An application form for entry into our Pre-School or any other level within the school, is found at the rear of the Prospectus or can be obtained from the school office.

Children are accepted into our mornings only Pre-School class immediately following their third birthday, but parents are advised that Local Authority vouchers are not issued until the term following the child’s third birthday.  Children may commence with any number of sessions, building on these until attending for five sessions per week, as sessions are available.

Children entering our Pre-School would normally proceed to our Reception class.  If this is against the parent’s wishes a full term’s notice of withdrawal is needed in writing.

Children will move from the Pre-School class into the main school the September preceding their fifth birthday and will then attend on a full-day full time basis.

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This policy will include every child from Pre-School to Year 6.  It will involve all adults within the school and the parents/carers of every child.

Children need to make the most of their education in a safe and secure environment.  In order for this to happen, all staff in school will work closely with parents to:

• Encourage a positive, calm and purposeful atmosphere where children can learn to the best of their abilities

• Create an atmosphere where all children feel valued and treat all others with respect

• Encourage children to take responsibility for their behaviour

• Encourage pupils to sort out difficulties in peaceful ways

• Praise and reward children when they are doing well and trying hard

• Help and support children who are having problems

 This Code of Conduct is designed to ensure that all children can feel safe and know what is expected from them in school.

AIMS

1. To treat others with respect and consideration

2. To follow instructions from members of staff the first time

3. To listen to others when it is their turn to talk

4. To be polite when talking to members of staff and children

5. To look after equipment and the school building

6. To be a good friend to other children and never fight

7. To be safe in school and never run in the building

8. To be on time in the morning

9. To ask for help if they need it, do their best and let others learn

IMPORTANT THINGS FOR CHILDREN TO REMEMBER IN THE CLASSROOM

Each class is encouraged to prepare their own rules.

The children should know and follow the class rules which should be displayed in classroom.  They should know the consequences of actions that do not follow the rules, and know the school policy on rewards and sanctions.

Generally, children should be encouraged to think and consider rules for their class that follow these guidelines:

Follow instructions the first time

Put up your hand for attention

Keep hands, feet and objects to yourself

Let others work in peace

Be kind and considerate to each other

(No teasing, swearing or threatening by word or deed).

NEWBOLD SCHOOL

CODE OF CONDUCT

Important things for children to remember around the school.

In the Corridor

Always walk quietly

Respect displays of work

Always be safe and sensible

Listen to the Prefects

In Assembly

Always walk quietly in and out of assembly

Look, listen and reflect quietly

Sit still and keep your hands and feet to yourself

In the Lunch Room

Always walk

Speak quietly

Eat sandwiches first and sweet after

Be careful to try not to drop food on the floor

Be polite to all adults and to each other

Put your hand up for attention

Line up sensibly when you have finished eating

In the Playground

Always play safely and never play-fight

Share your games

Be a friend to others who want to join in

Always listen carefully to staff

Line up quietly to go inside – do not run on the top playground

Being Positive About Behaviour

Rewards and Praise

School wide Award System

Termly attendance certificates issued to children who have attended without absence during course of the term.

* * * * *

Sanctions

At Newbold School we believe that children attend school to be educated and that they have the right to learn.

Classroom behaviour

It is intended that children will take notice of their teacher a long time before the serious Step 5 sanction or further is required.

If these sanctions do not work the parent will be asked to meet with the Class Teacher and Headteacher/SENCO.  The child’s behaviour will be monitored daily for the following two weeks and parents will be kept informed of progress.  If progress is not made it may be necessary to prepare an Individual Behaviour Programme for the child.

Playtime behaviour

Severely Unacceptable Behaviour

On rare occasions children engage in behaviour that is severely unacceptable.  This behaviour is disruptive to learning and can be dangerous, hurtful, and a serious risk to the health and safety of the school community.  Some severe behaviours are:

• Swearing loudly and repeatedly

• Seriously damaging property

• Threatening behaviour

• Racial/sexual harassment

• Stealing property, refusing to return it

• Serious fighting

• Consistently disrespectful behaviour

When a child engages in this type of behaviour a red behaviour card will be completed and the child sent directly to the Headteacher.  The incident will be recorded and investigated.  The parent will be contacted and asked to come to School.  Serious misdemeanour to result in fast tracking through steps.  The Headteacher will consult with the Chairperson of the School Board to decide on what further actions will be taken (see Step 6 above).

Review Arrangements

• This policy will be formally reviewed with the whole school community (parents, children, governors, teaching and support staff) annually.

• The Headteacher will monitor the success of the strategies outlined in this policy within the school environment on a daily basis.

Date of last review:          21.01.2010

Signed:                          (P J Eastwood)

Position:                         Acting Headteacher

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A complaint/grievance is anything that you perceive it to be – there is no definition for a complaint/grievance and only you as an individual can determine whether or not you feel aggrieved.

It is advisable, in the first instance, to try and resolve the problem informally with the person with whom you have the grievance.

Stage One:

If the matter is not resolved informally, you should raise the matter in writing with the class Teacher or Supervisor of the staff member in question.  If the grievance is with the Teacher or Supervisor to start with, you should refer to Stage Two of the grievance procedure.

The Teacher or Supervisor will deal with your grievance as quickly as possible and normally you can expect to receive a verbal response within a short period, and a written response to your grievance within 1 week.

Stage Two:

If the matter is not resolved at Stage One or the grievance is about the Teacher or Supervisor, you should raise the matter in writing with the School Headteacher.  You can normally expect to receive a verbal response within a short period, and a written response to your grievance within 1 week.

Stage Three:

If your grievance has not been resolved at Stage Two you have the right to raise the matter with the School Board.  To do this you must inform the Chair in writing that this is your intention and formally request that your grievance is brought to the attention of the Board.  A Panel will be formed by the School Board, headed by the Chair, with at least three persons present who have not been directly involved in the matters detailed in the complaint.  One person at least should be independent of the management and running of the school.

Your grievance, along with any supporting documentation submitted by yourself and any other relevant information / evidence brought to the attention of the Chair during the course of Stages One and Two will be presented to the Panel.  You will be given the opportunity to present your grievance at this meeting, and may be accompanied if you wish, although you will not be able to remain during any deliberations that may take place following your presentation.

It is within the discretion of the Management to call any individual to assist in the discussion.

Findings and recommendations of the Panel will be drawn up, and copies issued to the complainant, the School Board, the Headteacher, and where relevant, the person/s complained about.

Written records are kept of all complaints, indicating whether they have been resolved at the preliminary stage, or whether they have proceeded to a Panel hearing.

All correspondence, statements and records of complaints are kept confidential.

Number of complaints received in the last year: 1

Date of last review:                  _________________________________

Signed:                                       _________________________________

Position:                         ______________________________________

Useful Information:

 NEWBOLD SCHOOL

Popeswood Road

Binfield, Bracknell, Berks

RG42 4AH

Telephone/fax:  01344 421088

Email:  newboldschool@hotmail.co.uk

Chair of School Board

Pastor Patrick Johnson

Newbold Church, St Mark’s Road

Binfield, Bracknell, Berks

RG42 4AN

Telephone:  01344 401792

Parent organisation

SOUTH ENGLAND CONFERENCE OF THE

SEVENTH-DAY ADVENTIST CHURCH

25 St John’s Road

Watford, Herts

WD17 1PZ

Telephone:  01923 232728

Fax:  01923 250582

Website:  www.secadventist.org.uk

Seventh-day Adventist Education Department for British Isles:

Dr Keith Davidson

Education Director

British Union Conference

Stanborough Park, Watford, Herts

WD25 6JP

Telephone:  01923 672251

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AT NEWBOLD SCHOOL WE EXPECT THAT:

1.      Children

a.      Attend school regularly.

b.      Arrive on time.

