, but positioned to anticipate dangerous situations and detect potential problems before they occur
- To not leave pupils unsupervised. If additional assistance is needed, another member of staff should be sent for, depending on the seriousness of the situation
- To look into all reports of injuries or pupils in distress. In the event of a minor accident or illness, the pupils should be sent with the helper to the first aider for assistance
- To assist and remind pupils in keeping our playground area tidy and free of rubbish
- To remind pupils that the following forms of "play" are considered to be dangerous and are not permitted in the playground;
- Any form of body contact sports or games, ie wrestling, play fighting
Wet Weather
At break and lunch on wet days, pupils will be supervised in their classrooms by playground supervisors Wet playtime rules are made in the consultation with the class, class teacher and playground supervisors assigned to that class and follow the playtime rights and responsibilities
Our school behaviour policy applies in the playground to provide consistency across the school:
- Rewards – Playtime and Lunchtime Raffle Ticket Award System
- Sanctions – if a pupil has not followed the behaviour code they should sit on the blue bench for one minute per year old and the incident must be written in the playground behaviour logbook. This log book is reviewed at the end of each week by the head teacher. Any incidents of serious behaviour must be referred immediately to the Headteacher to be dealt with.
- Any pupils who regularly choose not to follow the playground rules will be supported by the learning mentor and may be required to spend lunchtime engaged in a quiet activity to ensure others remain safe.
Playground Leaders
- Make the playground a fun place to be
- Set a good example and act as a role model for younger pupils
- Play games with as many different pupils as possible
- Speak to playground supervisors of there are any problems
- No equipment out before or after school
- Bikes, helmets, play leader tubs of equipment, football on the field at lunch play
Accident To Pupil(s) In The Playground
Minor Injuries
- If the pupil requires any form of first Aid they should be treated by the member of staff at playtime or the lunchtime first aider
- The First Aid log should always be completed if any first aid has been administered
- Playground supervisor remain with injured pupil
- A runner sent to the office for immediate assistance
- Accident Report required
Rules for the end of playtime and lunchtime
The lunchtime supervisor blows the whistle on the playground and the children on the playground and field must tidy the equipment away. The children not using equipment can carry on playing until the next whistle is blown. All classes then line up on the playground smartly. Class teachers to collect their class promptly at 10.45am or 1pm as appropriate.
Playtime Responsibilities
- I will take responsibility for my actions.
- I will be kind and helpful and treat others how I would like to be treated
- I will show respect for everyone and for all equipment
- I will play well with others and learn to join in, as well as, lead
- Our playground is a safe, attractive and stimulating place to be
- Staff and pupils are aware of playground rules
- Staff are consistent with their implementation of playground rules
- There is a high standard of behaviour in our playground and across the school
Our behaviour code for the playground
R.E. Policy
- I will be kind and helpful and treat others how I would like to be treated
- I will tell the truth and apologise when I have hurt others
- I will show respect for everyone and for all equipment
- I will play well with others and learn to join in, as well as, lead
Religious education is a legal requirement for every pupil and forms part of the basic curriculum as set down in the 1998 Education Art. Its place in the curriculum is an acknowledgement of the fact that religious beliefs and practices play an important part in the lives of many people worldwide, and have done so throughout history. Christianity will form the majority study in all church schools An understanding of religion can help children develop a better appreciation of themselves, the people around them and then world in which they live.
The school follows the aims and objectives set out in the West Sussex Agreed Syllabus which is supported by 'RE Guidelines for Church of England Aided Schools' published by the Diocese of Chichester.
To teach religious education so that children may:-
- receive a coherent, progressive and challenging approach to teaching of Christianity within the context of the wider exploration of the diversity of religion and belief in the modern world.
- acquire a knowledge of understanding of the origins, content and development of the Christian religion and other religions, their traditions and beliefs;
- understand the importance of religious experience and recognise the ways by which these experiences have been interpreted and expressed through a variety of religious traditions;
- appreciate the contribution that religious and spiritual ideas and concepts can make to their personal search for meaning and purpose in life, enabling them to develop their own spiritual values;
- look beyond self and recognise the contribution of religion in the establishment of relationships and responsibilities in the family, among friends, in schools, the community and the world at large;
- explore the consequences of religious belief and experience in the development of personal attitudes.
