1. Whole School Policies (these policies apply across the School including EYFS)
1.1 Statement of ethos and aims ANNEX: Names and Addresses
1.2 Admissions Policy ANNEX: Academic performance in previous year
1.3 Behaviour Policy ANNEX: Code of Conduct
1.4 School Self-evaluation ANNEX: Where to find reports
1.5 Complaints Procedure ANNEX: Number of complaints in previous year
1.7 Transition Policy
1.8 Anti-Bribery Policy
2. Health and Safety Policies
2.1 Health and Safety Policy ANNEX: Risk Assessments
2.5 Offsite Activities Policy (ANNEX: After School Clubs Procedures)
3. Educational Policies
4. Staff Policies
6. Curriculum Policies
6.2 Specific Curricula
1.1.1. History of Cambridge International School
This school follows on from the success of its sister schools, Sancton Wood and Holme Court Schools. Sancton Wood was founded in 1976 by the late mother of the founding members of Holme Court and the Cambridge International School. Having a large family, including nine adopted children, Mrs Jill Sturdy was fully aware of the emotional, spiritual and educational needs of children. She decided to open her own school because of her passionate desire to provide an educational establishment of excellence. The school was founded on the principle of small class sizes, research having identified the numerous benefits of providing the individual attention upon which children thrive. It opened its doors to 11 pupils, in two classrooms, taught by Mrs Sturdy and a friend. Within a term the numbers had increased sufficiently to open another class. The school has continued to grow since then, to just over 200 pupils, but its philosophy remains the same: small classes with excellent teaching in a homely atmosphere.
In January 2005 the directors of Sancton Wood School decided to open Holme Court School in Bedfordshire, to provide much needed specialist provision for dyslexic pupils. The School has close links with University Psychology Research Departments and provides a dynamic and effective curriculum for its dyslexic pupils. The staff at both schools are highly committed teachers, who endeavour to make each pupil aware of his or her innate qualities and skills, and to develop these to full capacity. The policy of having small class sizes ensures that each pupil is well known and understood. It also provides a learning environment in which confidence can be strengthened and the high academic standards for which the school is renowned are achieved. Each child is encouraged to live a fulfilled life in the years ahead and to make a happy and positive contribution to society.
Over the years that Drs Daniel and Harriet Sturdy have been involved with these schools it had become apparent that something was missing in Cambridge. The idea of providing an entirely non selective international school where children were encouraged to learn foreign languages at an early age and be offered a very flexible curriculum took shape. The Cambridge International School offers a very exciting newly developed curriculum which is gradually being adopted in schools across the world. The key concept for this School is based around readiness to learn; children who show an interest in learning to read will be encouraged to do so, others, who are not ready, will learn in different ways. There is no constant formal testing at the School but very carefully planned assessments procedures are in place so pupils’ progress is certainly measurable.
1.1.2. Values The key values underlying the school’s ethos are reflected in the expectations of high standards in: care for the health and safety of pupils; educational provision; behaviour; respect for self and others; respect for property and the environment; responsibility for one’s own behaviour.
1.1.3. Expectations We expect people to address one another politely, to recognise and praise good behaviour, effort and achievement, to listen to one another. We expect children to comply with requests and instructions from the adults in school. We expect children to understand that their behaviour has consequences. We expect children to comply with the school’s structures and routines for promoting positive behaviour.
1.1.4. Ethos The school’s ethos is promoted in all aspects of its work, beginning with the way people address and engage with one another and through: assemblies; approaches to teaching which aim to raise pupils’ self esteem; promoting co-operative and inclusive activities in the playground; structures and routines such as lining up quietly before moving through the school; the code of conduct drawn up by the children through discussion with teaching staff; Personal Social and Health Education (PSHE) lessons.
1.1.5. Aims and Founding Principles
The education we provide is a dynamic alternative to national systems of education.
1. To enable all children to flourish in a stimulating international environment.
2. To provide internationally mobile families with an excellent stable educational philosophy.
Where appropriate we plan to prepare for children’s eventual return to their own education in their home country.
ANNEX: Names and Addresses
Cambridge International School,
Cherry Hinton Hall,
Cherry Hinton Road,
Proprietor: Monksilver Ltd
- Dr Harriet Sturdy
- Finance Director:
- Dr Daniel Sturdy
For the avoidance of any doubt: to determine the status of Cambridge International School as a co-educational school with an International Curriculum.
We are a non-selective School and we accept pupils with a wide range of ability levels.
Should a child present with severe behavioural, academic or emotional problems, however, we would consider that our school was not the right environment and such a pupil would be asked to find an alternative setting. We anticipate that the stimulating, flexible curriculum offered here will ensure the pupils are engaged, motivated and excited to learn all that is offered to them.
Students are admitted subject to the availability of places and fulfillment of our admissions requirements. We require the last year’s school reports and a letter of recommendation by the current school if the child has already attended school. We reserve the right to balance our classes according to age and gender.
Priority is given to siblings of children already at the school.
Mid Year Admissions
If there is a space in the class in the middle of the school year, a child will be allowed to start immediately.
We attempt to achieve a balance of gender in each class, and where a class has a preponderance of boys, for example, we would endeavour to redress the balance of sexes by holding a place open.
Children will be accepted from a wide catchment around Cambridge.
We try not to discriminate on the basis of gender, religion, culture, or sexuality.
ANNEX: Academic Performance in Previous Year (2013-14)
82% students achieved 5 or more A* to C at IGCSE with 48% of all GCSEs taken by students who have now completed year 11 resulting in A or A* grades.
A detailed analysis is available on request.
The School is committed to the principle that “good behaviour is a necessary condition for effective teaching to take place” (Education Observed 5 – DES 1987) and seeks to create an environment which encourages and reinforces good behaviour. Furthermore, it acknowledges that society expects good behaviour as an important outcome of education.
1. To create an environment which encourages and reinforces good behaviour.
2. To define acceptable standards of behaviour.
3. To encourage consistency of response to both positive and negative behaviour.
4. To promote self-esteem, self-discipline and positive relationships.
5. To ensure that the school’s expectations and strategies are widely known and understood.
6. To encourage the involvement of both home and school in the implementation of this policy.
1.3.3 STANDARDS OF BEHAVIOUR
a) In seeking to define acceptable standards of behaviour it is acknowledged that these are goals to be worked towards rather than expectations which are either fulfilled or not. Thus the school has a central role in the children’s social and moral development just as it does in their academic development. Just as we measure academic achievement in terms of progress and development over time towards academic goals, so we measure standards of behaviour in terms of the children’s developing ability to conform to our behavioural goals.
b) The children bring to school a wide variety of behaviour patterns based on differences in home values, attitudes and parenting skills. At school we must work towards standards of behaviour based on the basic principles of honesty, respect, consideration and responsibility. It follows that acceptable standards of behaviour are those which reflect these principles.
c) The adults encountered by the children at school have an important responsibility to model high standards of behaviour, both in their dealings with the children and with each other, as their example has an important influence on the children. As adults we should aim to: create a positive climate with realistic expectations; emphasise the importance of being valued as an individual within the group; promote, through example, honesty and courtesy; provide a caring and effective learning environment; encourage relationships based on kindness, respect and understanding of the needs of others; ensure fair treatment for all regardless of age, gender, race, ability and disability; show appreciation of the efforts and contribution of all.
Across the School and within the EYFS, the Behaviour Policy aims to provide a good foundation for future social and academic success. Staff aim to provide good behaviour by being consistent and having clear boundaries for all the children, taking into consideration the child’s level of understanding. By regular training and staff meetings, staff become more aware of what is expected of the children and of themselves. They are able to show this by example and encourage good behaviour with lots of praise.
Staff are very aware that the children in the EYFS who they care for are very young and often have not been separated from their main carer before. They are aware that being in a different environment from their main carer can cause lots of different emotions and feelings. By ensuring that children feel safe and secure and by praising and reinforcing good behaviour the children learn what is acceptable.
Behaviour that we want to discourage, for example, hitting, biting or taking toys from another child, is dealt with quickly by the member of staff who saw the behaviour. Depending on the age and stage of the child the situation is discussed and resolved. Staff are very aware of avoiding hurting the child’s feelings or self esteem in any way. If any behaviour is very disruptive and not resolved the child may be taken away from the situation, either by introducing new toys/equipment or distracting the child’s attention in some way.
Parents are informed at the end of a session if his/her child has been very disruptive and ways of resolving the behaviour are discussed in confidence with the parents.
If we are concerned about any child’s behaviour, for example, continual biting, we may start recording each incident. We record the date, time, location and what was happening before, during and after the situation. In this way we may find a reason as to why the behaviour is occurring. This practice also ensures that the staff are all dealing with incidents in the same way. These records will be kept with the child’s details and the parents [of the child only] are free to read them upon request.
Under no circumstances may physical punishment be used. All staff, students and volunteers are made aware of this during their induction period.
1.3.4 CURRICULUM AND LEARNING
a) We believe that an appropriately structured Internationally inspired curriculum and effective learning contribute to good behaviour. Thorough planning for the needs of individual pupils, the active involvement of pupils in their own learning, and structured feed- back all help to avoid the alienation and disaffection which can lie at the root of poor behaviour.
b) It follows that lessons and topic work should have clear objectives, understood by the children, and differentiated to meet the needs of children of different abilities. Marking and record keeping can be used both as a supportive activity, providing feed-back to the children on their progress and achievements, and as a signal that the children’s efforts are valued and that progress matters.
Within the EYFS we believe the following points to be essential.
We believe children learn best through play and first hand experience. Children are encouraged to take part in a varied and interesting program of activities introduced by staff. Individual needs are met in an environment that ensures every child feels safe, happy and content. Children should be able to take risks and learn from their mistakes; here they are able to make choices, think about their actions and learn from the result of their actions. Children are taught skills with praise and encouragement from qualified members of staff; they ensure children reach their full potential in all areas of their learning.
We strive to create an environment that is clear, calm, attractive, secure, inviting, child orientated, stimulating and creative. All children irrespective of age, race, disability or gender have a right to feel happy, safe and valued at our nursery. We reflect a variety of cultures and do this by working in close partnership with parents and carers.
CHILDREN’S LEARNING AND PLANNING
We build on the children’s previous knowledge and experiences. We assess this through information given from parents/carers, observations and any written reports from previous settings. We identify special educational needs and then plan our provision to meet the needs of the children taking into consideration the EYFS.
Activities are planned with individual children in mind as well as the grouping of the children in each session. Samples of work and photographs that reflect progress are kept in the child’s EYFS Summary file. This also has a summary of the child’s progress during the term; it is a written record of each child’s individual achievements while at Nursery. Staff make detailed written observation of children’s individual learning and interests then plan to support and enhance them by offering appropriate challenges to help develop them further. These observations help staff plan the child’s next step in their development and learning.
The Summaries are available for parents to see at any time and are also given out at the end of the term. With the parents permission we pass on the Summary to the child’s next setting or child care provider.
We value the process of learning rather than the end product. We provide appropriate materials and equipment and teach skills necessary for their use; praising and encouraging children to build up confidence. We reflect on our provision and monitor the children’s learning closely.
The areas of learning and development
There are seven areas of learning and development that must shape educational programmes in early years settings. All areas of learning and development are important and inter-connected. Three areas are particularly crucial for igniting children’s curiosity and enthusiasm for learning, and for building their capacity to learn, form relationships and thrive. These three areas, the prime areas, are: communication and language; physical development; and personal, social and emotional development.
We also support children in four specific areas, through which the three prime areas are strengthened and applied. The specific areas are: literacy; mathematics; understanding the world; and expressive arts and design.
Educational programmes must involve activities and experiences for children, as follows
· Communication and language development involves giving children opportunities to experience a rich language environment; to develop their confidence and skills in expressing themselves; and to speak and listen in a range of situations.
· Physical development involves providing opportunities for young children to be active and interactive; and to develop their co-ordination, control, and movement. Children must also be helped to understand the importance of physical activity, and to make healthy choices in relation to food.
· Personal, social and emotional development involves helping children to develop a positive sense of themselves, and others; to form positive relationships and develop respect for others; to develop social skills and learn how to manage their feelings; to understand appropriate behaviour in groups; and to have confidence in their own abilities.
· Literacy development involves encouraging children to link sounds and letters and to begin to read and write. Children must be given access to a wide range of reading materials (books, poems, and other written materials) to ignite their interest.
· Mathematics involves providing children with opportunities to develop and improve their skills in counting, understanding and using numbers, calculating simple addition and subtraction problems; and to describe shapes, spaces, and measures.
· Understanding the world involves guiding children to make sense of their physical world and their community through opportunities to explore, observe and find out about people, places, technology and the environment.
· Expressive arts and design involves enabling children to explore and play with a wide range of media and materials, as well as providing opportunities and encouragement for sharing their thoughts, ideas and feelings through a variety of activities in art, music, movement, dance, role-play, and design and technology.
In planning and guiding children’s activities, practitioners must reflect on the different ways that children learn and reflect these in their practice. Three characteristics of effective teaching and learning are:
· Playing and exploring - children investigate and experience things, and ‘have a go’;
· Active learning - children concentrate and keep on trying if they encounter difficulties, and enjoy achievements; and
· Creating and thinking critically - children have and develop their own ideas, make links between ideas, and develop strategies for doing things.