2.      Parents / Carers

a.      Ensure their child attends school regularly.

b.      Ensure their child arrives on time for school.

c.      Contact the school if their child is unable to attend for a valid reason and provide a note if necessary.

d.      Support the school in its aim to raise the achievement of their child through full attendance at school.

3.      The School

a.      Ensures efficient and accurate registration of pupils.

b.      Contact Parents / Carers if a child fails to attend without a satisfactory explanation.

c.      Will promote positive attendance by taking account of pupils individual needs.

REGISTRATION PROCEDURES

The register is a legal document.

• Registers are to be kept safely in the teachers’ desk in the classroom.
• Registers should be marked at the beginning of each morning and afternoon and then sent to the school office.
• Lateness should be noted.  Children will be marked as late after 09.10am.
• Absence returns should be filled in weekly.

POSITIVE ATTENDANCE PROMOTION

We try to promote positive attendance by:

• Impressing upon Parents / Carers the importance of regular attendance in raising standards throughout the school.
• Awarding a termly certificate to every child with 100% attendance.

Monitoring

• Class teachers may bring any concerns about absence or persistent lateness to the Head Teacher.
• Head Teacher will monitor attendance/lateness weekly.
• Head Teacher will contact parents / carers.
• Head Teacher will refer to Education Welfare Officer.

Extended holidays

• Any parent / carer who wishes their child to be away from school during term time must complete a holiday request form and submit it to the school office for permission absence.

Date of this review:           ______________________________

Signed:                                   _________________________________

Position:                                 _________________________________

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Guidance for Staff

• Staff must be aware of the policy on bullying
• All staff must challenge any bullying behaviour, including anti-racist, anti-sexist and homophobic behaviour
• Staff must be aware that verbal behaviour can be intimidating
• All staff must be diligent in reporting incidents – even apparent one-offs
• Incidents must be dealt with and seen to be dealt with
• When investigating an incident of apparent bullying, staff must be aware that this may not be the underlying cause of this incident.
• Separately, pupils must each be given the opportunity to present their version of events.
• Teachers need to be aware of whether the bullying is by an individual or a group of pupils
• A note must be made in the incident log book of any incident observed.
• Staff must not walk past any incident and leave it unchallenged.
• Follow agreed procedures for dealing with bullying incidents.
• Class teachers and school staff need to discuss the implementations of the anti-bullying policy annually.

Bullying – Possible signs

Parents and families are often the first to detect that a problem exists. Don’t dismiss it.  Contact the school immediately if you are worried.  Your child may indicate signs or behaviours that he or she is being bullied.  If you are concerned and become aware of any of the following, you may wish to contact the school.

Your child may:

• Be frightened of walking to or from school
• Be unwilling to go to school
• Beg you to drive them to school
• Change their route to school
• Begin doing poorly in their school work
• Come home early or regularly with clothes or books destroyed
• Become stressed, stop eating.
• Have unexplained bruises, scratches and cuts
• Have their possessions go ‘missing’
• Ask for money or begin stealing money (to pay the bully)
• Continually lose their pocket money
• Refuse to say what is wrong.

Talk with teachers about bullying:

Try and stay calm – bear in mind that the teacher may have no idea that your child is being bullied or may have heard conflicting accounts of an incident.

Be as specific as possible about what your child says has happened – give dates, places and names of the other children involved.

Make a note of what action the school intends to take.

Ask if there is anything you can do to help your child or the school.

Stay in touch with the school; let them know if things improve or if problems continue.

Anti-Bullying

Parental / Guidance

“Bullying has been around since time began.  It equips kids to deal with life. Why do we need advice to deal with it?”.  Fortunately, the attitude of this person is not shared by the majority of adults.  In fact most adults, especially parents and carers, are concerned to stop bullying and want practical ideas on how to cope and deal with it.  Children who see their friends being bullied have a hard time concentrating on learning.

No child deserves to be bullied.  As well as dealing with the victims of bullying we also have a responsibility to help the bullies – we do bullies no favours by ignoring their behaviour.  Our aim is to change the attitudes which allow bullying and to actively seek ways of stopping bullying.

How parents can help

• If your child is experiencing bullying then reassure her/him that s/he has done the right thing in telling you about the bullying

• Explain to your child that should any further incidents occur s/he should report them to a teacher immediately

• If you are worried that your child is being bullied ask her/him directly

• Take bullying seriously and find out the facts when told about an incident of bullying

• Don’t agree to keep the bullying a secret

• Give your child a chance to vent her/his feelings about being bullied

• Check that you child is not inviting the bullying by saying things which may upset others

• Keep a written diary of all events

• Talk with a teacher or Head teacher if it is a school bullying

If you are not satisfied

Families who feel that their concerns are not being addressed appropriately by the school, might like to consider the following steps:

• Make an appointment to discuss the matter with the class teacher and keep a record of the meeting

• If this does not help, write to the Head teacher explaining your concerns and what you would like to see happening

• Contact local or national parent support groups for advice

If your child is a bully

First of all discourage your child from using bullying behaviour at home or elsewhere. Show them how to resolve difficult situations without using violence or aggression.

Sometimes children bully others because:

• They do not know that it is wrong

• They are copying older brothers or sisters or other people in the family whom they admire

• They have not learnt other, better ways of mixing with their school friends

• Their friends encourage them to bully

• They are going through a difficult time and are acting out their aggressive feelings

To stop your child from bullying others:

• Talk with your child; explain that what s/he is doing is unacceptable and makes other children unhappy

Date of this review:             _________________________________

Signed:                               _________________________________

Position:                             _________________________________

ANTI – BULLYING CONTRACT

At Newbold School, we acknowledge that no school is free of bullying.  We as a school will strive to create an environment that is happy and supportive of all our pupils and staff.

In order to have the full commitment of every member of our community for our anti-bullying policy we will ask everyone to sign this contract.  This will help to ensure that bullying is kept to a minimum, if not eradicated altogether.

Pupils promise to:

Support the aims of the school by reporting all incidents of bullying whether directed towards you or someone else.

Parents / Carers undertake to:

Support the aims of the school by watching for signs of bullying and communicate these to the school.

Staff undertake to:

Investigate all reported or observed incidents and take the appropriate actions.

Pupil’s Name:                        _____________________________

Pupil’s Signature:                   _____________________________     

Date:                                    _____________________________

Parent’s / Carer’s Name:        _____________________________

Parent’s / Carer’s Signature: _____________________________ 

Date:                                    _____________________________

Teacher’s Name:                    _____________________________

Teacher’s signature:              _____________________________

Date:                                   _____________________________

GUIDELINES ON DEALING WITH BULLYING

1. DEFINITIONS AND GENERAL COMMENTS

Bullying is intimidation, whether verbal or physical, which causes physical, mental or emotional distress to a victim who is not able to defend himself / herself.

Bullying exists in all schools to a greater or lesser degree and is one of children’s main concerns.

Boys are more likely to use physical bullying and girls verbal. Studies show that most bullies and victims have low self-confidence and self-esteem.

Bullying is to be taken seriously and schools should have a policy on the handling of bullying.  This document is a recommended policy; schools may wish to add to these guidelines to meet their particular situations.