- encounter Christianity as the religion that shaped British culture and heritage
- develop their own spirituality / philosophical conviction's and enrich their own faith and beliefs.
- develop children's understanding to think theologically and engage in theological enquiry as part of their
Key Stage 1
To enable pupils:
- to become increasingly aware of the significance of religious ideas and experiences by means of stories, drama, ritual and worship with emphasis on the Christian tradition;
- to use and experience the creative arts in the exploration and communication of religious thoughts and feelings;
- to develop religious insight and moral and spiritual values by encouraging sensitivity towards other people and a capacity to form relationships based upon love, sympathy, forgiveness and consideration;
- to begin to enhance and clarify their own ideas about religion by developing self-expression, confidence and an enquiring and reflective attitude towards the rich variety and complexity of
Key Stage 2
To enable pupils:
- to acquire a more coherent knowledge of the life and teaching of Jesus;
- to understand the structure of the Bible and obtain a basic knowledge of its key personalities and stories;
- to explore the nature of Christian worship and the use of signs and symbols in expressing religious feelings and beliefs;
- to become familiar with different ways of communicating and interpreting religious experience;
- to become aware of the importance of the spiritual dimension in their own experience and in the experiences of other individuals and communities;
- to acquire a basic understanding of the place of religion in the world and its relevance to personal, social and moral
It is clearly stated in the Agreed Syllabus that R.E. in schools is concerned with educating children about religion and for them to learn from religion. It is not concerned with inducting them in a particular faith; this is the responsibility of the family or the faith community. Pupils will learn about Christianity, as the main religious tradition in this country, but also about the teaching and practices of some of the other principal world religions represented in this country. The long term overview and medium term plan is considered carefully within the mixed age classes.
Curriculum Organisation
Religious Education is taught through a combination of classroom work and work linked to assemblies. This work is co-ordinated to ensure the highest quality of learning experiences for the pupils and to cover the requirements of the West Sussex Agreed Syllabus and the guidelines provided by the Diocese of Chichester.
The curriculum is planned to deliver R.E. through a combination of methods;
- Religious education is taught mainly through weekly lessons, however opportunities arise in all areas of the curriculum. The
R.E. units of work are linked with cross-curricular school topics whenever possible;
- The opportunity is taken to deliver identified areas of E. through
assemblies and collective worship. The work is carefully planned and followed up in class when appropriate;
- Separately identified R.E. is found at different times of the year covering Christmas, Easter, Harvest, Advent, Shrove Tuesday and other significant
Further details can be found in the plans and schemes of work.
Curriculum time
The School gives between 5% and 10% of curriculum time to religious education in line with the recommendations of the West Sussex Agreed Syllabus. It is anticipated that the actual amount of time given each week will vary.
Assessment, recording and reporting
Teachers use a variety of means of assessing pupils' work in line with the whole school assessment policy and the requirements of the Agreed Syllabus. This will include:
- the regular reviewing of pupils' work;
- observing the work of groups and individuals and recording the outcomes;
- marking which is developmental and relevant to the subject matter and involves pupils.
- targets that are set with the children
- RE is seen as a core subject
- a consistency in the quality of planning, teaching and assessing
- a cycle of analysing and evaluating teaching and learning of RE
Pupils' achievement in religious education is reported in the annual report to parents and should be in line with other core subjects.
Equal Opportunities
The school equal opportunities policy is used throughout the curriculum and must be adhered to at all times. In addition it is important in religious education to ensure the work being covered is appropriate to pupils who come from any religious background or none.
Foundation Stage
All registered pupils in schools must be taught religious education. For the purposes of religious education, pupils are considered to be registered when they join the reception class. From the time the pupil enters the reception class, religious education complies with the syllabus agreed by the governors.