(Statutory framework for the early years foundation stage -September 2014)
1.3.5 CLASSROOM AND PLAYGROUND MANAGEMENT
a) Classroom management and teaching methods have an important influence on children’s behaviour. The classroom environment gives clear messages to the children about the extent to which they and their efforts are valued. Relationships between teacher and children, strategies for encouraging good behaviour, arrangements of furniture, access to resources and classroom displays all have a bearing on the way children behave.
b) Classrooms should be organised to develop independence and personal initiative. Furniture should be arranged to provide an environment conducive to on-task behaviour. Materials and resources should be arranged to aid accessibility and reduce uncertainty and disruption. Displays should help develop self-esteem through demonstrating the value of every individual’s contribution, and overall the classroom should provide a welcoming environment.
c) Teaching methods should encourage enthusiasm and active participation for all. Lessons should aim to develop the skills, knowledge and understanding which will enable the children to work and play in co-operation with others. Praise should be used to encourage good behaviour as well as good work. Criticism should be a private matter between teacher and child to avoid resentment.
d) Outside the classroom. Children should not linger by their coatpegs, lockers, toilets or corridors; staff should challenge this behaviour if it is observed and send children on their way.Lining up to enter the school or move around the school should be orderly and quiet; some teachers have found it helpful to have a lining up order to avoid placing distractible children together. Walking around the school should be orderly; staff should challenge individual children running and ask them to go back and walk. Activities should be provided for wet play. All staff in the playground should be vigilant and engage eye contact with children as they patrol. They should position themselves at various points around the playground so as to see into all areas. They should avoid talking to groups of children for a prolonged period so that they can scan the playground. If children are alone or in dispute, the person on duty can use distraction, engage them in conversation, suggest another game to play etc.
e) Managing everyday incidents A key objective is helping children learn from the incident, including strategies to help them operate independently should a similar problem occur. Children are listened to – separately or together as appropriate. Children are encouraged to talk to others involved to try to resolve the situation and consider alternative behaviour in future. Adults dealing with the incident may suggest strategies to help pupils manage their own behaviour in a similar context and perhaps encourage the pupil to rehearse or role-play the behaviour. Children are encouraged to use assertive strategies to others annoying them, e.g. by saying firmly “I don’t like that, please don’t do it again.” Children are encouraged to express their opinions and feelings e.g. telling the other person why they are upset, with the emphasis on what the person has done and not by labelling, name-calling or putting down the other, giving the other the chance to apologise. Children are encouraged to tell the teacher if someone is persistently annoying them and to know that this is not “telling tales”. The child’s class teacher should be informed. There will be regular reviews of playground issues at staff meetings and the outcomes communicated to Lunch Staff.
1.3.6 RULES AND PROCEDURES
a) Rules should be designed to make clear to the children how they can achieve acceptable standards of behaviour. They should be kept to a necessary minimum. They should be positively stated, telling the children what to do rather than what not to do. Everyone involved should be actively encouraged to take part in their development. They should have a clear rationale, made explicit to all. They should be consistently applied and enforced. They should promote the idea that every member of the school community has responsibilities towards the whole.
b) Individual plans: identify objectives and address one target at a time; include strategies for managing the environment, the class or group, the activities which give rise to the negative behaviours; emphasise teaching the child alternative positive behaviours; specify the behaviour that is unacceptable and the consequence should it occur e.g. time-out, reporting to Principal etc; include some form of self-assessment – e.g. chart to grade own behaviour during a session – to encouraged responsibility; include a timetable for review; should be applied consistently – all members of staff, supply teachers and parents aware. In implementing the plan adults should avoid giving children attention only when negative behaviour occurs. Rewards can be included but with care, we want children to feel confident and proud of themselves when they meet our expectations independently. We want children to clearly understand that positive behaviour is the expectation – the reward is not having to follow a programme. Referral for advice to Educational Psychologist or outside agencies will be considered if behaviour persists after several reviews of individual programme.
c). Extreme behaviour: whether an isolated or repeated incident (violence, temper-tantrum, swearing), it will be dealt with promptly and calmly. An adult should remain with the class, with the teacher sending for assistance if required. The child should be escorted out of the room, or if this is not possible without physical intervention (see Physical Intervention Policy), the other children should be asked to line up quietly and taken to the hall, staff room or other area of the school. He should not be left unsupervised or sent out of the room alone or with another child. The adult dealing with the incident should listen to the child, encouraging him/her to describe the incident and give him/her chance to explain how he feels. If the child is on an individual plan and the behaviour is within its scope, the relevant consequences should be applied. Otherwise the Principal will decide whether parents should be informed and what next action should be taken.
1.3.7 REWARDS AND SANCTIONS
a) Our emphasis is on rewards to reinforce good behaviour, rather than on failures. We believe that rewards have a motivational role, helping children to see that good behaviour is valued. The commonest reward is praise, informal and formal, public and private, to individuals and groups. It is earned by the maintenance of good standards as well as by particularly noteworthy achievements. This is as true for adults as for children. Rates of praise for behaviour should be as high as for work. Stickers and stars are awarded in the Infant and Junior Departments; House points in the Junior Department and Merit Points which are translated into House Points for the Upper School. Merit Points are swapped for cinema vouchers once 25 points have been awarded. Special badges are worn by those students who have attained 25 points. Stars of the Week and Headteacher awards are regularly given in our infant and junior departments.
b) Although rewards are central to the encouragement of good behaviour, realistically there is a need for sanctions to register the disapproval of unacceptable behaviour and to protect the security and stability of the school community. In an environment where respect is central, loss of respect, or disapproval, is a powerful punishment.
c) The use of punishment should be characterised by certain features: It must be clear why the sanction is being applied. It must be made clear what changes in behaviour are required to avoid future punishment. Group punishment should be avoided as they breed resentment. There should be a clear distinction between minor and major offences. It should be the behaviour rather than the person that is punished.
d) Sanctions range from expressions of disapproval (being told off), through withdrawal of privileges (time outs, losing part of playtime, loss of Golden Time), to referral to the Principal, negative referrals, lunchtime and after school detentions, letters to parents and, ultimately and in the last resort, exclusion. Most instances of poor behaviour are relatively minor and can be adequately dealt with through minor sanctions. It is important that the sanction is not out of proportion to the offence. Children should not be left unsupervised at any time.
e) Where anti-social, disruptive or aggressive behaviour is frequent sanctions alone are ineffective. In such cases careful evaluation of the curriculum on offer, classroom organisation and management, and whole school procedures should take place to eliminate these as contributory factors. Additional specialist help and advice from an Educational Psychologist or Child Guidance Service may be necessary. This possibility should be discussed with the Principal.
f) Exclusion A serious offence, for example involving violence, could by itself justify a pupil’s exclusion. Otherwise exclusion would be applicable only when alternative strategies have been tried and have failed e.g. at least two individual plans reviewed over half a term. The guidance of the Secretary of State will be followed. Exclusions may be fixed (suspension) or permanent (expulsion) or may be for the duration of lunchtime break. Only the Principal has the power to exclude a pupil from school. This power may not be delegated. The Principal may exclude a pupil permanently. In all cases the Principal will promptly inform the pupil’s parents of the period of the exclusion, or that the exclusion is permanent, and give the reasons for the exclusion.
1.3.8 COMMUNICATION AND PARENTAL COMMUNICATION
a) We give high priority to clear communication within the school and to a positive partnership with parents since we believe that these are crucial in promoting and maintaining high standards of behaviour.
b) Where the behaviour of a child is giving cause for concern it is important that all those working with the child are aware of those concerns and of the steps which are being taken in response. The key professional in this process of communication is the class teacher who has the initial responsibility for the child’s welfare. Early warning of concerns should be communicated to the Principal so that strategies can be discussed and agreed before more formal steps are required.
c) A positive partnership with parents is crucial to building trust and developing a common approach to behaviour expectations and strategies for dealing with problems. Parental participation in many aspects of school life is encouraged. This participation assists the development of positive relationships in which parents are more likely to be responsive if the school requires their support in dealing with difficult issues of unacceptable behaviour.
d) The school will communicate policy and expectations to parents. Where behaviour is causing concern parents will be informed at an early stage, and given an opportunity to discuss the situation. Parental support will be sought in devising a plan of action within this policy, and further disciplinary action will be discussed with the parents.
This policy has regard to the document Safe to Learn- Embedding Anti-Bullying Work in Schools, which is available in each staff room.
a) Statement of Intent: Our school believes that children flourish best when their personal, social and emotional needs are met and where there are clear and developmentally appropriate expectations of their behaviour.
b) Aim: We aim to teach children to behave in socially acceptable ways and to understand the needs and rights of others. The principles guiding management of behaviour exist within the programme for supporting personal, social and emotional development.
c) Prevention. We believe that bullying can best be prevented by the promotion of a positive school ethos and the measures described in this policy for promoting positive behaviour generally. Isolated incidents of verbal, physical or psychological abuse are not always bullying and it is important that children learn how to use the word “bullying” appropriately.
d) Description. Bullying is when such behaviours become directed towards one or more particular individuals and may be carried out consciously or deliberately and persistently. The bully may gain power over the victim by his behaviour which makes it more likely that he will be able to repeat the behaviour, thus increasing his sense of power and the victim’s sense of helplessness.
Bullying may involve: hitting, kicking, spitting and other physical approaches; name-calling, racist comments or jokes insensitive religious references, sexual or sexist comments, homophobic insults, cruel references to disability or cultures, threatening remarks, provocative behaviour; taking or hiding people’s possessions; spreading stories about someone or ignoring them.
It might occur because the bully: thinks it is just a bit of fun; may not have been taught that it is wrong to bully others; is unhappy at school or elsewhere; has been encouraged to bully by their friends; has been bullied in the past; displays prejudice.
By including in our general planning for teaching across the curriculum opportunities for children to increase their self-esteem, we reduce the likelihood that they will become victims of bullying. We need to be aware of children who are likely to be vulnerable to being bullied or becoming bullies. Both bully and victim need to be helped to learn new behaviours. Victims may be new to the class or the school, of different appearance, speech or background to other children, demonstrate entertaining reactions when bullies e.g. tantrums or loss of control, be more nervous or anxious than others.
e) Responses. Normally the class teacher will deal with incidents, referring the matter first to the Head of Department and then to the Principal if unable to resolve or if further incidents occur. Serious incidents of violence towards another should be reported immediately to the Head of Department in the first place and then to the Principal and Directors.
Staff should: remain calm and in charge, avoid reacting emotionally; take the incident or report seriously; reassure the victim but avoid being over-protective; take action as quickly as possible; talk to the alleged bully and the victim separately and not publicly; establish the facts – don’t let a bully’s reputation result in pre-judgments; make it plain to the bully that you disapprove of the behaviour, not the person – point out their strengths and explain how their behaviour detracts from these; encourage them to talk to one another for the bully to see the victims point of view; decide on the next step – an individual plan for the bully, an apology, an agreement that the bully should give up some playtimes to compensate – to avoid a punitive response that may give a mixed message – imposing a harsh punishment may legitimise bullying of children by adults. Where necessary staff will be given appropriate training.
The bully should understand why any particular action or sanction is applied and that the objective is to behave differently in future; talk to the victim about what may have encouraged the bully to pick on him and talk about what they might do for themselves to avoid it happening again, rehearsing and role-playing an assertive response if appropriate; record incidents, including the circumstances giving rise to it, what happened and the consequences. This may help identify patterns of behaviour. Give the report to the Directors; inform other colleagues – all staff are responsible for being vigilant and trying to prevent further incidents; inform parents and offer a constructive course of action, including individual plans or referrals; listen to parents’ concerns.
Dealing with bullying will often give rise to complex issues that extend beyond the school. It should always be handled sensitively but firmly.
All reports will be taken seriously and children encouraged to tell. It is particularly important to encourage pupils and parents to report bullying early on. The culture of “not telling tales” needs to be discouraged.
Bullying is covered as part of PSHE and also the subject of assemblies, projects, topics etc.
We recognise that bullying can cause physiological damage and even suicide.
ANNEX: Code of conduct: Infants and Juniors
1. We always try our best.
2. Everyone tries to tell the truth.
3. We try to be kind to each other.
4. We don’t like bullies and we try not to be bullies.
5. We try to speak politely and quietly to everyone without interrupting and to always listen carefully.
6. We do our best to look after other people’s property and never take things that don’t belong to us.
7. We know it’s important to be in the right place at the right time.
8. We try to remember to walk around the school in an orderly way.
In the light of the increase in ownership of and popularity in usage of smartphones, tablets and laptops the school is aware of the possibility of using this technology as a means of bullying by sending offensive and unkind messages.
This will not be tolerated and although the act may have been perpetrated outside school premises and school hours, if it impinges on the well-being of students in the school, students will be dealt with appropriately.