2.      PREVENTATIVE MEASURES

The following preventative measures are recommended to schools:

a) The administration and teachers should emphasize each child’s individual value in the eyes of God and the school.

b) The staff should create an atmosphere of concern and trust so that children feel they can share problems and worries with staff.

c) The administration should address the issue early in the school year in an assembly.  The following should be included:

                    i.    Make it clear that bullying is not acceptable behaviour and will not be tolerated in the school.

                    ii.   Encourage the children to report incidents of bullying as soon as possible after they happen.  Emphasize that this is responsible behaviour and not “telling tales”.

                    iii.  Teach the children to feel responsible for each other’s safety.  Help them to grasp the principle that there are no bystanders in bullying.

d) The administration should ensure adequate supervision of the children at all times.  If some areas of the school cannot be supervised at all times, spot-checks are helpful.

e) Teachers should discuss bullying in class.  Teach the children how to react to being bullied. (This is especially important in Year 6 to help prepare children for secondary school).

f) All staff should be aware of the effects of “teachers-bullying”.  All pupils should be treated with a level of respect.  No one should humiliate a child by making jokes at his/her expense.

3. SIGNS OF BULLYING

Staff should also watch for signs that a child is being bullied.  These include:

a)     Fear of walking to or from school.

b)     Deterioration in school work

c)      A child becoming withdrawn or starting to stammer

d)     Unexplained bruises, scratches, cuts, etc.

e)     Unexplained loss of possessions or money

f)     Unexplained damage to a child’s books or clothes

g)    A child refusing to say what is wrong or giving improbable excuses to explain any of the above.

4. DEALING WITH BULLYING INCIDENTS

In the case of a bullying incident staff are advised to deal with the situation as follows:

a) If the bully is caught in the act, remove the victim from the scene as quickly as possible and tell the bully that he/she will be dealt with later.  Don’t be aggressive and don’t intervene physically unless absolutely necessary.

b) If a victim “tells” take it seriously and assure him/her that the matter will be dealt with swiftly.  Ask for a written report (child’s age permitting).

In both cases the following procedure should be implemented:

a) Take the matter to the head or senior teacher who should deal with it as soon as possible. Early intervention is important: failure to deal with the bully promotes further aggression.

b) The parents of both victim and bully should be involved. Invite them to attend any interviews with their child.  If this is not possible inform them of all discussion and decisions.

c) The victim and the bully should be interviewed separately and then together.

d) A record of all incidents and subsequent actions taken must be kept.

5. HOW TO DEAL WITH THE BULLY: SUGGESTIONS 

a) Help the bully to understand that his/her behaviour is not acceptable.

b) Make the bully aware of the distress caused to the victim.

c) Explore reasons for the bullying and ways to help the bully control his/her aggression. Help to find something he/she can do well which can foster his/her self-esteem. If the problem is deep-seated, outside help from a child psychologist may be required.

d) Punish the bully, record the punishment and show the bully it has been recorded. Punishments should not involve aggression or humiliation.

e) The bully should make amends for the distress caused i.e. an apology (public, private or in writing) a gift or special favour to the victim (any such contact should be with the victim’s permission).

f) An identified bully should be supervised very closely.

6. GUIDANCE FOR VICTIM

If you are being bullied try to respond in at least one of these ways:

a) You will be upset and bullies like to see this so try not to show them that you are.

b) Try not to react too much to the bully at the time, but make sure you can tell someone as soon as possible.

c) Walk away quickly and confidently even if you do not feel that way inside.

d) Try to be assertive – look and sound confident.

e) If you are different in any way, be proud of it – it’s good to be you (special).

f) Avoid being alone in places where bullying happens.

g) If you are in danger get away fast.

h) You must tell a teacher if someone bullies you or makes your life unhappy.

i) If possible try to avoid the bully.

j) Try not to retaliate.

7. SUPPORT FOR BULLIES AND VICTIMS

a) It should be made clear to everyone in the school that they have the right to attend school without fear of being bullied.

b) There should be frequent open class discussions around bullying.

c) Pupils who take pride in their ‘macho’ image must be made to confront the reason for their bullying behaviour.

d) There should be regular meetings where bullies and victims may meet separately or together to work through their problems with staff (within the circle-time group setting perhaps).

e) Clear and explicit rules and corresponding courses of action must be agreed upon by all staff, pupils ad parent representatives.  Teachers to meet and discuss agreed procedures.

f)  Pupils will be encouraged to write their concerns on paper and hand it in to the class teacher.

g)  There should be an assembly on bullying once per term, Constructive supervision – having a chat to pupils while on duty, etc. can help the victims and the bully.

8.      HOW TO HELP THE VICTIM: SUGGESTIONS

a)  If a child reports an incident, never brush it aside. Take all reports seriously.

b)  Help the victim to see that what has happened is not his/her fault and he/she is not to blame. (Victims often feel that they are in some way responsible or that there is something wrong with them).

___________________________________________________________________________

 PUBLICATIONS:             

·  Elliott, Michele, Teenscape: A Personal Safety Programme for Teenagers (1990).

·  Elliott, Michele, Keeping Safe: A Practical guide to Talking with Children (1988).

·  Other material, including the free 20 page leaflet Stop Bullying is available from Kidscape, 

  World Trade Centre, Europe House, LONDON E1 9AA.

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We, the teachers, non-teaching staff, parents and Governors of Newbold School are committed to the following Anti-Racist Policy and Code:

1. Our school must reflect the multicultural community it serves in all areas by giving equal consideration to all children and parents, respecting their cultures and their religions.

2. We value our children equally and welcome the multi-ethnic composition of our school.

3. We are totally opposed to racism in any form and will not condone or tolerate racist behaviour, neither racist name-calling, nor physical abuse towards any or all racial groups.  Positive guidance will be given to all children and parents to facilitate understanding that racist behaviour is unacceptable.

4. We will strive to create conditions so that racism, hidden or on the surface cannot operate.

5. We will endeavour to create conditions where sensitivity to other people’s feelings can grow within the school and the wider community.

6. We strive to prepare the children in Newbold School for their future role in the multi-cultural society in which they are growing up.

7. We will try to help our children to the understanding that living in a multi-cultural society as we do enriches our lives and opens up new horizons and opportunities for new experiences which will help them to make sound decisions in the future.

Date of this review:                 ______________________________________

Signed:                                   ______________________________________

Position:                                 ______________________________________

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A child who is unwell and unfit to attend school should normally be kept at home by the parent/carer until fully recovered.  In some circumstances, the headteacher may feel that children are not well enough to be in school and will arrange for their return home, having first made contact with the child’s parent/carer.

It is each parent/carer’s responsibility to ensure that their child is fit to attend school, and any medication required whilst the child is at school should ideally be administered by the parent/carer.

Very few medicines need to be taken four times a day.  In most cases, final doses of medicines, eg antibiotics, can be given before the child leaves home for school and immediately on their return from school, so that a consistently high level of the medication is maintained in the bloodstream throughout the day.  The same principle can also be applied to medications such as creams for conjunctivitis etc.

A problem may arise where the parent cannot administer the dosage, if it must be taken in school time or the child has a chronic need of medication.  There is no legal or contractual duty on school staff to administer medicine or supervise a pupil taking it.  This is a voluntary role.  No member of staff should administer any medications unless they have received proper training. 

No pupil should be given medication without written parental consent.  (Please use attached Medical Form.)  Any member of staff giving medicine to a pupil should check:

1        Pupil’s name

2        Written instruction provided by parents or doctor

3        Prescribed dose

4        Expiry date

If in doubt about any of the procedures the member of staff should check with the parents or a health professional before taking action.

Staff will complete and sign a record card each time they give medication to a pupil. The dosage and administration should be witnessed by a second adult.

Review Date:  22.12.2009

Signature:  (P J Eastwood)

Position: Acting Headteacher

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ARRIVAL

Children should not arrive before 8.45am. If it is necessary to do so, parents may wait with the children in the playground until the doors open at this time.  Children are in the care of and are the responsibility of their parents or those who bring them to school until the school doors open and a staff member is situated on the playground.