Promoting Pupils' Spiritual, Moral, Social and Cultural Development
Religious education provides opportunities for;
Spiritual development, through helping pupils to consider and respond to questions of meaning and purpose in life, and questions about the nature and values in human society;
Moral development, through helping pupils to consider and respond to areas of morality using their knowledge and understanding, or religious and ethical teachings. This enables them to make reasoned and informed judgements on religious and moral issues;
Social development, through helping pupils to develop their sense of identity and belonging, preparing them for life as citizens in a plural society;
Cultural development, through fostering pupils' awareness and understanding of a range of beliefs, practices and values in their own society, and in the wider world. Pupils explore within and between faiths, developing their understanding of the cultural contexts within which they live.
The day to day support for religious education is provided by the co-ordinator who is responsible to the Headteacher for:
- devising and maintaining the scheme of work;
- supporting teachers in their medium and short term planning;
- developing and maintaining the R.E. handbook;
- attending relevant in-service courses to keep up to date on religious education and reporting to staff;
- managing the resources for religious education;
- producing a development plan setting out the priorities for religious education;
- co-ordinating the links with the local church;
- conducting an annual review of E.
- monitoring and evaluating the teaching and learning of E.
Role of Governors
The governors have a special responsibility for religious education and developing the Christian ethos of the school. They oversee the formation, delivery, monitoring and assessment of the agreed religious education syllabus and provide an important link to the community. The Ethos and Worship Committee meet on a regular basis and have input into the SIAMS self- evaluation book.
When parents request that their child be withdrawn from religious education, they are interviewed by the headteacher to clarify the beliefs and practices from which they wish their child to be excluded. Because of the need to assure their safety, pupils, when withdrawn, work in the main school library and complete material brought from home.
Reference books are available for staff use and are kept in RE cupboards in the school hall and staff room. Detailed lists of the resources are available and can be found in the co-ordinator's file. The co-ordinator will arrange if requested the borrowing of materials from the county loan collection.
Books, artifacts and other resources for classroom use are available from the R.E. resource cupboard in the Prep room or hall. (Including worship support material – Christian Values and Godly Play) A good range of R.E. books can be found in the library. All children are given a Bible
Further resources can be borrowed from the Schools Library Service or through the County R.E. loan collection (see catalogue in the staffroom cupboard) or The Diocesan Education Schools Team on request.
The school has excellent links with St Mary's Church and Rev Pat Sinton supports the school. The church is used for special occasions and to support many areas of the curriculum.
A range of special occasions are planned throughout the year to which parents and friends are invited, for example, the Christmas Production, Christingle Service, the Harvest Festival and the Leavers' Service.
Reviewed January 2017[/su_list]Recruitment and Selection Policy
To Ensure Accordance With DCSF Safer Recruiting Guidance
Shipley School is committed to safeguarding and promoting the welfare of children and young people. In order to ensure this our recruitment and selection policy is in accordance with both local and national guidance. STAGES OF THE RECRUITMENT PROCESS Decision to Recruit
- All interview panels will understand their role, and will include staff who have been trained.
- The job description will include a reference to the responsibility for safeguarding and promoting the welfare of children, and the person specification will include suitability to work with children.
- The advertisement will include a reference to safeguarding and promoting the welfare of children and young people as well as the requirement for completion of an enhanced Criminal Records Bureau (CRB) check. This will also be reflected in the information pack sent to all applicants.
- Current and former names, date of birth, current address, NI number and evidence of eligibility to work in the UK
- Full details of qualifications relevant to the position applied for including awarding body and date of award
- Teachers will need to provide DfES number and GTC registration
- Full history in chronological order showing employment, study, voluntary work, with explanations for any periods not covered, and reasons for leaving employment.
- Declaration of any family or close relationship to existing or potential employees or employers
- Details of referees – one of whom must be current or most recent employer. For an employee not currently working with children, but who has done so in the past it is important that the past employer should also be contacted
- A statement from the applicant of their personal qualities and experience, which they believe, meets the person specification.
- Safeguarding and welfare e.g. child protection, anti bullying, racial equality, physical intervention/restraint, internet safety
- Discipline and grievance, capability and whistle-blowing. NB the Confidential Reporting Policy will be on display on staff notice boards.