Reviewed September 2014
Date of next review September 2015 HS
RATIONALE and AIMS
The school aims to achieve the highest standards of provision and attainment. School Self-Evaluation is concerned with providing an accurate appraisal of the quality and standards of the school and diagnosing what needs to be done in order to improve them. It requires a process of systematic monitoring, evaluation and review. It emphasises success and identifies future development needs.
a) The key area of the school’s activity to be subject to School Self-Evaluation is that of teaching and learning. However, a school which is striving to bring about continuous improvement will want to evaluate all areas of activity on which it may be judged by others, i.e. standards achieved by pupils, quality of education, the school’s climate and management and efficiency, in order to identify where improvement is needed.
b) School Self-Evaluation complements the external inspection process. It informs whole school improvement planning, staff development policy and planning and monitors the progress of actions planned. It is a continuous, cyclical process of monitoring, evaluation and review.
c) Monitoring involves information gathering. Information is gathered from more than one source or by different means, all focusing on the same criteria, e.g. data, lesson observations, peer observations and pupil surveys. This helps to identify strengths and areas for development more accurately. Evaluation involves reflecting on and analysing the information gathered. Review involves action planning, setting performance indicators and targets.
d) The initial point of entry will be determined by progress to date on the School Improvement Plan priorities. Each area of development will be subject to its own monitoring, evaluation and review cycle. Planning will try to ensure asynchrony of cycles so that, for example, only one series of classroom observations are taking place during the same period. The outcome of each review will inform the next stage of planning for development or improvement for that area of activity including planning for staff development. Collectively these reviews will inform the next whole school development or improvement plan.
e) All teaching staff have a professional obligation to participate in school Self-Evaluation. Responsibilities for monitoring particular areas are set out in the School Improvement Plan. Evaluation of information gathered during monitoring will be a collaborative exercise between senior management and subject leaders or between groups e.g. Key Stages or between all teaching staff. Non-teaching staff will also be involved in information gathering and consulted during the evaluation process as appropriate. The Principal will maintain an overview of all monitoring activity. The criteria for forming judgements about the information gathered will be those found in the current ISI Guidance for Inspection.
f) Where classroom observation is used as a means for gathering information we use the following protocol: Observations will have a clear purpose and a focus agreed between observers and observed, related to school improvement. Observations will be planned. Evidence forms, such as those used for ISI inspections, will be used for recording notes about observations. Observers will give immediate general feedback to those being observed and make an appointment for discussion when written notes can be shared. If any actions or target are agreed as a result of the observation, a reasonable timescale for these to be completed will be agreed. When feedback dialogue results in disagreement between observer and observed, all comments will be recorded in writing. Records of observations will be kept in individual professional development files in the Vice Principals’ office in the Seniors and the Director of Education’s at Cherry Hinton Hall. Access to records will be restricted to the observer, the observed and the Vice Principals and Principal, although summary information from a series of observations may be made available to a wider audience to inform school improvement.
Reviewed July 2014 HS
Date of next review July 2015
Opening Inspection was held in Michaelmas Term 2007.
Full OFSTED Inspection was held in March 2008
Light Touch Inspection was held in February 2011
Accreditation Inspection for ISI was held in January 2012
This procedure is available for all parents and prospective parents of the School.
1.5.1 Initial approaches If a parent has a grievance or complaint about the school’s treatment of their child in the first instance they should:
Approach their child’s teacher or Head of Department informally to discuss their concerns. Should the response prove unsatisfactory after a period of five working days from the initial approach, the Principal of the School may be approached.
1.5.2 Written complaints Should the informal approaches prove unsatisfactory, any parent may put in writing a complaint. The school undertakes to respond to this complaint within the next two weeks of term time.
In the first instance a written complaint should be addressed to the Principal.
1.5.3 Formal panel If this written complaint procedure does not satisfactorily end the matter, parents may ask for a 3-person Panel to hear the complaint. None of the people on the panel will have been directly involved in the matters detailed in the complaint.
This panel will be convened within two term weeks of this request.
The panel will include at least one person who is independent of the management and running of the school. The panel will normally include both Directors of the school, one of whom is not actively involved in the day to day running of the school (Dr Daniel Sturdy), the other of whom is also the Principal (Dr Harriet Sturdy).
Parents may attend and be accompanied at the panel hearing if they wish.
The panel will make findings and recommendations.
The panel provides for written record to be kept of all complaints and how they are resolved.
The panel provides that all individual complaints are to be kept confidential.
The panel will make known the findings (in writing) to the Directors of the School, the Principal, the Complainant and others about whom the complaint has been made. Similarly any recommendations will also be given in writing to the Directors and all involved parties.
Written records will be kept of when the complaint was resolved, whether at a preliminary stage, whether the complaint was submitted in writing and whether the complaint proceeded to a panel hearing.
All correspondence will be made available at an official inspection if requested.
The record of complaints is kept for at least three years.
Parents may make a complaint directly to OFSTED should they so wish. www.ofsted.gov.uk
Phone 08456 404040
ANNEX: Number of Complaints in Previous Year
No official complaints received (2013-14)
At CIS we have a responsibility for the care, welfare, safety and therefore the learning environment of all our pupils. The school’s ethos provides the basis for this policy. The promotion of our agreed values and beliefs means a pupil centred approach.
Teachers, non-teaching staff, professional staff and other adults are all part of a team. This team wants to ensure pupils are happy and secure in whatever activity they are taking part in, whether social, spiritual, mental, emotional or physical. We have a caring commitment to guide and advise our pupils, equipping them with the skills needed to face the outside world. Teachers and non-teaching staff are encouraged to approach the care of our children in a positive way.
Through our pastoral care policy we aim:
1. To create and maintain an atmosphere where pupils feel they are well known, safe, valued, respected and happy.
2. To promote the aims of our school.
3. To implement our code and practice for behaviour which considers the views of all staff.
4. To maintain the highest standards of teaching and learning.
5. To respond in a sympathetic way to the concerns, fears and worries of our pupils.
6. To build an atmosphere of trust.
7. To make children aware of potential dangers through the teaching of Health Education and other subjects e.g. road and water safety – care in the sun.
1.6.4 Specific Issues
a. Ethos The ethos of the school will be reflected in the moral, intellectual, personal and social development of our pupils. It does not come about by chance. It is achieved by the Principal and staff promoting and facilitating an atmosphere of care and respect within the formal and informal life of the school community.
A good relationship between pupils and staff is paramount to generating a positive climate within the school community where every individual feels valued and cared for at all times. Good relationships will be nurtured between:
Staff and pupils, pupils and their peers, members of staff, senior management team and staff and the School and surrounding community
Children will also be encouraged to develop and value a respect for themselves.
The teacher should share his/her values and beliefs with the children and not only his/her knowledge. Life skills are central to the ethos of the school.
d. Self Esteem
We believe that self-esteem and respect are central to the development of the whole child and promotes learning.
e. Personal Safety
We will encourage children to be responsible for their own personal safety and help them to acquire skills to be able to do this so that they will be able to make the correct decisions and know where to get help if or when they are confronted with danger. The whole school community will be aware of the designated teacher who will be responsible for dealing with cases of child protection issues which come to light. In our school it has been decided that the Principal should act as designated teacher supported by three other suitably trained staff. They will also be aware of the staff members responsible for first aid and what the procedures are for dealing with children who need first aid. Children will be able to speak to their class teacher if they need help or are concerned and in the Seniors, there is a School Counsellor available to speak in complete confidence to on Fridays.
a. Roles and Responsibilities The Directors will have overall responsibility for the implementation of the curriculum including monitoring the safety of each child in the school. The whole school team will ensure that pastoral care is given a high profile in the school development plan. The P.S.H.E. co-ordinator will monitor and evaluate the implementation of the pastoral care policy. He/she will work with all staff and ensure teaching resources are kept up to date and that staff are properly trained. He/she will make sure that the non teaching staff are familiar with the pastoral care policy and give help when needed. Each member of staff will work to build up pupils self esteem and encourage them to be assertive and to resist negative peer pressure. They will help them to celebrate success and develop the ability to make moral decisions and to know the difference between right and wrong.
b. Monitoring and Evaluation Parents are always welcome and are encouraged to contact their child’s teacher or the Principal if they have any concerns and worries. To do this they will have to use the appropriate interviews procedure. Urgent concerns will be given immediate attention. We will encourage parents to share concerns about home circumstances or medical matters which may affect their child’s work or behaviour in school. Any information disclosed will be treated as confidential. Staff will meet regularly to discuss and review the pastoral care policy. The opinions of parents and children will be valued and where appropriate action will be taken.
c. Training Training of both teaching and non-teaching staff will be led by the Heads of each Department.
d. Resources Resources required to maintain and update the pastoral care policy will be updated as necessary. Counselling can be accessed at CIS.
e. Range of Pastoral Activities Children will be supervised from 8.00 a.m. Full supervision also continues during all extra curricular activities such as: football, Drama, Chess, Art Club etc. No child may remain in the classrooms, cloakroom/toilet areas or other areas of the building during playtimes or lunch times without adult supervision. Children may not enter the building at break times or lunch times without the permission of the teachers or classroom assistants.
The evaluation of the school’s system of pastoral care is effective when the school policy and planning for pastoral care are fully implemented and reflected in the quality of provision within and beyond the classroom and the effectiveness of the support arrangements for individual pupils.
At all levels of the caring process all staff and pupils need to feel valued, safe and secure.
Our Pastoral Care Policy is also supported by our Behavioural Policy.
Reviewed June 2014 HS
Date of next review June 2015
1.7 Transitions Policy
CIS receives many students who come from other countries and are experiencing the upheavals of a life in transition whether for a short-term or a longer stay. Making the move to a new school and a new country can be a very challenging experience; and while some students adapt well to these changes, other students need carefully planned support to help them integrate into a new culture and/or environment.
Since school is a major part of every young person’s experience, it is important for CIS to have clear, consistent procedures that encourage students to become incorporated into school life, motivate them to want to learn, and reinforce their overall well-being. Furthermore, helping new students integrate also gives current students chances to reach out and continue to mature in their attitudes toward those different from themselves.
CIS strives to create a sense of community and openness that affirms and celebrates students’ unique experiences and backgrounds in order to:
ü ensure that students who are new to the school have a positive transition experience into CIS
ü ensure that students who are moving on to other schools or institutions have gained the skills and confidence they need to successfully transition to a new environment
ü ensure that students who are not highly mobile learn to understand the impact of others’ transitions on their relationships
a. Admissions team is in contact with new families ensuring they have a house, a car, etc, and puts them in touch with other families at CIS who are from the same country or have had similar experiences. CIPA also gives new families a welcome pack containing general information about Cambridge.
b. New parents’ reception afternoon organised for students and parents to meet their new teachers before term starts at the beginning of each school year.
c. When appropriate or possible, the admissions team will put new students in touch with current students as pen pals before their arrival at CIS (with an email the day before the new student’s first day).
d. Buddy system on the first few days of school: appropriate student (pen pal buddy if possible) chosen by form tutor to lead new student around and incorporate him/her into school life
e. Welcome pack for new students to be organised by office staff containing timetable, homework diary, pens, pencils, paper and any other relevant information.
f. Mentor/buddy system for new students’ first term. Principal will give year 11/year 6 students basic training on being a mentor/buddy to new students. Year 11/ year 6 students will meet with younger students regularly to have a general chat about school.
g. School will coordinate student council members to interview new students. Findings can be published in newsletters.
h. Form tutor will summarise important information about incoming student (school reports, IEP’s, strengths, behavioural issues, etc.) and distribute it to all members of staff.
i. Form tutor to make “settling-in” call to parents during the first few weeks of school to soothe any anxieties, give initial feedback, and elicit feedback from parents.
j. Principal will make all staff aware of details concerning departing students.
k. Form tutor will talk to departing student informally about transitioning to allay any fears about moving to a new place. Form time will be used to encourage and validate the departing student.
l. Form tutor will organise to give a gift (scrapbook of pictures, book, globe, etc.) and card signed by classmates to departing student. Also, the school office will eventually send students copies of the yearbook signed by classmates and teachers.
m. New students and departing students recognised at assemblies.
n. Departing students and families to be given an evaluation/exit questionnaire at the end of their time at CIS and an exit interview conducted if deemed necessary
o. Students who have moved on to other schools are always welcome to come back and spend a day or more at the school with their old friends.
The people primarily responsible for the implementation of these procedures are the Principal, Vice Principals, Head of Departments, office staff, the Admissions team, and the Form Tutors. However, other teaching staff will be made aware of relevant information and will help reinforce the procedures mentioned above.
Reviewed June 2014 HS
Date of next review June 2015
1.8 Anti Bribery Policy
The Bribery Act became law on 1 July 2011. It replaces what are collectively known as the Prevention of Corruption Acts 1889 to 1916. It is designed to address bribery and corruption in the public and private sectors and will mean that any incorporated organisation, potentially including schools could be liable to severe penalties if they fail to implement adequate procedures to prevent bribes being paid or received on their behalf.
There are four key offences under the Act
- Section 1 Bribing another person
- Section 2 Taking a bribe
- Section 6 Bribing a foreign public official
- Section 7 Failing to prevent bribery.
The Bribery Act applies to all staff in the organisation. An organisation may be guilty of bribery even if only the individual offender knew of the bribery.
The Bribery Act introduces serious penalties such as unlimited fines for organisations and up to a maximum jail term of 10 years for the individuals involved.
Organisations will have a defence against prosecution if they can demonstrate that they had “adequate procedures in place to prevent bribery”.
Bribery is a serious criminal offence and the School does not and will not, pay bribes or offer improper inducement to anyone for any purpose. Equally the School does not and will not accept any bribes or improper inducements.
Definition of Bribery
Bribery is an inducement or reward offered, promised or provided to gain personal, commercial, regulatory or contractual advantage.
Objective of the Anti Bribery Policy
The objective of the policy is to provide a coherent and consistent approach to ensuring compliance with the Bribery Act. It will enable all employees and any person who performs services for and on behalf of the School (this could include contractors and subcontractors) to understand their responsibilities and allow them to take the necessary action, for example reporting any potential breaches of the policy.
The School is committed to countering bribery and corruption in all forms and will not tolerate it in any of its activities.
The School requires that all staff and all working or performing any service on or on behalf of the School neither accept nor give bribes. Staff must:
¨ Act honestly with integrity at all times to safeguard the School’s resources for which they are responsible
¨ Comply with the law (both in spirit and in the letter)
¨ Abide by this policy.
Scope of the Policy
The policy applies to all of the School’s activities including its work with strategic partners, third parties, suppliers, and others.
Ownership of the Policy
The policy has the approval of the Directors. The policy applies equally to all staff, regardless of grade whether permanently employed, temporary agency staff, contractors, agents, all elected and non-elected Governors, volunteers and consultants.
The Headteacher and the Directors will own the policy, thereby ensuring that there is commitment at the highest level.