Foundation Stage children and parents/carers should proceed to their classrooms at 8.45 am and should assist the children in hanging coats and changing shoes.  Parents/carers may stay to ensure the child is happy and secure and may then leave via the main entrance door.

Children in Year Groups 1 – 6 may play supervised by staff in the playground from 8.45 am until they are called in to school.

DEPARTURE

Foundation 1

Parents/carers of children leaving after the morning session should access the outside door to the classroom through the Early Years playground.  The children will be released into the care of the person collecting the child at 12.10 pm Monday to Thursday, and 12.30 pm on Fridays. 

Foundation 2 – Year 6

Children are normally released from school at 3.30 pm Monday to Thursday, and 12.30 pm on Friday.  Parents/carers should collect their child/children from the outside door of their classroom.

If the normal parent/carer is not able to collect the child notice of this should be given to the school in writing, letting the school know who to expect to pick up your child.  For a last minute arrangement you need to make a phone call to the office, using the answer phone if necessary.  Children will not be released into the care of another without prior notice of the parent/carer.

It is not an expected right to be allowed to pick up your child late and may only be acceptable if a prior arrangement has been made.

If for some reason, parents/carers are late in collecting you child/children, that is after 3.30 pm, (12.30 pm on a Friday) children will wait for collection in the School Hall Foyer.  Please ensure that you contact the school to warn them that you may or will be late. 

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The e-Safety Policy relates to other policies, including those for ICT, bullying and for child protection.

·        The school has appointed an e-Safety coordinator, who is also the Designated Safeguarding Officer.

·        The e-Safety Policy and its implementation will be reviewed annually.

Teaching and Learning

Why Internet use is important

·        The internet is an essential element in 21st century life for education, business and social interaction.  The school has a duty to provide students with quality internet access as part of their learning experience.

·        Internet use is a part of the statutory curriculum and a necessary tool for staff and pupils.

Internet use will enhance learning

·        The school internet access includes filtering appropriate to the age of pupils. 

·        Pupils will be taught what internet use is acceptable and what is not and given clear objectives for internet use.

·        Pupils will be educated in the effective use of the internet in research, including the skills of knowledge location, retrieval and evaluation.

Pupils will be taught how to evaluate internet content

·        Staff should ensure that the use of internet derived materials by staff and pupils complies with copyright law.

·        Pupils should be taught to be critically aware of the materials they read and shown how to validate information before accepting its accuracy.

Managing Internet Access

Information system security

·        The ICT systems capacity and security will be reviewed regularly.

·        Virus protection is installed, and updated regularly.

E-mail

·        Pupils and staff may only use approved e-mail accounts on the school system.

·        Pupils must immediately tell a teacher if they receive offensive e-mail.

·        Pupils must not reveal personal details of themselves or others in e-mail communication, or arrange to meet anyone without specific permission.

·        Staff to pupil e-mail communication must only take place via a school e-mail address or from within the learning platform and monitored.

·        E-mail sent to an external organisation should be written carefully and authorised before sending, in the same way as a letter written on school headed paper.

·        The forwarding of chain letters is not permitted.

Published content and the school web site

·        The contact details on the web site should be the school address, e-mail and telephone number.  Staff or pupils personal information will not be published.

·        The headteacher will take overall editorial responsibility and ensure that content is accurate and appropriate.

Publishing pupils’ images and work

·        Pupils’ full names will not be used anywhere on the web site or in blogs, forums or wikis, particularly in association with photographs.

·        Written permission from parents or carers will be obtained before photographs of pupils are published on the school web site.

Managing filtering

·        The school will closely work with our technician and the Education Department of the BUC to ensure systems to protect pupils are reviewed and improved.

·        If staff or pupils discover an unsuitable site, it must be reported to the e-Safety Officer who will arrange with the technician to filter the site.

Managing emerging technologies

·        Emerging technologies will be examined for educational benefit and a risk assessment will be carried out before use in school is allowed.

·        Mobile phones will not be used during lessons or formal school time except as part of an educational activity.  The sending of abusive or inappropriate text messages is forbidden.

Protecting personal data

Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998.

Policy Decisions

Assessing risks

·        The school will take all reasonable precautions to prevent access to inappropriate material.  However, due to the international scale and linked internet content, it is not possible to guarantee that unsuitable material will never appear on a school computer.  The school cannot accept liability for the material accessed, or any consequences of internet access.

·        The school will audit ICT use to establish if the e-safety policy is adequate and that the implementation of the e-safety policy is appropriate.

Handling e-safety complaints

·        Complaints of internet misuse will be dealt with by the e-safety officer.

·        Any complaint about staff misuse must be referred to the headteacher.

·        Complaints of a child protection nature must be dealt with in accordance with the school child safety procedures.

·        Pupils and parents will be informed of the complaints procedure.

·        Discussions will be held with the Police Youth Crime Reduction Officer if there is a need to establish procedures for handling illegal issues.

Community use of the internet

All use of the school internet connection by community and other organisations shall be in accordance with the school e-safety policy.

Communications Policy

Introducing the e-safety policy to pupils

·        E-safety rules will be posted in the net-worked room.

·        Pupils will be informed that network and internet use will be monitored.

Staff and the e-Safety policy

·        All staff will be given the School e-Safety Policy and its importance explained.

·        Staff should be aware that internet traffic can be monitored and traced to the individual user.  Discretion and professional conduct is essential.

·        Staff who manage filtering systems or monitor ICT use will know clear procedures for reporting issues.

Enlisting parents’ support

·        Parents’ and carers’ attention will be drawn to the School e-Safety Policy in newsletters, the school handbook and on the school web site.

·        Parents and carers will from time to time be provided with additional information on e-safety.

Date of last Review:

Signed:                                                (P Eastwood)

Position

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e-Safety Rules

All pupils use computer facilities including internet access as an essential part of learning, as required by the National Curriculum.

Both pupils and their parents/carers are asked to sign to show that the

e-Safety Rules have been understood and agreed.

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In the event that an accident has taken place first assess that you are not in danger.

If an injury has taken place and the child can walk ask a prefect or older child to accompany the child to the medical room and get a First Aider.  While all staff are trained in basic first aid, designated Paediatric First Aiders are:

Mrs J Godwin

Mrs I Metzing

If the child is unable to get up off the ground get a prefect or older child to get a First Aider.

Never move anyone who has been injured.

If no First Aider is available please fill in the accident book that is kept in the drawer in the medical room.  Remove the sheet and place in purple file that is kept in Foundation 1 classroom and fill in the appropriate form and send home with child.

When dealing with an injury use rubber gloves.

Clean using alcohol free wipes. If it is possible,  put injury under  cold running water (e.g. a finger) and cover with a plaster or dressing with micro porous tape.

When dealing with head injuries you must always apply an ice-pack and inform parent or guardian.

If a child has e.g grit or dust in eye use a sterile eye wash.

Never interfere with injury e.g. splinters, just clean and cover.

Basic First Aid knowledge can be found in First Aid book if needed.

If a child has come to school with sickness or diarrhoea they should not be admitted but returned home until the condition has gone.  If the condition persists the parent or guardian should seek medical advice.

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It is recognised that a healthy diet, with the consumption of fruit and vegetables, is needed both for healthy growth and to prevent chronic disease, and that too many sugary foods and drinks cause tooth decay.

Seventh-day Adventist institutions promote a healthy vegetarian diet.  Therefore, following these principles, school events such as bake sales, fetes and other functions that involve catering will serve only vegetarian foods.  It would therefore be helpful for everyone to take note of this policy whenever foods are brought for such events as these.  