Sex and Relationships Education Policy
- We will therefore provide ongoing training and support for all staff, as identified through performance management.
- We will also provide a range of opportunities where concerns can be raised, in order that staff feel that the school culture embraces safeguarding and communicates a clear framework to employees, parents and pupils.
- We will monitor issues as they arise, and through the use of such strategies as exit interviews will seek to continually improve the school environment, for the benefit of both staff and pupils.
- To support this we will use the Safer Schools Checklist (attached) to monitor our progress, and will report to the governing body once a year.
Sex and Relationships Education (SRE) Policy
SRE in church schools should acknowledge that all relationships encounter difficulties from time to time. The story of the prodigal son reminds us that we sometimes fall short of the highest ideals yet God still loves and forgives us. Therefore church schools should:
• Challenge pupils to think about Bible stories and the meaning that lies behind them.
• Give children the opportunity to discuss and reflect on Christian beliefs and values.
• Help pupils to understand what being part of God's creation means for them.
• Ensure that pupils value their unique place in the world.
Shipley CE Primary School is committed to the teaching of Sex and Relationship Education (SRE). We believe this "prepares pupils at the school for the opportunities, responsibilities and experiences of later life" (paragraph 2.1 of the 2014 National Curriculum). It will be taught as part of our PSHE, science, and RE curriculum and as part of our spiritual teaching through our 'Values for Life' programme. As a Christian community we focus on the importance of moral and emotional development as well as the physical growth and changes the children will experience. We value the importance of marriage for family life, stable and loving relationships, respect, love and care. We do not use sex education to promote any form of sexual orientation.
In every year group there will be a culture of open discussion in this area of the curriculum for children to ask any questions on SRE that might arise from either their own personal experience or from the media. As appropriate to each year group, matters such as sexual health and activity, staying safe in the use of social media and dealing with risks in both online and offline relationships will be answered on a broad, matter of fact level. Staff will be conscious of this provoking further, possibly confidential questions from individual pupils, and if necessary will create an opportunity for further one on one discussion. The school's safeguarding procedures will remain paramount at all times. Any further one on one discussion arising in this way will be recorded in line with these procedures, as will any further action taken.
In Years 5 and 6 SRE will support the teaching of the following aspects of the Science curriculum taken from both the statutory and the non-statutory guidance:
Pupils should be taught to describe the changes as humans develop to old age
• Pupils should draw a timeline to indicate stages in the growth and development of humans.
• They should learn about the changes experienced in puberty.
Guiding Principles
SRE in church schools should be sensitive to the circumstances of all pupils and mindful of the variety of expressions of family life in their local communities: it should also clearly uphold Christian beliefs and values regarding relationships and marriage.
In a Church of England school, Christian beliefs and values should underpin SRE such that:
• Sex education is taught in the context of marriage and family life;
• Sex education includes learning about physical and emotional development;
• Sex education is part of a wider social, moral and spiritual education process;
Governors' responsibilities
• Governors are responsible for agreeing a whole school approach to sex and relationships education
• Governors are responsible for deciding at what stage to offer sex education and ensuring any arrangements comply with the law.
• At Shipley CE Primary School we undertake to review the SRE policy on an annual basis.
• In drawing up the policy for SRE, governors should ensure it reflects the Christian ethos of the school. This means that SRE will reflect the Christian beliefs, values and attitudes of the school community; with an emphasis on the importance of marriage, the family and stable relationships to build a child's self–esteem, self awareness and a sense of moral responsibility. These beliefs and values should permeate the life and work of the school and the SRE policy should also reflect the school's vision as a church school.
• Governors should ensure that the SRE policy is linked to other relevant policies, in particular policies concerned with promoting the welfare and safeguarding of pupils.
• In drawing up the SRE policy governors should involve parents/carers and pupils to ensure it meets the needs of the pupils.
• Governors should ensure that a copy of the SRE policy is accessible to all parents/carers.