Anti Bribery Policy
It is unacceptable to:
Give, promise to give, or offer payment, gifts or hospitality with the expectation or hope that a favourable advantage will be received, or to reward a favourable advantage already given.
Give, promise to give, or offer payment, gifts or hospitality to a government official, agent or representative to “facilitate” or expedite a routine procedure.
Accept payment from a third party that is offered with the expectation that it will obtain a favourable advantage for them, whether known or suspected.
Accept a gift or hospitality from a third party if it is offered or provided with an expectation that a favourable advantage will be provided by the School in return, whether known or suspected.
Retaliate against or threaten a person who has refused to commit a bribery offence or who has raised concerns under this policy.
Engage in activity in breach of this policy.
Staff Responsibilities and all those working or performing any service on or behalf of the School:
Prevention, detection and reporting of bribery and other forms of corruption are the responsibility of all those working for the School or under its control. All staff including third parties working or performing any service on or behalf of the School are to avoid activity that breaches this policy, and must:
Ensure that they read, understand and comply with the policy
Raise concerns as soon as possible if they suspect that this policy has been breached.
The procedures need to be applied proportionately based on the level of risk of bribery to the School.
Adequate procedures cover:
1.1 Risk Assessment
That the School assesses the nature and extent of its exposure to potential bribery from inside and outside. The School should know who it is doing business with and whether this has risk implications.
1.2 Top Level Commitment
That the Board of Directors is committed to preventing bribery. That there is a clear statement that bribery is not acceptable. That the anti bribery policy is clearly communicated to all staff and partners of the School.
1.3 Due Diligence
That the School has policies in place and is aware of who it does business with. The School is confident that its business relationships are transparent and ethical.
1.4 Clear, practical and accessible policies and procedures
That the School’s policies and procedures to prevent bribery being committed on its behalf are clear, practical, accessible and enforceable.
1.5 Effective Implementation
The anti-bribery policy and procedures are embedded throughout the School. This means that the anti–bribery statements are embedded in the recruitment, retention, and operational policies and in training programmes.
1.6 Monitoring and Review
That the School monitors and reviews its policies and procedures on a regular basis to ensure that there is compliance.
Ultimately, whether procedures are adequate is for the courts to decide on a case by case basis.
Monitoring and Review of the Implementation of the Anti Bribery Policy
In the first instance a team comprising of representatives from the board of Directors will meet to review the implementation of the policy and then will review compliance with the policy.
Reporting to the Police; Sanctions and Redress
Staff who breach this policy face the possibility of civil and criminal prosecution. They also face disciplinary action, which could result in dismissal for gross misconduct.
The Headteacher and Directors will decide whether any matter is referred to the police for further investigation and follow the reporting processes set out in the School’s Employee Code of Conduct.
Introduced February 2014
Date of next review: February 2015
2.1.1 RATIONALE: To promote a healthy and safe environment for all users of the school.
a) INTRODUCTION by Dr H. Sturdy, Principal
It has often been said that it is better to be safe than sorry, and whilst this is easy to say, the reality of it requires: structures and responsibilities, for ensuring the implementation and maintenance of health and safety standards; every individual to take personal responsibility for their own and their colleagues’ safety and health, being aware of potential hazards and acting to ensure they are eliminated, managed or avoided; policies and guidance that explain what should and should not be done; observance of procedures established to ensure we work in an safe environment. All incidents should be avoidable given forethought, and taking the appropriate actions or following the correct procedures.
The Health and Safety Policy gives all the essential guidance you need. Many of the actions recommended are required by law and must be observed, but in any case, they are mostly common sense. It is expected that those given duties to implement the Policy will discharge them diligently, and by their own actions and with their encouragement, the school will continue to be a safe and healthy place in which to work. Study the Policy now – it is too late once an accident or ill health as occurred.
We have an excellent record for health and safety, and I want this to continue. Every one of us, whether staff, students, or visitors has a right to be in a safe and healthy environment, and has a contribution to make towards this goal. It would be a difficult burden to bear, knowing that a colleague had been injured or suffered ill health as a result of a hazard or situation that you had recognised but had not done anything about.
The Principal of Cambridge International School, Dr Harriet Sturdy, is responsible for the management of health and safety matters within Cambridge International School.
The School Bursar, Angela Spaxman has been appointed by the Board to take a special interest in the promotion of health and safety matters, to provide a first level of advice and to act alongside the Principal in respect of these matters.
All staff and pupils are responsible for ensuring that they work in a manner which is safe to themselves and to others, and to comply with the relevant requirements of the Health and Safety Policy.
c) GENERAL HEALTH AND SAFETY INFORMATION
All staff are urged to read the relevant parts of the Health and Safety Policy.
a) ON DISCOVERING A FIRE
- Operate the nearest fire alarm
- Leave the building
- Assemble at the rear of the building next to the playground area
- Ensure that the Administrative Office has been informed, if you have not already done this. They will call the Fire Brigade.
b) FIRE PRECAUTIONS
All staff and pupils must familiarise themselves with the location of fire doors and fire exits, so that they know as many as possible of the means of escape from the building. All staff and pupils should know the location of their nearest fire extinguishers and fire alarm call points and instructions for their use. Emergency exit routes must remain tidy and free from obstacles. Staff and pupils must not leave or store flammable materials on emergency exit routes or blocking immediate access to fire alarms, fire equipment or electrical switchgear.
The fire alarm is a bell and is tested within the building each Tuesday at 8.45am. Termly fire evacuation drills will be carried out and also recorded in the fire logbook. Fire fighting equipment will be inspected annually and checks recorded on the equipment
c) FIRE PREVENTION
The value of the nightly routine of switching off all unnecessary electrical equipment, checking that gas taps are turned off, and closing all doors to rooms and staircase enclosures, cannot be overstressed. Staff are reminded that smoking is not permitted on school premises. A fire risk assessment will be carried out biannually.
2.1.3 ACCIDENTS and INJURIES
All accidents, fires, “near misses”, and instances of known or suspected occupational ill health, must be recorded in the Accident and Incident Report Book, which is located in the school office and a report sent to the Principal.
All accidents / incidents, except those of a minor nature will be investigated by the appropriate school personnel and any necessary remedial measures, including revised work procedures, training, etc, will be implemented as appropriate. Accidents as a result of a defect in the fabric or structure of the building should be reported to the Administrative Office for action. Accidents/ incidents will be reviewed at the meetings of the Board of Directors.
Accidents / incidents of a serious nature must be notified immediately by telephone to the Administrative Office and will be subject to a more formal investigation by the Board. Certain types of injuries, diseases and dangerous occurrences must be reported to the HSE. These include: any injury resulting in absence of work for more than three (3) days; any injury requiring admittance to hospital for more than twenty-four (24) hours; road traffic accidents related to a work activity.
Parents will be notified immediately of any serious accident involving their child. Where a child has had a bump on the head a ‘head injury note’ will accompany the child home to alert their parents. In these cases the teacher responsible for the child will also accompany the child to their parent/carer at the end of school and explain the incident or if the child is travelling on school transport, the parents will have been spoken to before the child goes home..
b) FIRST AID
There is a First Aid Box located in each office. The Administrator is responsible for maintaining the contents of the First Aid Boxes. The nearest Qualified First Aider is located in the nursery in the primary site and in the admin office at the Temple as well as one of our Vice Principals. In the event of any emergency requiring an ambulance, call 999 and state the precise location and nature of the emergency.
c) ADMINISTERING MEDICINES
No teacher or member of staff will be responsible for administering medicines except for prescribed medication. Such medicines will be locked in a secure cabinet and a log will be kept of all doses given and parents will be asked to sign this at the end of each day. An additional member of staff will witness all administering of medicine. All staff will be made aware of any child who has asthma, diabetes or could suffer from anaphylactic shock and the appropriate emergency procedures to be taken.
ALLERGY AND ANAPHYLAXIS
Staff are very aware of the seriousness of any allergy a child may have. Before a new child starts we record any information on special diets or food allergies so all staff are aware of them and we regularly update this information during staff meetings.
This information is recorded on our MIS and states clearly what the allergy is, how the child reacts and what staff do in the event of a reaction while in our care. Other parents will be informed that there is a child with an allergy in the group, so that further contact can be avoided.
Anaphylaxis is the most severe form of allergic reaction and will be treated as a medical emergency. The following steps will be followed:
- Ambulance will be called, then the parents.
- If the child has an Epipen it will be administered straight away ( by a trained member of staff ) through clothing if necessary. This will be repeated after 5-10 minutes if no improvement.
- Other children will be kept away.
- Clothing will be loosened.
- If a total collapse occurs – CPR will be administered.
Before a child starts at the school staff must have training from a health official on how to administer an Epipen. Parents will be encouraged to leave two Epipens with us.
When there is a topic of food tasting or cooking staff will either put a notice up or send out a letter to parents to inform them which foods their child may come into contact with.
If a child is prescribed antibiotics we recommend that parents administer the first dose, incase of an allergic reaction.
HYGIENE (EYFS in particular)
Staff are very aware of the importance of having a high standard of hygiene in the Nursery, both for preventing the spread of infection and maintaining the cleanliness of the building. There is a cleaning rota that is filled in daily by staff stating which toys or equipment have been cleaned. This includes dressing up clothes, garden toys and furniture as well as toys. The nursery is cleaned every evening by outside contractors.
Before children arrive for a session the whole Nursery is checked to ensure it is clean. Tables are cleaned between activities and plastic mats are used on the tables for extra protection.
When changing nappies staff always use disposable gloves and aprons. Changing mats are wiped down with an anti-bacterial spray and covered with disposable paper sheets after each child. Soiled nappies are placed in a sealed bag then put in the bin. The bin is emptied at lunch time and at the end of the day. Toilets and potties are checked and wiped/washed after each use. Children are encouraged to wash their hands after using the toilet or potty. Nappies and clothing that are soiled or wet are changed straight away; clothing is put in a sealed plastic bag.
If a child is sick on the floor or over any toys/equipment it is wiped up quickly with paper towels and sprayed with anti bacterial spray; staff wear disposable gloves at all times when dealing with these incidents.
Before meals all children are encouraged to wash their hands independently in the low sinks. After meals staff use flannels to wash faces, a different one for each child every day; these are washed twice a week.
Each child that sleeps at the Nursery has his/her own sheet and blanket that are kept in their baskets; these are washed at the end of the week.
Hand washing is an important requirement when fighting infections so staff ensures that it becomes part of the normal routine of the day to all the children, leading by example. Staff wash hands before starting work and many other times during the day and children are encouraged to do the same. For example, after playing in a shared water play, sand play or before and after eating.
- No person must treat a pupil who is bleeding, without protective gloves.
- Protective gloves are stored in the nursery.
- Sponges and water buckets must never be used for first aid to avoid the risk of HIV contamination.
- All body fluid spillages (Vomit, diarrhoea and Blood) must be cleaned immediately. This is vital if spread of infections to be reduced. Gloves should be worn when in contact with blood or body fluid is likely. Ordinary rubber gloves (located under the sink in the kitchen and in the cleaners cupboard) are suitable for dealing with spillages. They must be kept for this purpose only. Following use, gloves must be rinsed and left to dry.
- Absorbent granules should be dispersed over spillage and left to absorb for a few minutes then swept up into newspaper. A designated dust pan and brush is available for body spillages and is kept in the Cleaners
- Cupboard. Wash the affected area with warm water and detergent and dry. Single use latex gloves should be available for first aid and hygiene care procedures (these are available in the kindergarten).
- Once spillages have been put into newspaper, hands must be washed and dried after removal after removal of protective gloves.
- Once spillages have been put into newspaper it must then be placed in a sealed black plastic bag and put in the external blue dustbin for waste disposal.
Last Reviewed September 2013
2.1.4 EQUIPMENT and ARRANGEMENTS
a) Introduction of new, secondhand and donated machinery and equipment No secondhand or donated machinery or equipment will be used on the school premises until it has been tested for electrical safety in accordance with DCC procedures.
b) Electrical Equipment All electrical equipment in school including audio-visual, computer and copying machines will be checked by a qualified electrician. Fixed installations will be checked every five (5) years and temporary installations every three (3) months.
c) Gas System The Gas system will be tested annually.
d) Heating Recommended room temperatures are 18C for classrooms and 15C in Halls. There must be adequate ventilation and thermometers will be kept to monitor the temperature. Windows should open safely and have shading provided where necessary.
e) Contractors on Site The presence of workers other than those employed in school may create potentially hazardous situations. Contractors should discuss with the school the potential hazards that might be caused by the work e.g. materials, machinery noise, dust and traffic. It is the responsibility of the school to check the safety record of the contractor. On completion of the contract a full inspection should be done by the school inspector.
f) Security arrangements All visitors to school must sign the visitors book on arrival and departure. The visitors book is located in the entrance hall. In order to prevent unauthorised access to the premises, all doors are security coded or locked.
g) Controlling risks in curriculum areas It is the responsibility of the teacher to ensure that pupils are aware of any potential hazards and to check that all reasonable precautions are taken. Scissors, knives, and tools should be stored safely and children should be instructed in the correct usage of these. Children using craft knives, drills etc. should never by left unsupervised.
IT equipment must not be allowed to overheat the area of the room in which it is contained. (18C).
All physical education equipment must be regularly checked for defects. It is the responsibility of the teacher to ensure that apparatus have been correctly erected before children begin to use it. Apparatus must be sited and spaced so that collisions are unlikely to occur. The number of children using any one piece of apparatus should be limited to reduce the likelihood of accidents. Children should work quietly when using apparatus so that the teacher may be heard easily. Children who are stuck or unsure of their ability on certain apparatus must not seek help from other group members, but ask one of them to fetch the teacher. Each lesson should begin with warm-up activities and the need for these should be explained to the children e.g. to prevent straining of muscles.