We do recognise that some children in our care are allergic to particular foods and must follow a specific diet. In such cases, the school needs to be informed so that members of staff are aware of the food allergies of the pupils concerned.  For this reason, we do not allow birthday cakes, biscuits or sweets to be brought into school for sharing. This is in order to avoid the distress it may cause some children who may be unable to take part in these treats. We kindly request, therefore, that these types of celebrations are held off school premises.

Our staff are trained in the use of Epi-pens and we have first aiders in the school.  Before any activity involving food, permission slips will be sent home for parents to indicate any allergy risks that may apply to their children.

Although staff may make their own choices about their food consumption in the staff room, they are encouraged to be healthy role models when eating or drinking with the children.

To help the children develop awareness of the need for a healthy diet, we will take part in the Berkshire Food Awareness Week. This will be held in June. It is an event that aims to promote healthy food choices; the safe handling of foods and experiencing foods from different cultures.  The children’s Science and PSHE lessons will also look at food groups and the functions of food and healthy eating.

Pupils from Foundation 1 and 2 are encouraged to bring one piece of fruit and a drink for their mid morning break. However, the school recognises that younger children may not yet be into a school routine and we will therefore be flexible regarding their needs.

Children have access to drinking water all day and for the children from Year 1 upwards, it is recommended that they have their own bottle of water with their name on it which is kept in the classroom and which is taken home at the end of each week so that it may be cleaned or replaced to ensure a state of proper hygiene.

A healthy lunch box should contain low sugar, low salt foods that are nutritious for young growing children.  Sweets, cakes and biscuits should ideally be avoided as they contain high levels of sugar.  Snacks such as crisps generally have a high salt and high fat content and should be kept to a minimum.    The recommended salt intake for a school child is 3-5 grams per day. An easy way to avoid a higher intake of salt is to avoid salty snacks.

Cereal and fruit bars are often promoted as healthy alternatives to chocolate bars; however, these can be as damaging to teeth and are also high in fat and calories; we therefore suggest that these be treated as confectionery.

A lunch time meal should provide a child with approximately a third of their daily nutritional requirements. It is therefore very important to make the contents of your child’s lunch box as healthy as possible.

Food Safety Management System for Handling Food in School

In January 2006 several new food hygiene regulations came into force in the UK.These include: Regulations EC No 852/2004 on the hygiene of foodstuffs and the Food Hygiene (England) Regulation 2006.

The food safety management procedures are based on HACCP (Hazard Analysis Critical Control Point).  These procedures are in place with documentation and record keeping which are kept up to date.

Food is bought from reputable stores/suppliers.

Use of a coolbag/box with ice-packs to carry high-risk foods to school in hot weather.

Ensure that raw and cooked / ready to eat foods are carried in separate bags to prevent cross contamination.

Store eggs in the fridge.

Decant food from open cans into other containers.

Check the temperature of the fridge to ensure that it is less than 8˚C.

Clean fridge once a week using anti bacterial spray.

Check the temperature of the freezer to ensure that it is -18˚C or below.

All work surfaces to be cleaned and disinfected regularly i.e. counter taps, chopping boards and sink areas.

Always wash hands before handling any food and if possible use gloves to serve.

No food to be used after its ‘Use By’ date.

Wherever possible use different chopping boards and knives to keep raw and cooked foods separate.

Always ensure that food is cooked thoroughly to a minimum of 75˚C.

Always follow the cooking instructions on the package carefully.

Never dip fingers into food to taste it; always use a clean spoon.

Do not use a tea towel to dry your hands; always use a separate towel.

Cover all burns and cuts with a waterproof dressing.

Dish cloths can harbour bacteria; it is good practice to use paper towels to clean surfaces.

No one who has had diarrhoea, vomiting, stomach cramps, fever, nausea and headaches within the last 48 hours should be in contact with food preparation.

It is recommended that if you prepare or handle open, high-risk foods, you need to be trained to a level equivalent to the Chartered Institute of Environmental Health (CIEH) Level 2 Award in Food Safety in Catering.

Date of last review:   22.12.09

Signed:  (P J Eastwood)

Position:  Acting Headteacher

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The main purpose of homework is to reinforce the work undertaken in the classroom.  Children are set homework regularly.  The time taken to complete various homework tasks, however, may vary.

Children in Key Stage 2 have a homework diary where all set homework is recorded and dated.  Homework that needs a written response is to be marked in line with the marking policy.  The school’s marking policy will be shared with parents at parents’ evening and they will be encouraged to check their child’s homework diary.  Homework can also be set that does not require a written response, for example:  investigations or learning multiplication tables.  Throughout each week, there should be a balance of the two types of homework.

The homework requirements are:

Key Stage One

·                    Reading Book to take home with reading record;

·                    Spelling;

·                    Maths task linked to the objectives taught to be given once a week;

·                    Activities that focus on different learning styles.

Key Stage Two

·                    Reading book with reading record;

·                    Writing task linked to the objectives taught throughout the week;

·                    Spellings;

·                    Multiplication tables, percentage, decimal and fraction facts;

·                    Finding out information linked to topic or carrying out research

·                    Activities that focus on different learning styles.

At Key Stage 2 children also have published homework books in Mathematics.  The following considerations need to be taken into account when using these books:

·                    Children are only to complete the pages set by the teacher;

·                    The answers are to be taken out of the book before they are given to the children;

·                    All completed pages must be marked.

Returning homework to school

Homework needs to be returned by children in a neat and clean condition on the designated date.  If a child is unable to spend the time on homework, a parent must send a signed note with an explanation.

Date of this review:  04.01.10

Signed:                       (P Eastwood)

Position:                     Acting Headteacher

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Mission Statement

Our Mission is to create a secure, loving environment by presenting God as the source of all life and truth, encouraging children to practice Christian Values with respect to themselves, others and the environment.

At Newbold School every child is treated with respect as an individual and assisted in discovering their personal gifts, thereby encouraging their spiritual, social, physical and intellectual growth.  By building close links between the school, family and church we seek to develop confident, motivated pupils who are equipped and inspired to extend their horizons.

In light of this . . .

At Newbold School we are fully committed to promoting inclusion of all children, whatever their age, ability, gender, race or background.  We believe that the teaching an learning, achievements, attitudes and well-being of every child in the school is important.

We aim to provide equal opportunities for all groups of children, including those with diverse needs.  All children should have the opportunity to join with their peers in the curriculum and life of the school.  We aim to pay particular attention to the provision for, and the achievement of, different groups within the school, providing extra resources and support where possible.

Different Groups in the School . . .

·        girls and boys

·        children from Christian backgrounds

·        children from other faith backgrounds

·        children from  no-faith backgrounds

·        varied ethnic groups

·        children who need support to learn English as an additional language (EAL)

·        children with Special Educational Needs

·        Gifted and Talented children

·        other children, such as sick children, and those from families under stress

·        any children who are at risk of disaffection and exclusion

Roles and Responsibilities

At Newbold School all staff have a responsibility to promote inclusion.

·        It is important that all children are treated fairly, achieve their full potential and have an opportunity to learn effectively without interference or disruption.

·        All children have a right to individual help and respect from their teachers and other staff.

·        All children should have access to all aspects of the Curriculum at their level.

·        The well-being of all children is fostered, and children are given extra support when experiencing difficulties.