Right of Withdrawal
Parents/carers have the right to withdraw their children from all or part of the sex and relationships education provided by the school except for those parts included in the Statutory National Curriculum. If parents/carers wish to withdraw their children from sex and relationships education they should discuss this with the headteacher and make it clear which aspects of the programme they do not wish their child to participate in. Schools should make alternative arrangements in such cases.
The three main elements of SRE:
1. Attitudes and values:
• Learning the importance of values, individual conscience and moral considerations.
• Learning the value of family life, marriage, and stable and loving relationships for the nurture of children.
• Learning the value of respect, love and care.
• Exploring, considering and understanding moral dilemmas.
• Developing critical thinking as part of decision making.
2. Personal and Social skills:
• Learning to manage emotions and relationships confidently and sensitively.
• Developing self – respect and empathy for others.
• Learning to make choices based on an understanding of difference and with an absence of prejudice.
• Developing an appreciation of the consequences of choices made.
• Managing conflict.
• Learning how to recognise and avoid exploitation and abuse.
3. Knowledge and understanding:
• Learning and understanding physical development at appropriate stages, including changes at puberty.
• Understanding, reproduction, emotions and relationships.
Sensitive Issues
No teacher delivering the school's sex and relationships education programme will be expected to deal with sensitive issues beyond those outlined in the curriculum content. If any teacher feels unable to deliver all or part of the sex and relationship education programme, another appropriate member of staff should teach it. If pupils ask questions or seek information about sensitive matters teachers should use their professional judgement over the response in these matters, possibly after consultation with colleagues. Adults should be especially aware of issues regarding safeguarding and confidentiality, including the relevant policies.
Sex education will: –
• be developmental and appropriate to the age and stage of the child
• put forward factual knowledge and encourage the exploration of facts
• examine opinions and concepts and encourage discussion
• encourage awareness, respect and responsibility for oneself and others
• be conducted in a sensitive manner and in confidence however if there is a disclosure made the teacher will report it to the Designated Child Protection Officer (see Child Protection Policy).
Concepts such as love, joy, anger, fear, hate, trust, respect, responsibility, sexual feelings and sexual responses are explored. Like other areas of health education sex education is concerned not only with learning the facts but the way it makes them feel.
Appendix 1: A Sequence for Teaching Sex Education
Willows- Reception/ Year One
• people in my life – what they do for me and what I do for them
• my moods – feeling happy or sad
• friendships
• loss and mourning – a person or pet
• keeping safe – dangers I might come up against and saying no
• my body and other people's bodies – similarities and differences
• the beginning of life – me, animals and plants
• growth in people, animals and plants
• ageing – how we know things are alive, dead, young or old.
Oaks- Year Two/ Year Three
• changes as we grow
• different types of families
• feelings in the family – love and jealousy
• what makes me happy
• keeping safe
• caring for myself – hygiene, sleep and exercise
• feelings – things which make me happy, sad, embarrassed and scared
• how young are born and how they grow
• making decisions – influences on me and peer group pressure
Ash/Sycamores: Year Four/ Five/Six
• decision making and risk taking including keeping safe
• feelings about the future – changing schools and adolescence
• families and how they behave – what member expect of each other
• celebrations of birth, puberty, marriage and death in different cultures
• expressing feelings and how we do this – being assertive and not bullying
• differences and similarities in people
• body changes in me and others – why they are happening
• things that go into my body that help and things that harm
• messages about health and sexuality from television, films, books and newspapers
Year Five & Six
Year 5&6 children will in addition watch videos on health and hygiene and changes through puberty into adulthood (provided by the school nurse). Boys and girls will watch the programmes together but can be split up afterwards for separate follow-up discussion with the class teacher and school nurse. We shall attempt to deal with questions in a sensitive, open, frank and matter of fact way. Questions concerning sexual orientation, sexually transmitted diseases and contraception will be answered on a broad, matter of fact level if raised.
Before the programmes are seen by the children, parents will have the opportunity to view the contents and discuss any issues arising with the headteacher. Parents do have the right to withdraw their children from the session if they do so in writing.