Children should change into appropriate clothing for P.E. lessons. Whenever possible where high apparatus is involved children should have bare arms and legs. For indoor work bare feet are preferable. Long hair should be tied back, and any jewellery removed.
In the event of an accident all children must come down from the apparatus and sit on the floor. One child must be sent to summon help while the teacher stays with the class and keeps the children calm and away from the injured child.
2.1.5 RISK ASSESSMENT
The majority of the activities carried out by the school are routine and generally low risk in nature and do not require to be formally risk assessed. However, for any activity involving a significant risk, a written risk assessment must be carried out. We have conducted the following risk assessments: General risk; Manual handling; Field trips; Sports.
Risk assessments must be brought to the attention of all relevant staff and pupils involved in the activity, and a copy sent to the Administrative Office. Risk assessments must be regularly reviewed (i.e., annually) to ensure the information contained within them remains valid.
Control of Hazardous substances (COSHH assessments): A COSHH assessment will be made for all substances used on the school premises. Safety data sheets must be obtained for all products designated as hazardous following COSHH assessment. Copies of the safety data sheets will be kept in the school risk assessment file in the office. It is the responsibility of staff wishing to introduce a new substance into school to ensure that a COSHH assessment is carried out before the product is used. The COSHH assessment will be reviewed annually.
In the unlikely event of a child going missing within/from the School the following procedure will be implemented immediately.
- All staff will be informed and an immediate thorough search of the building will be made. Checking toilets, cupboards and sheds, followed by a search of the car park and surrounding area. Ensuring that all other children remain supervised throughout.
- A staff member will notify members of the Senior Management Team to aid in the search.
- A member of staff will be sent out to search the surrounding roads. While the initial search is made the child’s teacher will make enquiries of all adults in the building to establish the last sighting and time, what clothes the child was wearing and the state of the child [happy, upset etc.]
- If the child has not been accounted for, Angela Spaxman will contact the Police and the child’s teacher will contact the parents/carers of the missing child. [They will be asked to use the normal route the child would take]
- During this period staff will be continually searching for the missing child. Whilst other staff maintain as near to normal routine as possible for the rest of the children.
- The child’s teacher and other Senior Management staff will meet with the Police and parents/carers and will take instructions from the police.
- Telephone lines will remain as free as possible so that messages are not delayed.
- Activities for the remaining children will continue as normal.
- Any incidents will be recorded in writing
- Ofsted will be contacted and informed of any incidents.
a) MONITORING OF THE SCHOOL HEALTH AND SAFETY POLICY
A self-inspection (safety audit) of the School will take place every six months to monitor the effectiveness of the health and safety policy. The inspection will be made by Mrs Angela Spaxman.
b) HEALTH AND SAFETY QUERIES OR ISSUES
All staff and students encountering any kind of health and safety hazard in this School should report these promptly to the Bursar or, in her absence, to any senior member of staff.
Communication of Health and Safety information is a two-way process. The Principal is responsible for circulating all relevant Health and Safety bulletins/updates to staff who need them. The Health and Safety Policy will be circulated to all staff annually and to new staff on appointment. Staff who identify a Health and Safety issue or hazard are responsible for bringing it to the attention of the Bursar. A book for such hazards is located in the office.
c) HEALTH AND SAFETY CONSULTATION
Health and safety will be a standing item on the agenda of the meetings of the whole school staff, which are held half termly at the Seniors and weekly in the Primary site. Any member of the School who wishes to raise a health and safety item, should inform the Bursar as soon as possible.
In order to achieve our aim we recognise the need for consultation and communication with all staff on Health and Safety issues. We also recognise the need to seek expert advice, where necessary, in order to determine risks to Health and Safety. We are committed to providing adequate training and information in respect of Health and Safety risks to all staff, and require support from everyone to enable the objectives of this policy to be fulfilled.
Reviewed September 2014 HS
Date of next review September 2015
2.2 SAFEGUARDING AND CHILD PROTECTION POLICY
This policy describes our arrangements for safeguarding and promoting the welfare of our pupils. This is required by Section 157 of the Education Act 2002 and has regard to the guidance contained in “Safeguarding Children and Safer Recruitment in Education” (2007, SCSRE) and “Dealing with Allegations of Abuse against Teachers and Other Staff” (which replaces Chapter 5 of SCSRE).
The policy covers the following five areas:
1. The designation of staff with ‘status and authority’ to take responsibility for child protection matters. The training of the designated person, staff, volunteers and the head.
2. Dealing with concerns about a child, using locally agreed inter-agency procedures.
3. Arrangements for reviewing the policies and procedures and the efficiency with which the duties have been discharged, including swift remediation of deficiencies.
4. The operation of safer recruitment procedures.
5. Handling allegations of abuse against members of staff, volunteers and the head.
1. DESIGNATED STAFF AND TRAINING
The Designated Senior Members of Staff for Child Protection (DP) are Harriet Sturdy (Principal) Heidi Clark (Head of Juniors) and Angela Barry (Exams and Careers Officer) . In the EYFS the Child Protection DP is Marie Ransome. Minimum training for a DP is the 2 day child protection training course run by the Education Child Protection Service, updated every two years. If a DP is not available the Head of Department should be referred to. All staff have had Basic Child Protection Training which is revised every three years.
All staff (including temporary staff and volunteers) will know: the names of the DPs; how to pass on and record concerns about a pupil; that they have an individual responsibility for referring child protection concerns using the proper channels and within the timescales set out in the inter–agency procedures; where the inter–agency Procedures and Education Child Protection Procedures are located.
2. CHILD ABUSE: PROCEDURES
We will follow the procedures set out in the Cambridgeshire Local Safeguarding Children Board (LSCB) “Safeguarding Inter–Agency Procedures” which should be used in conjunction with the Education Child Protection Procedures. A copy of these procedures can be found in the Principal’s Office and in the offices of HODs. It is also on display in the staff room. The ‘Logging A Concern’ forms are also available in these places. Details are in the Appendices (1 for Procedures, 2 for a Code of Conduct, 3 for Contact Details).
Identifying Signs and Symptoms
Although these signs do not necessarily indicate that a child has been abused, they may help adults recognise that something is wrong. The possibility of abuse should be investigated if a child shows a number of these symptoms, or any of them to a marked degree. It is also possible that a child may show no outward signs and hide what is happening from everyone.
a. Sexual Abuse. Being overly affectionate or knowledgeable in a sexual way inappropriate to the child’s age, medical problems such as chronic itching, pain in the genitals, venereal diseases, other extreme reactions, such as depression, self-mutilation, suicide attempts, running away, overdoses, anorexia, personality changes such as becoming insecure or clinging, regressing to younger behaviour patterns such as thumb sucking or bringing out discarded cuddly toys, sudden loss of appetite or compulsive eating, being isolated or withdrawn, inability to concentrate, lack of trust or fear of someone they know well, such as not wanting to be alone with a babysitter or child minder, starting to wet again, day or night/nightmares, become worried about clothing being removed, suddenly drawing sexually explicit pictures, trying to be ‘ultra-good’ or perfect; overreacting to criticism.
b. Physical Abuse. Unexplained recurrent injuries or burns, improbable excuses or refusal to explain injuries, wearing clothes to cover injuries, even in hot weather, refusal to undress for gym, bald patches, chronic running away, fear of medical help or examination, self-destructive tendencies, aggression towards others, fear of physical contact – shrinking back if touched, admitting that they are punished, but the punishment is excessive (such as being beaten every night to ‘make him study’), fear of suspected abuser being contacted.
c. Emotional Abuse. Physical, mental and emotional development lags, sudden speech disorders, continual self-deprecation (‘I’m stupid, ugly, worthless, etc’), overreaction to mistakes, extreme fear of any new situation, inappropriate response to pain (‘I deserve this’), neurotic behaviour (rocking, hair twisting, self-mutilation), extremes of passivity or aggression.
d. Neglect. Constant hunger, poor personal hygiene, constant tiredness, poor state of clothing, emaciation, untreated medical problems, no social relationships, compulsive scavenging, destructive tendencies.
Supporting the Pupil at Risk
a. Behaviour. Children who are abused or witness violence may find it difficult to develop a sense of self worth and to view the world as benevolent and meaningful. They may feel helplessness, humiliation and some sense of self-blame. School may be the only stable, secure and predictable element in the lives of children at risk. Nevertheless their behaviour may be challenging and defiant or they may be withdrawn. Some children actually adopt abusive behaviours and these children must be referred on for appropriate support and intervention.
The school will endeavour to support the pupil through:
cross-curricular opportunities to encourage self-esteem and self- motivation.
the school ethos that actively promotes a positive, supportive and secure environment and values people.
the school’s behaviour policy is aimed at supporting vulnerable pupils in the school.
The school will ensure that the pupil knows that some behaviour is unacceptable but s/he is valued and not to be blamed for any abuse which has occurred.
Liaison with other agencies which support the pupil such as Social Care, Child and Adolescent Mental Health Services and the Locality Teams.
A commitment to develop productive and supportive relationships with parents.
Recognition that children living in a home environment where there is domestic violence, drug or alcohol abuse are vulnerable and in need of support and protection.
Vigilantly monitoring children’s welfare, keeping records and notifying Social Care as soon as there is a recurrence of a concern. When a pupil who is subject to a child protection plan leaves, information will be transferred to the new school immediately. The Child Review Manager and Key Worker from Social Care will also be informed.
b. Drug Use and Child Protection. The discovery that a young person is using illegal drugs is not necessarily sufficient in itself to initiate child protection proceedings but the school will consider such action in the following situations. When there is evidence or reasonable cause:
to believe the young person’s drug misuse may cause him or her to be vulnerable to other abuse such as sexual abuse;
to believe the pupil’s drug related behaviour is a result of abusing or endangering pressure or incentives from others, particularly adults;
where the misuse is suspected of being prompted by serious parent or carer drug misuse.
c. Children of Drug Using Parents. Further enquiries and or further action should be taken if the school receives reliable information about drug and alcohol abuse by a child’s parents/carers in the following circumstances:
the parental misuse is regarded as problematic (i.e. multiple drug use);
a chaotic and unpredictable home environment exists which can be attributed to
drug or alcohol misuse;
children are not given acceptable, consistent levels of social and health care;
children are exposed to criminal behaviour.
Liaison with Other Agencies
The school will work to develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance and written reports at initial case conferences, core groups and child protection review conferences.
The school will notify the local Social Care team if: (a) it should have to exclude a
pupil who is subject to a child protection plan (whether fixed term or permanently); or (b) there is an unexplained absence of a pupil who is subject to a child protection plan of more than two days duration from school (or one day following a weekend); or c) as agreed as part of any child protection plan or core group plan.
The school will keep clear detailed written records of concerns about children (noting the date, event and action taken), even where there is no need to refer the matter to Social Services immediately.
The school will ensure all records are kept secure and in locked locations.
The school will ensure all relevant child protection records are sent to the receiving school or establishment when a pupil moves schools in accordance with the Education Child Protection procedures.
Confidentiality and information sharing
• Staff will ensure confidentiality protocols are adhered to and information is shared appropriately. If in any doubt about confidentiality, staff will seek advice from a senior manager.
The Headteacher or DPs will disclose any information about a pupil to other members of staff on a need to know basis only.
All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.
All staff must be clear with children that they cannot promise a child to keep secrets.
They also understand the need to avoid asking leading questions.
Training will ensure that staff understand that their behaviour and actions must not place pupils or themselves at risk of harm or allegations of harm to a pupil.
The school will undertake appropriate discussion with parents prior to involvement of another agency unless the circumstances preclude this action.
The school will ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school brochure.
Use of mobile phones and cameras in EYFS
Mobile phones are not allowed in the EYFS. Staff must keep them in their bags and only use them when they are off the premises. Parents, visitors and students are asked not to use their phones while in the nursery.
Staff regularly take photographs of the children while busy and engrossed in their play. They are mainly used to record the children’s activities and achievements and are put in their individual EYFS Summary files for their parents to keep.
On occasion photographs are used for wall displays, advertising and on the web site. Sometimes children appear in the background or in group photographs. Parental consent is sought for all these different types of photographs before the child starts with us. Parents can withdraw consent at any time and are made aware of this at the time of signing.
Staff only use the school cameras/ipods/ipads
The camera is never used in the cloakroom area or in confined spaces.
Staff will not take photographs if a child looks uncomfortable in any way or says no when the camera is focused on them.
Policies and procedures are to be reviewed annually with the greatest care and diligence by the Directors of the school, with particular reference to the efficiency with which the duties have been discharged. Revisions and modifications will be made immediately where any weaknesses or amendments are needed. Such measures would be taken in response to official recommendations and best practice following careful review of procedures in the previous year and any matters arising. This responsibility cannot be delegated.
4. SAFER RECRUITMENT
Our policy applies to all staff, paid or unpaid, working in the school including directors, teaching assistants, mid-day supervisors, secretaries as well as teachers.
The school operates safe recruitment practices including ensuring appropriate CRB and reference checks are undertaken according to the DfES (now DCSF) document ‘Safeguarding Children and Safer Recruitment in Education’ (2007).
Assurance is obtained that appropriate child protection checks and procedures apply to any staff employed by another organisation and working with the school’s pupils on another site (for example, in a separate institution).
5. ALLEGATIONS OF ABUSE AGAINST STAFF
If an allegation of child abuse is made against a member of staff, the Principal must be informed immediately. In the absence of the Principal, or in the case of an allegation against the Principal, a report should be made to the other DP. It is essential that any allegation of abuse made against a member of staff is dealt with fairly, quickly and consistently in a way that provides protection for the child and at the same time supports the person who is the subject of the allegation. At every stage, all unnecessary delays must be eradicated.