Date of this review:                        22.12.09

Signed:                                   (P J Eastwood)

Position:                                 Acting Headteacher

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Useful Information:

NEWBOLD SCHOOL

Popeswood Road

Binfield, Bracknell, Berks

RG42 4AH

Telephone/fax:  01344 421088

Email:  newboldschool@hotmail.co.uk

Headteacher

Mrs Patricia Eastwood. B.Ed (Hons) M.Ed

Parent organisation

SOUTH ENGLAND CONFERENCE OF THE

SEVENTH-DAY ADVENTIST CHURCH

25 St John’s Road

Watford, Herts

WD17 1PZ

Telephone:  01923 232728

Fax:  01923 250582

Website:  www.secadventist.org.uk

Seventh-day Adventist Education Department for British Isles:

Dr Keith Davidson

Education Director

British Union Conference

Stanborough Park, Watford, Herts

WD25 6JP

Telephone:  01923 672251

Chair of School Board

Pastor Patrick Johnson

Newbold Church, St Mark’s Road

Binfield, Bracknell, Berks

RG42 4AN

Telephone:  01344 401792

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Our Philosophy

Newbold School provides a warm, caring environment where all children can learn to relate positively to pupils, staff and other adults. It recognises the uniqueness of each individual and priority is given to helping every student develop socially, spiritually, emotionally, academically and physically.

All members of the staff are committed to giving quality education in a caring Christian environment where the worth and personal development of each child is respected and enhanced.  We endeavour to help children distinguish between performance and their inherent worth.  Each child must know that his/her performance has no bearing on their worth as an individual.

We welcome children from all faiths and backgrounds, and seek to enable them to achieve their full potential, laying firm foundations for their future role in society. Children accepted into our school are expected to maintain the high standards that set our school apart from many others.

As an independent Christian school, Newbold  School is concerned with upholding family values, respect for authority and the overall development of each child.

Mission Statement

Our Mission is to create a secure, loving environment by presenting God as the source of all life and truth, encouraging children to practise Christian Values with respect to themselves, others and the environment.

At Newbold School every child is treated with respect as an individual and assisted in discovering their personal gifts, thereby encouraging their spiritual, social, physical and intellectual growth. By building close links between the school, family and church we seek to develop confident, motivated pupils who are equipped and inspired to extend their horizons.

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Parental agreement for school to administer medicine

The school will not give your child medicine unless you complete and sign this form.

Name of child               _________________________________________________

Date of birth               _________________________________________________

Year group                           _________________________________________________

Medical condition/                _________________________________________________

Illness

Medicine

Name/type of Medicine            _________________________________________________

as described on

container

Date dispensed                 ______________                Expiry date                _____________

Dosage and method            _________________________________________________

Timing                                   _________________________________________________

Special precautions            _________________________________________________

Are there any side                    _________________________________________________

effects the school needs            _________________________________________________

to know about?

Self administration                   YES/NO  delete as appropriate

Procedures to be taken            _________________________________________________

in an emergency               _________________________________________________

Contact details:

Name                                     _________________________________________________

Daytime telephone            _________________________________________________

Mobile telephone                 _________________________________________________

If different

Relationship to child            _________________________________________________

Address                                _________________________________________________

                                                _________________________________________________

                                                ___________________________ Post Code _____________

I understand that I must deliver the medicine personally to Mrs Godwin (designated member of staff) and accept that this is a service that the school is not obliged to undertake.

I understand that I must notify the school of any changes in writing.

Date                                       _________________________________________________

Signature(s)                         _________________________________________________

                                                _________________________________________________

Relationship to child            _________________________________________________

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This policy is written with reference to the document  “Safeguarding Children in Education (DfES 0027/2004).  It is the responsibility of the School’s Board of Governors for safeguarding and promoting the welfare of children as part of fulfilling their duty of care towards the children for whom our School is responsible.  All Governors and School Staff should make themselves familiar with the above document.

Our objectives are to:

·                    Provide a safe environment for children and young people to learn;

·                    Identify children and young people who are suffering or likely to suffer significant harm, and to take appropriate action with the aim of making sure they are kept safe both at home and at school.

Achieving these aims requires us to:

·                    Prevent unsuitable people working with children and young people;

·                    Promote safe practice and challenge poor and unsafe practice;

·                    Identify instances in which there are grounds for concern about a child’s welfare, and initiate/take appropriate action to keep them safe;

·                    Contribute to effective partnership working between all those involved with providing services for children.

The School will ensure that:

·                    there is a Child Protection Policy and Procedures document in place that is in accordance with locally agreed inter-agency procedures and the Policy is made available to parents on request;

·                    the school operates safe recruitment procedures and makes sure that all appropriate checks are carried out on new staff and volunteers who will work with children;

·                    the school has procedures for dealing with allegations of abuse against members of staff/volunteers that comply with locally agreed inter-agency procedures and DfES guidance;

·                    a senior member of the school’s management structure is designated to take lead responsibility for dealing with child protection issues and liaising with other agencies where necessary;

·                    all staff will receive basic child protection training, with regular three-yearly refresher courses, while the staff member taking lead responsibility undertakes full training to standards set by the ACPC, with refresher training at two-yearly intervals;

·                    the Board of Governors undertakes an annual review of the School’s policies and procedures relating to safeguarding, and how the above duties have been discharged.

The Headteacher should ensure that:

·                    the policies and procedures adopted by the Board of Governors are fully implemented, and followed by all staff;

·                    sufficient resources and time are allocated to enable the designated person and other staff to discharge their responsibilities, including taking part in strategy discussions and other inter-agency meetings, and contributing to the assessment of children;

·                    all staff and volunteers feel able to raise concerns about poor or unsafe practice in regard to children, and such concerns are addressed sensitively and effectively in a timely manner in accordance with agreed whistle blowing policies.

Date of last review:       04.01.10

Signed:                    (P Eastwood)

Position:                       Acting Headteacher

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Aims

In that Newbold School serves a highly mixed community by way of ethnicity, and frequently has pupils join the school across the spectrum of curriculum stages who have no background in the English Language, the School aims to develop a whole school approach to bilingual learners through advice, support and Policy development.

The EAL support teacher will work in partnership with class teachers to monitor needs of all bilingual pupils.

 

Welcome and Induction

Foundation Stage

Where children from non-English speaking homes are accepted into our Foundation Stage, the nature of the environment and the age of the pupils often serves to assist them to understand and speak a limited vocabulary within a very short time.

To enhance the learning of these children staff should plan appropriate activities and resources to help towards a greater understanding.

Each child should have an EAL record sheet where progress is monitored and the EAL support teacher should liaise with the class teacher to plan future activities that best suit the needs of the pupil.

Negotiate with class teacher as to when the pupil has reached a level of competence whereby they may be removed from the EAL programme.

The EAL support teacher should be involved in the class placement of a new bilingual pupil. When the pupil is allocated to a class every effort should be made to meet the needs of the child at his/her level of understanding, while also addressing, as far as possible, the needs of the Curriculum at the appropriate level.

The EAL support teacher should:

• Make an initial assessment of a new entrant
• Work with the class teacher to set appropriate objectives
• help the class teacher plan suitable activities and provide resources to assist the child in his/her learning
• Frequently review, evaluate and monitor each EAL pupil
• Make ongoing assessments and regular sampling of bilingual pupils in the classroom
• Discuss concerns and issues of class teacher and work out effective ways of working together
• Where possible/appropriate, hold weekly group sessions for EAL children whereby they can enjoy stories and activities at their level with an aim to extending vocabulary through a variety of resources
• Assist teacher in completing one speaking and listening, one reading, and one writing sample from each EAL pupil per term
• Negotiate with class teacher as to when the pupil has reached a level of competence whereby they may be removed from the EAL programme

Purposes for record keeping:

1. To gain a better understanding of the abilities and needs of bilingual pupils
2. To plan future work that best suits the needs of bilingual pupils
3. To evaluate the language and learning support given to the bilingual pupils
4. To enable class teachers to recognise and understand the bilingual pupils needs and achievements

Date: 22.12.09
Signed: (P J Eastwood)
Position: Acting Headteacher

NEWBOLD SCHOOL

Initial Assessment - EAL

Name of pupil:                                 DoB:                  Age:             

Date of admission:                          Home Language:                     

Date:                           Class:                                             Teacher:                                

Copy to class teacher                                                                                                    

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DEFINITION

Children have Special Educational needs (SEN) if they have a learning difficulty which calls for special educational provision to be made for them or if their needs differ I any way from those of the ‘average’ child.