The complainant will be asked to report the allegation to the police and/or social services, through the Local Authority Designated Officer (LADO – contact details are in Appendix 3).
The DP will also inform the Police, Social services and Ofsted that a child protection issue has been reported to the setting.
Information will be gathered as soon as possible to clarify points, for example, the date the alleged incident took place.
If another member of staff or volunteer witnessed the alleged abuse they will be asked to write an accurate and factual account of what they saw and heard. They will be asked not to discuss the situation with anyone other than the Police and/or Social Services.
All relevant information and written records, for example, names and addresses will be given to the Police/Social Services.
If a member of staff tenders his or her resignation, or ceases to provide their
services, this must not prevent an allegation being followed up in accordance with our child protection procedure.
A meeting will be held immediately on an allegation being made to discuss any disciplinary actions. During any investigation the staff member will be sent home.
Parents should be told about the allegation as soon as possible if they do not know already.
The school will report to the DBS (Disclosure and Barring Services) within one month of leaving the school any person (whether employed, contracted, a volunteer or student) whose services are no longer used because he or she is considered unsuitable to work with children).
Ceasing to use a person’s services includes: dismissal; non-renewal of a fixed-term contract; no longer engaging/refusing to engage a supply teacher provided by an employment agency; terminating the placement of a student teacher or other trainee; no longer using staff employed by contractors; no longer using volunteers; resignation; and voluntary withdrawal from supply teaching, contract working, a course of initial teacher training, or volunteering. It is important that reports include as much evidence about the circumstances of the case as possible. Failure to make a report constitutes an offence and as a consequence could lead to the school being removed from the register of independent schools. ‘Compromise agreements’ cannot apply in this connection.
6. OTHER RELATED POLICIES
a) Physical Intervention Our policy on physical intervention by staff is set out in a separate document and is reviewed annually. Staff must only ever use physical intervention as a last resort, and at all times it must be the minimum force necessary to prevent injury to themselves, another person or property.
b) Anti-Bullying We expect staff to acknowledge that to allow or condone bullying constitutes a lack of duty of care may lead to consideration under child protection procedures.
c) Racist Incidents Our policy on racist incidents is set out in a separate document and is reviewed annually. Repeated racist incidents or a single serious incident may lead to consideration under child protection procedures.
d) Health and Safety Our Health and Safety policy, set out in a separate document, is reviewed annually. It reflects the consideration we give to the protection of our children both within the school environment and when away from the school when undertaking school trips and visits. As part of the PHSE curriculum staff will teach children personal safety skills commensurate with their ability and needs. Children will be taught personal safety skills such as telling and who to tell, good and bad touches and good and bad secrets. The content of lessons will be shared with parents / carers so that these skills can be consolidated at home. The school may have pupils who have communication difficulties and these children may be vulnerable to abuse because they will be unable to express themselves coherently to others. Such children will often exhibit changes in behaviours or signs and symptoms of abuse recognized by staff with a good knowledge of the child.
e) Extended Schools and Before and After School Activities For extended school facilities, or before or after school activities directly under the supervision or management of school staff, the school’s arrangements for child protection as written in this policy shall apply. Where services or activities are provided separately by another body the school will seek assurance that the body concerned has appropriate policies and procedures in place for safeguarding children and child protection and there are arrangements to liaise with the school on these matters where appropriate.
Appendix 1. Identifying Concerns – Procedures to be followed by practitioners working with children and their families.
Concerns about the welfare of a child may occur:
In situations where there have been no previous concerns and the child has not previously received any services, other than those universal services accessed by all children
Where an assessment has taken place by agencies other than Children’s Social Care under the Common Assessment Framework and a plan has been put in place in order to improve the wellbeing of the child.
Where the child is already allocated to a worker in Children’s Social Care Where there is no current involvement by Children’s Social Care but there have been previous referrals
The concern should be discussed with a senior member of staff in order to clarify the seriousness and urgency of the situation and decide the next course of action. The senior member of staff may be:
A departmental head
A designated member of staff with responsibility for safeguarding children
If, following this discussion, there are still concerns about the welfare of the child, consideration should be given to contacting the duty officer at the local Children’s Social Care Office for advice. This can be done by presenting a ‘what if’ scenario without necessarily naming the child in question. This discussion should be recorded by both parties in a retrievable form. It is the responsibility of Children’s Social Care to ensure appropriate systems are in place. It is possible to have a hypothetical discussion by presenting a “what if” scenario without naming the child in question to seek advice about a future course of action.
If the practitioner with the concerns believes that a child’s health or development is being impaired without the provision of services by the Local Authority (i.e. the child is a Child in Need), consideration should be given to making a referral to Children’s Social Care. In this circumstance, a Common Assessment should be completed (if this has not already been done) and used as a basis for deciding whether a referral is appropriate. The parent(s) and the child (where appropriate) should be consulted prior to a referral being made.
If the practitioner believes that a child or young person is suffering, or is likely to be suffering Significant Harm they should always refer their concerns to Children’s Social Care.
In most situations, concerns should be discussed with the child (as appropriate to their age and understanding), and with their parents, and their agreement sought to a referral being made. However, agreement should not be sought if doing so would place the child at risk of Significant Harm. Where it does not place the child at increased risk of Significant Harm parents should be informed that a referral is being made. In most situations referrals should be discussed with the child as appropriate to their age and understanding.
The Government guidance on information sharing – (Information Sharing: Practitioners Guide) must be used to inform the decision about what information should be shared at the point of referral. The seven golden rules of information sharing set out in this guidance are in Practice Guidance.
The definitions of Physical Abuse, Emotional Abuse, Neglect and Sexual Abuse in Working Together to Safeguard Children (2010) should be used to assist decision making about when a child is at risk of Significant Harm. ‘Working Together to Safeguard Children’ states that Local Safeguarding Children Boards should set out the criteria that should be used when deciding whether or not to refer to Children’s Social Care.
Professionals are reminded that they need to use their professional judgment in using these criteria and if in doubt to consult with a designated senior to decide what action to take.
Children with additional needs will be identified through the use of the Common Assessment Framework primarily by professionals in the universal services. Children’s Social Care are responsible for assessing Children in Need referred to them; such children are likely to have complex needs and will include those at risk of Significant Harm. Where an assessment under the Common Assessment Framework has been completed, this should provide a basis for referral and information sharing between agencies.
Appendix 2. A Code of Conduct for Employees within the Education Sector whose work brings them into contact with children/young people
All actions concerning children and young people must uphold the best interests of the young person as a primary consideration. Staff must always be mindful of the fact that they hold a position of trust, and that their behaviour towards the children and young people in their charge must be above reproach. This Code of Conduct is not intended to detract from the enriching experiences children and young people gain from positive interaction with staff within the education sector. It is intended to assist staff in respect of the complex issue of child abuse, by drawing attention to the areas of risk for staff and by offering guidance on prudent conduct.
Code of Conduct
1. Private Meetings with Pupils
a. Staff should be aware of the dangers which may arise from private interviews with individual pupils. It is recognised that there will be occasions when confidential interviews must take place. As far as possible, staff should conduct such interviews in a room with visual access, or with the door open.
b. Where such conditions cannot apply, staff are advised to ensure that another adult knows that the interview is taking place. It may be necessary to use a sign indicating that the room is in use, but it is not advisable to use signs prohibiting entry to the room.
c. Where possible another pupil or (preferably) another adult should be present or nearby during the interview, and the school should take active measures to facilitate this.
2. Physical Contact with Pupils
a. As a general principle, staff are advised not to make unnecessary physical contact with their pupils.
b. It is unrealistic and unnecessary, however, to suggest that staff should touch pupils only in emergencies. In particular, a distressed child, especially a younger child, may need reassurance involving physical comforting, as a caring parent would provide. Staff should not feel inhibited from providing this.
c. Staff should never touch a child who has clearly indicated that he/she is, or would be, uncomfortable with such contact, unless it is necessary to protect the child, others or property from harm.
d. Physical punishment is illegal, as is any form of physical response to misbehaviour, unless it is by way of necessary restraint.
e. Staff who have to administer first-aid to a pupil should ensure wherever possible that this is done in the presence of other children or another adult. However, no member of staff should hesitate to provide first-aid in an emergency simply because another person is not present.
f. Any physical contact which would be likely to be misinterpreted by the pupil, parent or other casual observer should be avoided.
g. Following any incident where a member of staff feels that his/her actions have been, or may be, misconstrued, a written report of the incident should be submitted immediately to his/her line manager.
h. Staff should be particularly careful when supervising pupils in a residential setting, or in approved out of school activities, where more informal relationships tend to be usual and where staff may be in proximity to pupils in circumstances very different from the normal school/work environment.
3. Choice and Use of Teaching Materials
a. Teachers should avoid teaching materials, the choice of which might be misinterpreted and reflect upon the motives for the choice.
b. When using teaching materials of a sensitive nature a teacher should be aware of the danger that their application, either by pupils or by the teacher, might after the event be criticised. Schools have already received advice on the value of consulting parents when proposing to use materials such as the AIDS education for schools or FGM and in connection with sex education programmes.
c. If in doubt about the appropriateness of a particular teaching material, the teacher should consult with the Principal before using it.
4. Relationships and Attitudes
Within the Pastoral Care Policies of the school and the employing authority, staff should ensure that their relationships with pupils are appropriate to the age, maturity and sex of the pupils, taking care that their conduct does not give rise to comment or speculation. Attitudes, demeanour and language all require care and thought, particularly when staff are dealing with adolescent boys and girls.
It would be impossible and inappropriate to lay down hard and fast rules to cover all the circumstances in which staff interrelate with children and young people, or where opportunities for their conduct to be misconstrued might occur.
In all circumstances, employees’ professional judgement will be exercised and for the vast majority of employees this Code of Conduct will serve only to confirm what has always been their practice. If employees have any doubts about points in this booklet, or how they should act in particular circumstances, they should consult their line manager or a representative of their professional association. From time to time, however, it is prudent for all staff to reappraise their teaching styles, relationships with pupils and their manner and approach to individual pupils, to ensure that they give no grounds for doubt about their intentions, in the minds of colleagues, of pupils or of their parents/guardians.
Updated April 2007, September 2008, June 2009, January 2011, April 2012, Jan 2013, Dec 2013
Reviewed Jan 2014, Reviewed September 2014
Appendix 3: Contact Details
Child Protection on 0345 045 5203 –
what if calls or referrals to Social Care on 0345 045 5203
Emergency Duty Team 01733 234724
Local Safeguarding Children Board on 01480 373522 LSCB@cambridgeshire.gov.uk
Children’s Participation on 01223 727976
Cambridgeshire Sexual Behaviour Service on 01223 703591
Family Group Meeting Service Initial Discussion: Julie Collinson Manager on 01480 372451 or 07748 932883 Julie.Collinson@cambridgeshire.gov.uk
Family Group Business Support: on 01480 372638
Local Authority Designated Officer (LADO):
LADO Unit telephone: 01223 727967 –
LADO Unit fax: 01223 475942
LADO Unit e-mail: LADO@cambridgeshire.gov.uk
Early years Gemma Hope Safeguarding Manager on 07876 038762 or 01223 714760
This policy was ratified on 13th September 2012 and amended in January 2013, January 2014. September 2014.
It will be reviewed next in February 2015.
Any pupil caught supplying or inciting the use of controlled drugs, or being in possession of them with intent to supply, will be expelled.
IT IS THE POLICY OF THE SCHOOL THAT IT WILL ACTIVELY DISCOURAGE THE ABUSE OF CONTROLLED DRUGS AND WILL TREAT CASES OF ABUSE BY PUPILS OR STAFF AS SERIOUS MISCONDUCT.
The school is committed to the health and safety of its members and will take action to safeguard their well being. The school acknowledges the importance of its pastoral role in the welfare of young people, and through the general ethos of the school, will seek to persuade pupils in need of support to come forward. We want to provide a good substance use and misuse programme within a wider Personal Social and Health Education curriculum. We wish to state that as part of its care for the welfare of its pupils the school believes it has a duty to educate young people on the consequences of drug use and misuse so that they can make informed decisions. Fundamental to our school’s values and practice is the principle of sharing the responsibility for educating our young people with their parents, by keeping them informed and involved at all times. Effective communication and co-operation is essential to the successful implementation of this policy.
The purpose of this policy is to prevent pupils from using controlled drugs at any time. It reflects a clear recognition that drugs are widely available and widely used by some teenagers and that this is a problem which must be faced squarely, both at School and at home. While the implementation of the policy will be based upon trust, openness and understanding between pupils, staff and parents, and external agencies such as the Police and Health Authorities, its primary purpose is to act as a positive and effective deterrent against drug abuse.
The persons responsible for ensuring the implementation of this policy are the Directors as part of their overall responsibility for education and discipline in the School.
a) Prevention Through Education
Priority will be given at all levels of the School to a continuing programme of education about drugs. Pupils, parents and staff will be regularly kept up to date on developments in drug abuse to ensure that sensible and informed discussions can be held and decisions made about the misuse of drugs.
b) Suspicion of Misuse
If a member of staff has reason to suspect that a pupil is misusing drugs, he/she must report the situation to the Principal who will immediately notify the Directors, who will decide if further investigation or a drug test is warranted.