Children have a learning difficulty if they have a significantly greater difficulty in learning than the majority of children of the same age or have a disability that prevents or hinders them from making use of the educational facilities provided for children of the same age at Newbold School.
 

PRINCIPLES

The School Aims state, “We believe that every child has the capacity to learn”. The 1981 Education Act asserted the right of each child to suitable educational provision.

At Newbold, we operate a “Whole School” approach to pupils with Special Educational Needs. We believe:

That all pupils have the right to a broad, balanced, differentiated and relevant Curriculum, that demonstrates progress.

That all teachers are teachers of pupils with SEN.

That pupils with SEN should have an enhanced level of resourcing to meet their Needs.

That parents of children with SEN have a vital role to play in supporting their child’s education.

That all pupils have the capacity to learn and make progress.

That the views of the child should be sought and taken into account.
 

OBJECTIVES

1. All pupils with SEN have access to resources designed to met their needs.
2. All pupils have an equal opportunity to contribute to the life of the school.
3. All pupils have access to a broad and balanced curriculum.
4. All pupils are encouraged to develop an awareness of, and respect for, individual differences.
5. All teachers have access to advice and support in dealing with Special Educational needs.
   

ROLE OF THE GOVERNING BODY

The British Union Education Director, associate director and special needs advice team will work in partnership with Newbold School, to place the highest priority on their duty to promote high standards of education for all children, including those with SEN.

The British Union Conference (BUC) Team will ensure that:

• The needs of children with SEN are identified and assessed quickly and matched by appropriate provision.
• High quality support is provided for Newbold School through educational psychology and other support services.
• Children can benefit from co-ordinated provision by developing close partnerships with parents, teachers, health and social services.
• Strategic planning for SEN is carried out in consultation with Newbold School and others to develop systems for monitoring and accountability for SEN.
• Arrangements for SEN provision are kept under review as required under section 315 of the Education Act 1996.
• Needs are matched by appropriate provision by evaluating the effectiveness of school funding arrangements in supporting and raising the achievement of children with SEN.
• That teachers in the school are aware of the importance of identifying, and providing for, those pupils who have SEN.
• That parents are notified of a decision by the school that SEN provision is being made for their child.
• That the quality of SEN provision is an integral part of the school development plan and that the quality of provision is continually monitored.
  

ROLE OF THE HEADTEACHER

The Headteacher has the responsibility for day to day management of all aspects of the school’s work, including provision for children with SEN. The Headteacher should keep the BUC team fully informed and also work closely with the SEN co-ordinator. The Headteacher should refer all pupils potentially needing School Action plus to the BUC team.

ROLE OF THE SPECIAL NEEDS CO-ORDINATOR

The Special Needs Co-ordinator (SENCO), in collaboration with the Headteacher and BUC education team, will determine the strategic development of the SEN policy and provision in the school in order to raise the achievement of children with SEN.

The SENCO takes day-to-day responsibility for the operation of the SEN policy and co-ordination of the provision made for individual children with SEN, working closely with staff, parents and other agencies.

The SENCO, with support of the Headteacher and teachers, seeks to develop ways of overcoming barriers to learning and sustaining effective teaching through the analysis and assessment of children’s needs by monitoring the quality of teaching and standard of pupil achievements, and by setting targets for improvement.

The key responsibilities of the SENCO include:

• Overseeing the day-to-day operation of the SEN policy
• Co-ordinating provision for children with SEN
• Liasing with and advising fellow teachers
• Overseeing the records of all children with SEN
• Liasing with parents of children with SEN
• Contributing to the in-service training of staff
• Liasing with the BUC team, health and social services
   

ROLE OF THE CLASS TEACHER

All staff should be involved in the development of the school’s SEN policy and be fully aware of the school’s procedures for identifying, assessing and making provisions for pupils with SEN.

All teachers should work alongside the SENCO to implement and work with IEP, target setting, assessment and planning for children with SEN.

All staff should plan and teach a differentiated curriculum with the assistance of the SENCO to ensure all children with SEN have access to the full range of the curriculum.
 

ADMISSION ARRANGEMENTS

We welcome all pupils with Special Educational Needs at Newbold and admissions arrangements are exactly the same as for other pupils. The school will make efforts to accommodate any need not already met within its premises. Details of the school’s ability to meet the needs of pupils with SEN will be explained to the parents prior to the child starting at Newbold.
 

ALLOCATION OF RESOURCES

The SENCO is responsible for the operational management of the specified and agreed resourcing for special needs provision within the school, including the provision for children with statements of special educational needs.

The Headteacher will inform the school board of how funding needs to be allocated to support special educational needs.
 

IDENTIFICATION, ASSESSMENT AND PROVISION

The school will be pro-active in the prompt identification of SEN via: teacher or parental observation, low attainment in specific subjects, performance below level descriptors in the national curriculum, or test results.

• Initially the class teacher will highlight areas for early action to support the child within the class, assessing what they know, understand and can do as well as to identify any learning difficulties.
• School Action  Through continuous assessment, underpinned by evidence, relating to the progress of the child, a teacher may refer a child to the SENCO.

• If any of the following statements are true there could be a need to intervene through School Action:
• The child makes little or no progress even when the teaching approaches target the identified area of weakness
• The child has difficulty developing literacy and/or numeracy skills thus affecting attainment in some curriculum areas
• The child presents persistent emotional an/or behavioural difficulties that do not respond to the behaviour management strategies of the school
• The child has sensory or physical problems and makes little or no progress despite provision of specialist equipment
• The child has communication and/or interaction difficulties and makes little or no progress despite provision of a differentiated curriculum.

Interventions will then be put into place that are in addition to or different from those provided as part of the school’s differentiated curriculum.

The class teacher, together with the SENCO, should consider the teacher’s reasons for concern alongside any information about the child already available in the school.

The help inform the decision on the nature of help required, the class teacher, together with the SENCO, should seek additional information from the parents.

• The SENCO should take the lead in further assessment, planning future support for the child, monitoring and subsequently reviewing the action taken. The class teacher remains responsible for working with the child on a day to day basis and for planning and delivering an individual programme. Parents should always be consulted and kept informed of the action taken to help the child, and of the outcome of this action.

• An Individual Education Plan (IEP) will then be drawn up.

The IEP should include information about:

• short term targets set for the child
• teaching strategies to be used
• provision to be put in place
• when plan is to be reviewed
• outcome of action taken
   

The IEP should only include what is additional to or different from provision made for all pupils.

Strategies may be cross curricular or subject specific.

An IEP should be discussed with the parents and pupil.

Where a pupil identified as having SEN is at serious risk of disaffection or exclusion, the IEP should reflect strategies to meet their needs. A Pastoral Support Plan should be in addition to the IEP.

Review An IEP should be reviewed at least twice a year, ideally on a termly basis.