Suspicion of misuse may be aroused by certain behavioural and other signs which may in turn be associated with a deterioration in a pupil’s welfare and/or performance. Accordingly, all staff must be alert to signs of drug misuse, taking into account the warning signs. Such signs include a decline in performance in School work; marked swings in mood; excessive tiredness; sores and rashes, especially on the mouth or nose; a lack of concern for one’s physical appearance and an unwillingness to take part in School activities. Other evidence, may include the finding of certain items of equipment, behaviour on a particular occasion, or other information that has been gathered.
c) Investigation into Possible Misuse
Once it is confirmed that there are reasonable grounds for suspecting that a pupil has been using controlled drugs, the Directors shall be accountable for any further investigation; they may decide that a pupil shall take a urine test. Responsibility for all investigations rests with the Directors who will make every effort to ensure that they are conducted fairly and with as much openness towards the affected pupil as the circumstances may reasonably allow. Wherever possible, the School will contact the pupil’s parents at the time to let them know of the decision to test. Urine sampling and testing will be carried out in accordance with a strict procedure.
d) Action Following Misuse
It is forbidden to possess or use any illegal substance or to abuse any legal substance. Anyone found breaking this rule will be liable to expulsion.
Any pupil bringing in any controlled drugs, or being in possession of them, will be liable to expulsion.
Any pupil caught supplying or inciting the use of controlled drugs, or being in possession of them with intent to supply, will be expelled.
It is the School’s policy always to inform the police of any case of drug abuse involving our pupils, and to give them every assistance during the course of their subsequent enquiries. Unless the offence is one of dealing, or unless the drug involved is a Category A Class drug, It has been agreed that the police will exercise their discretion not to arrest on condition that the pupil concerned is willing to be interviewed for the purpose of intelligence gathering. Such interviews will be conducted without a member of staff present, and any evidence so gathered would be inadmissible in any subsequent criminal proceedings.
Cambridgeshire Drug and Alcohol Action Team
Box number: CC1207
2nd Floor, B Wing, Castle Court, Castle Hill, Cambridge CB3 0AP,
Tel: 01223 699680 01223 699680
Fax: 01223 699801
Vickie Crompton, DAAT Co-ordinator – job sharing with Susie Talbot (see below)
01223 699834 01223 699834
Susie Talbot , DAAT Co-ordinator – job sharing with Vickie Crompton (see above) email@example.com
01223 699838 01223 699838
2.3.5 Staff Guidance
Where a young person discloses substance misuse on the premises, staff will inform the Headteacher and Directors and, where appropriate, participate in the planning of subsequent action as described above. Where a young person discloses substance misuse off the premises, the staff member will use his or her discretion to decide on appropriate action, but will normally involve the Headmaster and Directors. Where staff discover substances which are suspected to be harmful, illegal or deserving of investigation, they should note the two circumstances in which substances may be removed: From either a place or a person. a) Place: If possible, remove the substance from where it was discovered in the presence of a witness. If this is not possible, do not leave the substance there while you enlist the support of a colleague or pupil as a witness. Continue with the procedure below. b) Person: When receiving or retrieving substances from a pupil, do so if possible in the presence of a witness. In the absence of a witness, do not put off receiving substances, or, within the bounds of your professional discretion, removing a suspicious substance from a pupil’s possession. The following guidelines should be observed at all times:
1. Remove the substance and record time, place and circumstances when the substance came into your possession.
2. Do not investigate the nature of the substance, but do record its approximate size and appearance..
3. When possible, have the recordings countersigned by a witness.
Reviewed Jan 2014 HS
Date of next review Jan 2015
This policy is based on DfES circular 10/98. The school recognises that there is a need, reflected in common law, to intervene when there is an obvious risk of safety to its pupils, staff and property. The school is committed to ensuring that all staff and adults with responsibility for children’s safety and welfare will deal professionally with all incidents involving aggressive or reckless behaviour, and only use physical intervention as a last resort in line with DfES advice. If used at all it will be in the context of a respectful, supportive relationship with the pupil. We will always aim to ensure minimal risk of injury to pupils and staff. This policy applies to all staff who are authorised to use physical intervention.
2.4.2 Best Practice
1. The best practice regarding physical intervention outlined below should be considered alongside other relevant policies, specifically those for Behaviour and Health and safety.
2. In the following situations staff must judge whether or not physical intervention would be reasonable or appropriate: risk the safety of staff, pupils or visitors or where there is a risk of serious damage to property or where a pupil’s behaviour is seriously prejudicial to good order and discipline or where a pupil is committing a criminal offence.
3. This judgement will take into account the circumstances of the incident. All staff should be aware that the use of physical intervention in response to a clear or developing danger of injury will always be more justifiable than the use of force to prevent damage or misbehaviour.
4. Staff will view physical intervention or restraint of pupils as a last resort to maintain a safe environment. If pupils are behaving disruptively or anti-socially, every effort will be made to manage behaviour positively to prevent a deterioration of the situation. Staff will understand the importance of listening to and respecting children to create an environment, which is generally calm and supportive especially when dealing with pupils who may have emotional and behavioural needs which may increase their despair and aggression.
5. All staff will understand the importance of responding to the feelings of the child, which lie beneath the behaviour as well as to the behaviour itself.
1. Staff intervening with children will seek assistance from other members of staff at as early a stage as possible since single-handed intervention increases the risks of injury to both parties and does not provide a witness.
2. All staff who become aware that another member of staff is intervening physically with a pupil will have a responsibility to provide a presence, and to offer support and assistance should this be required,
3. Before intervening in a non-emergency, consideration will be given to whether or not other staff are available to assist.
4. Where possible, staff who have not been involved in the initial confrontation leading up to an incident may be in a better position to intervene or restrain the pupil if this proves necessary.
5. A pupil’s behaviour may be adversely affected by the presence of an audience. Wherever possible, the audience will be removed, or if this is not possible the pupil will be removed from the audience. The pupil and member(s) of staff will withdraw to a quiet, but not completely private, place (e.g. two members of staff should be present or a door left open so that others are aware of the situation).
6. Staff will be aware of the need to tell the pupil being restrained, in a calm and gentle manner, that the reason for the intervention is to keep the pupil and others safe. Staff will explain that as soon as the pupil calms down, he will be released.
Physical Intervention / Restraint Approaches which can be regarded as reasonable in appropriate circumstances
1. Holding for security and to reduce anxiety where there is potential risk, even if the pupil is not yet out of control. This is best used when the pupil is anxious or confused. Its purpose is to defuse or prevent escalation. Staff should take care that their actions should in no way be capable of being interpreted by the pupil as aggression.
2. Physically interposing between pupils;
3. Blocking a pupil’s path.
4. Pushing if restricted to situations where reasonable force is used to resist a pupil’s movement, rather than a forceful push that might cause the pupil to fall over.
6. Leading a pupil by the hand or arm.
7. Shepherding a pupil away by placing a hand in the centre of the back.
8. In extreme cases using restrictive holds.
Holds to be avoided except for the most extreme circumstances
1. In exceptional circumstances, where there is an immediate risk of injury, a member of staff may need to take any necessary action that is consistent with the concept of ‘reasonable force’: for example to prevent a young pupil running off a pavement onto a busy road, or to prevent a pupil hitting someone, or throwing something.
2. In other circumstances staff should not act in a way that might reasonably be expected to cause injury, for example by: holding a pupil around the neck, or by the collar, or in any other way that might restrict a pupil’s ability to breath; slapping, punching or kicking a pupil; twisting or forcing limbs against a joint; tripping a pupil; holding a pupil by the hair or ear; holding a pupil face down on the ground. (N.B. If a pupil turns and faces the floor, do not use force to turn him over).
2.4.3 Recording an incident
1. All incidents that result in non-routine interventions will be recorded in detail. Contemporaneous notes (i.e. written within 24 hours of the incident’s occurrence) will be made by the staff member involved in the original incident. The notes should be made in a bound book with numbered pages. Similarly, contemporaneous notes will also be made by any other members of staff involved (i.e. as witnesses or additional providers of support). The notes will be signed and dated.
2. The notes will contain the following information: The name(s) and the job title(s) of the member(s) of staff who used reasonable force; The name(s) of the pupil(s) involved; When and where the incident took place; Names of staff and pupils who witnessed the incident; The reason that force was necessary; The progress of the incident (include details of: behaviour of the pupil which led up to the incident; any attempts to resolve the situation; what was said by staff and pupils; the degree of force used; how it was applied; how long it was used for). The pupil’s response and the eventual outcome; Details of any injuries suffered by either staff or pupils; Details of any damage to property; Details of any medical treatment required (an accident form will be completed); Details of any follow-up, including contact with the parents/carers of the pupil(s) involved); Any other relevant details, e.g. the involvement of any other agency, such as the Police. Pupil witnesses may also be asked to provide a written account if appropriate.
3. These notes should be retained until the pupil reaches the age of 24. (A photocopy of the record from the bound book will be kept in the child’s file.)
2.4.4 Debriefing Arrangements
1. The pupil and the member of staff will be checked for any sign of injury after an incident. First Aid will be administered in accordance with the Health and Safety Policy to anyone who requires it.
2. The pupil will be given time to become calm while staff continue to supervise her/him. When pupil regains complete composure, a senior member of staff (or his nominee) will discuss the incident with the pupil and try to ascertain the reason for its occurrence. 3. The pupil will be given an opportunity to explain things from his point of view. All necessary steps will be taken to re-establish the relationship between the pupil and the member(s) of staff involved in the incident.
4. In cases where it is not possible to speak to the pupil on the same day as the incident occurred, the debrief will take place as seen as possible after the pupil returns to school.
5. All members of staff involved will be allowed a period to debrief and recover from the incident. This may involve access to external support. A senior member or staff (or nominee) will provide support to the member of staff involved.
6. The Principal will be informed at the earliest possible opportunity of any incidents where physical intervention or restraint was used. The Principal (or nominee) will initiate the recording process if not already underway and review each incident to ensure that any necessary lessons are learned.
7. All parents will be informed after a non-routine incident where physical intervention is used with a child.
2.4.5 Training Needs of Staff
In cases where it is known that a pupil will require physical intervention on occasion, appropriate training will be provided (accessed through the LEA) for relevant staff. Staff involved will identify their training needs in this area.
2.4.6 Authorisation of Staff to use Physical Intervention
We recognise that physical intervention will be used very infrequently, that is, as a last resort to maintaining a safe environment.
All teaching staff are, by the nature of their roles, authorised to use physical intervention as appropriate. Non-teaching staff will require specific authorisation, either temporarily or permanently. Only the Principal (or nominee) can give this authorisation. Authorised staff will be notified formally.
Reviewed October 2013, September 2014, HS
Date of next review March 2015
This document has been drawn up in accordance with the DfES good practice guide “Health and Safety of Pupils on Educational Visits”.
- Off-site activities are those activities arranged by or under the auspices of the school which take place outside the boundaries of the school.
- The Directors believe that off-site activities can complement and enhance the curriculum of the school by providing experiences which would be impossible within the school boundaries.
- Staff arranging or otherwise involved in off-site activities must make themselves familiar with the regulations, advice and procedures published by the Local Education Authority (available from the school office). All off-site activities must take place under the terms of these regulations, advice and procedures.
- Off-site activities should serve an educational purpose which is clearly related to the curriculum.
- Where staff are proposing to arrange an off-site activity the approval of the Principal must be obtained before any commitment is made on behalf of the school. Sufficiently detailed proposals should be provided by the member of staff to allow for an informed decision to be made.
- Where the activity involves a period of more than 24 hours, an overnight stay or a journey by sea or air, the Principal will seek the approval of the Board of Directors before sanctioning the activity.
- Wherever possible the staff planning an off-site activity should make a preliminary visit to the venue in order to familiarise themselves and make a proper assessment of its suitability, bearing in mind the age of the children, the size of the group, the time of year (and probable weather conditions) and the suitability of the facilities. The costs of such a visit may be reclaimed and should be included in the overall cost of the activity.
- The costing of off-site activities should include any costs associated with the visit which would normally fall on the school e.g. transport, entrance fees, insurance, provision of any resources or equipment specific to the activity. This should include the costs related to adult helpers.
- The Principal will appoint a party leader to be responsible for running the activity. This will normally be a teacher employed at the school.
- An activity should normally have sufficient adults taking part to provide a minimum ratio of one adult to twenty children with a minimum of two adults. This is a minimum requirement, and should not automatically be taken as providing appropriate supervision.
- Transport arrangements should provide a seat for each member of the party.
- Where private cars are used for transport the party leader is responsible for ensuring that the insurance of each driver covers such journeys.
- The parents of children taking part in an off-site activity should be provided with appropriate information about the activity.
- Where the activity is taking place entirely within a normal school day it is sufficient to obtain an acknowledgement that the parents are aware of the arrangements. Where the activity extends beyond the normal school day written permission from the parent must be obtained.
- Funding for off-site activities is provided mainly by parental contributions (voluntary except in the case of residential visits).
- The timetable for the payment of contributions should allow for the Finance Director to make a decision about the financial viability of the activity in reasonable time.
- All adults accompanying a party must be made aware, by the party leader, of the emergency procedures which will apply. Each adult should be provided with an emergency telephone number. This will normally be the school number, but where an activity extends beyond the normal school day the home telephone number of a designated emergency contact should be provided.
- Before a party leaves school the school office should be provided with a list of everyone, children and adults, travelling with the party, together with a programme/timetable for the activity.
- The safety of the party, and especially the children, is of paramount importance. During the activity the party leader must take whatever steps are necessary to ensure that safety.
- Prior to an activity, if it is felt that the behaviour of an individual child is likely to compromise the safety of others or the good name of the school, the party leader should discuss with the Principal the possibility of excluding the child from the activity.
ANNEX: After School Clubs Procedures
A register will be taken at the start of the club. Any health issues or special needs will be notified in the register.
During the session
Children must at all times remain in view of the club leader and must ask permission to go to the lavatory or get a drink. At any time, the Supervisor/teacher should know where each child is. If a child needs first aid, they should remain with the group and a member of staff will be sent for. A designated on-site person will be identified to each club leader. Ideally this person will have first aid training. Any accident must be recorded in the accident book stored in each staff room.