• SCHOOL ACTION PLUS

School Action Plus may be taken if one or more of the following apply:

• The child continues to make little or no progress in specific areas over a long period
• The pupil continues working at National Curriculum levels substantially below that expected of children at a similar age
• The pupil continues to have difficulty in developing literacy and mathematical skills
• The pupil has emotional or behavioural difficulties that substantially and regularly interfere with the child’s own learning or that of the class group, despite having an individualised behaviour management programme
• The pupil has sensory or physical needs, and requires additional specialist equipment or regular advice or visits by a specialist services
• The pupil has ongoing communication or interaction difficulties that impede the development of social relationships and cause substantial barriers to learning.
  

A request for help from external services will be made when action is taken through School Action Plus. These outside agencies will:

• Advise staff on new IEPs and targets
• Provide more specialist assessments
• Give advice on the use of new or specialist strategies or materials
• Provide support for particular activities
   

The delivery of the IEP continues to be the responsibility of the class teacher.

If the SENCO and external specialist consider the information gathered as insufficient then the consent of the child’s parents must be sought. Records should be kept of what further advice is being sought and the support to be provided for the child pending receipt of the advice.
 

• STATUTORY ASSESSMENT

For a very few pupils, the help given through School Action Plus may not be sufficient to enable the pupil to make adequate progress. It will then be necessary for Newbold School, in consultation with parents and any external agencies involved, to consider asking the LEA to initiate a Statutory #Assessment. Newbold School will need to provide written evidence of, or information about:

• The school’s action through School Action and School Action Plus
• Individual education plans for the pupil
• Records of regular reviews and their outcome
• The pupil’s health
• National Curriculum levels
• Attainments in literacy and numeracy
• Education and other assessments, for example: advisory specialist or educational psychologist
• View of parents and pupil
• Involvement of other professionals
• Involvement of Social Services or Education Welfare Service.
   

While decisions are being made the pupil will continue to be supported through School Action Plus. All pupils with statements of special educational needs will have short-term targets set and an IEP that records strategies that are in addition to or different from the differentiated curriculum plan.
 

ACCESS TO THE CURRICULUM

All children should have access to the National Literacy and Numeracy Strategy Frameworks alongside the National Curriculum. Teachers’ planning is flexible in order to recognise the needs of all children as individuals and to ensure progression. Teachers at Newbold use auditory, kinaesthetic and visual approaches and strategies to teach the curriculum to maximize the achievement of all pupils.

Effective management, school ethos and the learning environment, curricular, pastoral and discipline arrangements minimize special educational needs arising. Observation, assessment, planning and review make provision for increased curriculum differentiation.

We, at Newbold, recognise the importance of providing effective learning opportunities for all pupils and believe in an inclusive curriculum where pupils’ diverse needs are met by being set suitable challenges and being helped to overcome potential barriers to learning.

Individual Education Plans take the form of a small-steps approach. By breaking down existing levels of attainment into small steps and targets we ensure that children experience success and have a feeling of achievement. All children on the special needs register have an IEP.
 

INTEGRATION ARRANGEMENTS

We support children where possible within the classroom. This will be through whole class teaching, small groups. There are times when, to maximize learning, there will be one-to-one work outside the classroom.

EVALUATING SUCCESS

The SENCO monitors the progress made by pupils as revealed by a range of test results.

The Headteacher monitors the progress made by pupils in all areas of the curriculum as revealed by subject criteria.

The SENCO provides staff and governors with regular summaries of the impact of the policy on the practices of the school.

The SENCO supports teachers involved in drawing up IEPs for children.

The SENCO and Headteacher hold regular meetings to review the work in this area.

The BUC Education Department will review the policy and consider any amendments necessary.
 

ARRANGEMENTS FOR THE TREATMENT OF COMPLAINTS

Most complaints can be effectively dealt with in discussion with the Headteacher or the teaching staff. If parents feel dissatisfied with the response they are advised to consult with the Chair of the School Board.
 

SEN IN-SERVICE TRAINING FOR STAFF

The BC Education Department will provide training every two years. The school will keep abreast of new developments in special needs education and policies. Newbold School will review its own policy yearly.
 

EXTERNAL SUPPORT SERVICES

The first contact will be to the BUC Education Department who will provide a SEN specialist advisor and Educational Psychologist. They will advise of other necessary support services.
 

PARTNERSHIP WITH PARENTS

At all stages of the special needs process, the Newbold School keeps parents fully informed and involved. We take account of the wishes, feelings and knowledge of the parents at all stages. We encourage parents to make an active contribution to their child’s education. We have regular meetings each term to share the progress of special needs children with their parents. We inform the parents of any outside intervention, and we share the process of decision-making by providing clear information relating to the education of children with special educational needs.

LINKS WITH OTHER SCHOOLS

When children move schools either at the end of Year 6 or during their primary phase, we transfer all records within 15 days. Copies of IEPS PREPARED IN SUPPORT OF school Action or School Action Plus and any statements of special educational needs are forwarded.
 

LINKS WITH HEALTH SERVICES, SOCIAL SERVICES AND VOLUNTARY ORGANISATIONS

The school recognises the need to work collaboratively with outside agencies along with the parents and the child. The objective is to provide integrated, high quality support, based on the needs of the child.

When we are concerned about the educational progress of a ch8ild after consultation with the parents and the BUC Education Department, the school will contact the appropriate organisation to discuss medical conditions or concerns that may be contributing to the child’s difficulties in school. All information is confidential to the professional involved. Copies of all paperwork and documentation are kept in the child’s file.
 

Date of last review: 04.01.10

Signed: (P Eastwood)

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1      GENERAL STATEMENT

Our overall aim in the teaching of Sex Education is that all children have a right to information about themselves and their bodies.  As a school, we view Sex Education as an integral part of overall personal development therefore demonstrating that the children have a right to be valued and to be treated with dignity and respect.

2      OUR AIMS

2.1   To inform students about bodily changes, by providing access to information and resources/facilities.

2.2   To correct misinformation.

2.3   To help develop skills (interpersonal, social decision making, assertiveness).

2.4   To increase self-awareness.

2.5   To enhance children’s safety and provide protection from abuse.

3       CLASSROOM CONTEXT

3.1   Each year group will follow guidelines.

3.2   The Sex Education programme will provide information, which is easy to understand and is appropriate to the age and maturity of the child.

3.3   Topics and themes will be progressive from year to year, where information will be discussed in greater depth as the child passes through each year group.  This will take into account the child’s own development and build on their knowledge and understanding.

3.4   Sex education at Newbold School is taught within the Christian ethic of love and marriage. Questions raised by children should be answered appropriately at any given time within whatever context they arise.  As a subject, it is taught through the curriculum areas of Science and PSHE.

3.5   There are also books available from the school library for further information.

4       OPPORTUNITIES AND EXPERIENCES

4.1   To provide opportunities for all children: Girls, boys, able bodied and people with disabilities and from a range of cultures, family life and ethnic backgrounds, to be part of a Sex Education programme that is clear and sensitive to the needs of those represented in school.

4.2   Throughout a child’s academic year they should have experience and opportunities of discussing:

- Feelings

- Body parts

- Life style

- Relationships

- Public/Private Affairs

- Gender.

4.3   When selecting materials, teachers should ensure that books and materials used are free from bias with regard to gender, race, class and ethnicity.

5      HEALTH AND SAFETY

  Teachers must ensure that classrooms sensitively reflect the topic being covered.

6      MONITORING

  Monitoring will be done through observation.  This can be done by: 

a.      Circle Time.

b.      Talking with children.

c.      Asking and responding to questions.

d.      Observing how they interact with one another be it in pairs, groups or via class discussions.

e.      Observing any emotional and/or physical changes in individuals – be they positive or negative.

      Parents retain the right to withdraw their children from these lessons.

      Date of last review:                27.08.09

      Signed:                                 (P Eastwood)

      Position:                                 Acting Headteacher

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