The leader of the club will keep parents informed with regard to appropriate clothing and equipment. If a child misbehaves or is disruptive, they are to be excluded from participating but must remain under the direct supervision of the club leader. They must not be sent into the main building unsupervised. If necessary, another child can be sent to fetch the designated person to remove the child from the activity. If a child’s behaviour is not acceptable, the Principal will be informed and their continued attendance at the club will be reviewed.
At the end of the session
The leader of the club will make sure every child has been collected by an adult that they know. We will ask parents to arrive promptly to collect their children.
The school will request full disclosures from the Criminal Records Bureau for all leaders unless evidence is produced to show that these have already been cleared.
In Service Training
All club leaders are required to complete in service training to give them a full understanding of the policies of the after-school clubs. They will be required to sign this policy as an agreement confirming their understanding of procedures.
Contact numbers for every child in the school are stored in the School Office. Each parent will be given a contact number (either a school mobile or club leader’s phone) to use in emergencies.
Extra ordinary Attendance
Children needing to be cared for on an adhoc basis may attend any after school club or, if the club is full, may sit with another member of staff. Parents will be invoiced for this accordingly. If a parent fails to pick their child up on time the child will be taken to the after-school activity and again the parents will be invoiced for the full session.
We expect all clubs and all activities to be open to all pupils within the appropriate age range.
It is a statutory requirement for an employer to make adequate First Aid provision for all employees. In this school it is recognised that the provision should cover all staff, pupils, students and visitors.
To provide First Aid treatment where appropriate for all users of the school (with particular reference to pupils/students and staff).
To provide or seek secondary First Aid where necessary and appropriate.
To treat a casualty, relatives and others involved with care, compassion and courtesy.
To ensure that there are sufficient qualified First Aider(s) available to provide First Aid cover during the school day.
To ensure that First Aid information is readily available and that all users of the school are aware of the way in which to call for help.
To ensure that First Aid kits for minor injuries are available for use throughout the school by all staff and that they are regularly maintained.
The School has a list showing who is a qualified First Aider(s)on site and on call during the school day.
All users of the school will be able to contact the duty First Aider(s) via the School Secretary
Once informed of an incident the duty First Aider(s) will go to the casualty(ies) without delay and provide emergency care.
Secondary aid will be sought if necessary and at the same time the parent/guardian (or other appropriate adult) will be informed.
If an appropriate adult cannot accompany a casualty to hospital a member of staff will accompany him/her if this is deemed appropriate.
All appropriate precautions will be taken by the support staff when cleaning up after an incident involving blood, vomit, etc..
The person who deals with the accident is responsible for recording in the Accident Book details of treatment. The Accident Book is kept in the photocopying room.
The First Aider(s) is responsible for ensuring where appropriate that the School’s Accident Book are completed.
In the event of a pupil feeling unwell during a lesson, they should be sent to the Office accompanied by another pupil/student with a completed memo to support staff regarding Pupil Illness.
Reviewed June 2013, June 2014 HS
Date of next review June 2015
We aim to ensure that the children at our school are provided with high quality learning experiences which lead to a consistently high level of pupil achievement. Children learn through their total experience, and this school will place a particular emphasis on enquiry based learning through an International perspective. This policy guides what children do, what teachers do, how time is managed, the organisation of the classroom and what the school as an organisation does to create an effective and well-managed learning environment in which the individual needs of each child can be met.
3.1.2 Teaching and Learning
We believe that children learn best when they:
- are happy.
- are interested and motivated.
- achieve success and gain approval.
- are given tasks which match their ability.
- clearly understand the task.
- are confident, feel secure and are aware of boundaries.
- are challenged and stimulated.
The learning environment should be organised to ensure that children have the opportunity to:
- work individually, in groups and as a class.
- make decisions.
- work co-operatively.
- solve problems.
- be creative.
- discuss their ideas.
- develop social skills.
- develop independence.
- use initiative.
- receive support.
- achieve academically.
Learning takes place in an environment which:
- is challenging and stimulating.
- is peaceful and calm.
- is happy and caring.
- is organised.
- is well resourced.
- makes learning accessible.
- is encouraging and appreciative.
- is welcoming.
- provides equal opportunities.
- provides a working atmosphere.
Children should be encouraged to develop organisational skills and independence through:
- appropriate tasks.
- confidence building.
- provision of suitable opportunities.
Routines and rules in the classroom contribute to healthy learning environment. All rules should result in the children knowing the boundaries of behaviour and should be set within the terms of The Behaviour Policy. To be effective they should be:
- agreed by the children and clearly understood.
- fair and consistent.
- realistic and positive.
- kept to a minimum but enforced.
- daily activities with which the children are familiar.
Achievement Social, physical, creative and academic achievements are celebrated in many ways as an on going process in all aspects of school life, by:
- verbal or written praise by teachers, peers, Principal and parents.
- displays of work.
- opportunities to perform or share.
- encouraging self esteem.
- awarding stickers, house points and certificates.
- sharing success with the community.
Teachers need to arrange time to observe, assess, reflect and review achievements with each child on a regular basis. The child should be involved in this process by the encouragement of self appraisal and target setting. Assessment is an integral part of the teaching and learning process.
3.1.3 Classroom Management
Approaches to teaching There must be a good balance of individual, group and whole-class teaching. Teachers must choose carefully the style of teaching which is the most effective and efficient and groups will differ in composition and size for different activities. There may be several different activities in progress and at these times the teacher will be helping mainly one group or individual whilst the remainder will be involved in planned activities which do not require teacher input. It is important that while this is in progress children stay on task. This can be helped by:
- having well organised and labelled resources.
- taking time to train children in procedures.
- making sure that children are aware of what they must do when they have completed an activity.
- making children aware that the teacher does not always have to be first in the line of contact. Other children,, student teachers and parent helpers can be used.
Time management It is important that activities are well planned so that each child is working at their correct level, that they begin promptly and that the initial pace is maintained. All children should know what to do as soon as they enter the classroom and after they have completed an activity. A reminder list of tasks for individuals who have completed work a head of the group is often helpful. Efficient planning and classroom organisation will significantly reduce time-wasting activities.
Supply teachers To ensure continuity, teachers should leave written guidance and suggested activities for all planned absences from the classroom. In the event of an unplanned absence a telephone call should be made to the supply teacher to discuss the children’s work. The teacher’s planning book will always be available showing lesson plans, timetables and curriculum documents.
School policies School policies are set out in the staff handbook and school policy file. It is the duty of each teacher to be familiar with school policies and to apply them.
Voluntary helpers Voluntary helpers are a valuable resource and we should welcome their involvement in the classroom. They can help in many ways across the whole curriculum. Help can be on a regular basis or a specific event. In all cases it is very important that the teacher should tae the time to ensure that the volunteer fully understands and is well prepared for the activity in which he or she is involved. Volunteers should be made to feel welcome in the school and if numbers permit should be offered refreshment from the staff room at break times.
Equal opportunities All children have the right to equal opportunities. Teacher’s expectations of behaviour and performance by all children should be the same. Groups, lines and all activities should be mixed where possible. Particular care should be taken in the areas of Science, Mathematics, Technology and Physical activities. Teachers must ensure that the same children do not dominate in group work, especially when using the computer.
Record keeping All teachers should keep detailed records of their work with the class and of individual children’s activities and progress. Each department has procedures for planning, assessment, recording and reporting of the Curriculum that must be adhered to. Other records are left to the teacher’s professional discretion.
3.1.4 Physical Organisation
Furniture All classrooms should have:
Tables arranged for:
- ease of working.
- purposeful discussion.
- provision of quiet corners.
- large working surfaces.
Chairs should normally:
- be sufficient in number for the activities in the classroom.
- leave enough room for children to move easily around the room.
Storage units arranged to:
- support different areas of the curriculum.
- support a project or activity.
- give character to a room.
- house children’s personal belongings.
An annual inventory of furniture and a planned programme of renewal and decoration will be done in consultation with staff and Directors. No furniture is to be moved from classrooms or exchanged without the permission of the Principal.
Resources Materials in all areas should be well organised, be of good quality, clean, tidy, attractive, accessible and well labelled. As far as possible materials should be near the appropriate working area. Stocks should be checked regularly and replenished. Children should be taught and shown by example that resources are finite and that we all have a duty to care for equipment and not misuse, damage or waste it. Books and other equipment represent a considerable investment of money. They are also important resources in the children’s educational experience. They should therefore be looked after carefully.
Relevant textbooks should be available in each classroom. Some sets of books e.g. dictionaries, thesauri and atlases are purchased for specific classes and should not be removed.
The effective implementation of IPC subjects calls for a wide range of equipment to be used. These do not necessarily have to be stored in the classroom.
The school libraries and classroom libraries have a selection of books covering all curriculum subjects. There are also many outside sources for the loan of books, artefacts and equipment. It is important that equipment borrowed from outside sources and other classrooms is returned promptly and in good condition. Each classroom has supplies and an inventory of appropriate equipment, including computers, Maths apparatus, calculators, headphones, cassette players, television and video etc. Teachers should be able to account for the use and location of this equipment. All missing, damaged or dangerous items should be reported to the Principal.
Resource finance Curriculum areas are allocated money according to the needs identified in the School Development Plan and the accompanying School Budget Plan. The Principal, Finance Officer and staff will discuss resource needs each term. Requests for all equipment should be made to the Principal.
Display in the school should be used to create an attractive and stimulating environment. The work displayed should be of a high standard and use both 2D and 3D in a variety of media and be changed frequently. It should include work on different aspects of the curriculum and reflect individual children’s efforts as well as ability. Ideally, Mathematics and Science displays should stimulate discussion and be accompanied by children’s questions and answers. Sometimes they can be ‘interactive’.
Cleaning is carried out by a professional cleaner. Nevertheless everyone should be encouraged to take responsibility for their environment both within and around the school. Everywhere should be kept tidy and litter free at all times. The school should be checked daily and any lost property should be given to the Principal. Nothing should be left on the cloakroom floor, all equipment must be returned to its appropriate place and all kit bags hung on pegs.
At this school, we believe that assessment and recording are a crucial and integral part of the teaching and learning process. In accordance with the planning policy, learning objectives will be clearly identified in the short term plans and the assessment criteria matched to these.
As Cambridge International School is set up to cater for a broad range of pupils, many of whom may not have English as a first language, the schemes of work for each subject are adjusted to cater for the individual needs of a pupil and that of the group of pupils he or she is being taught within. The teacher adapts the schemes of work according to the needs of the pupils in the class and this is evident in the short-term planning.
We are a small school and much of the sharing of information is carried out verbally between staff; Heads of Department aim to ensure that all staff are kept informed of pupil progress and vice versa.
- To recognise and celebrate all pupils’ achievements within and beyond the core subjects.
- To provide an evaluation of what has been taught and learned, identifying pupils’ strengths and weaknesses;
- To ensure continuity and progression;
- To ensure that there is differentiation in our planning and teaching;
- To identify pupils’ special educational needs;
- To inform parents and relevant support agencies of pupil progress;
- To provide pupils with the opportunity to review their work, to self assess and to set future targets;
- To keep a pupil profile which is meaningful, useful, consistent and manageable. Above all it should be a working profile for which the children feel a sense of ownership;
- To raise the expectations of pupils, teachers and parents in an effort to achieve the highest possible standards for each child.
There are two types of assessment carried out at the school
“Assessment for Learning”, this indicates how the school uses formative assessment to enable the learner to know where they are in their learning and what they have to do next to reach their personal learning targets.
“Assessment of Learning” which uses summative assessment measures to determine the standard that each child has reached by certain milestones in each key stage.
At this school, we believe that assessment and recording are a crucial and integral part of the teaching and learning process. Where appropriate, pupil learning objectives will be clearly identified in the short term plans and the assessment criteria matched to these.
Assessment is central to the process of teaching and learning and its purpose is to improve the quality of education for our students.
At CIS it is used:
- to inform current and future practice, including the differentiation of materials, tasks and approaches;
- to inform the pupil, identifying current achievements and future targets thus involving the pupils in their own learning;
- as a diagnostic tool to inform the planning of learning programmes and teaching;
- to report to parents and other interested parties eg Educational Psychologist
- for identifying special educational needs, including Gifted and Talented
At KS3&4 it is used:
- to help the school and pupils choose appropriate courses;
- to help make decisions on examination entries;
- for reporting estimated grades;
- for external accreditation.
Methods of assessment
- Targeted one to one/ small group discussion and evaluation against levelling criteria
- Consideration of ongoing/finished work- marking/other feedback.
- End of topic tests.
- Diagnostic assessments (MidYis, University of Durham, CAT testing, NFER Progress in English, Progress in Maths, Verbal Reasoning, Non Verbal Reasoning, Suffolk Reading Scale).
- APP (Infants and Juniors), internal examinations summer term (Seniors)
- IGCSE (and mock) examinations
SUBJECT TEACHERS’ responsibilities include:
- complying with whole school policy on marking;
- setting appropriate and regular assessments (ensuring that students are aware of what is being assessed.)
- assessing work;
- providing appropriate feedback;
- setting appropriate targets- this might include departmental targets named on the School Development Plan;
- recording achievement;
- reporting as required;
- passing on “cause for concern” as appropriate;
- recognising excellent work by using rewards.
HEADS OF DEPARTMENTS’ responsibilities include:
- monitoring assessments carried out within their department;
- ensuring consistent interpretation of criteria;
- analysing assessment data and reporting to their line manager
- maintaining departmental records.
MANAGEMENT responsibilities include:
- Decisions on need for learning support
- Overseeing periodic reviews of pupils’ performance by meeting with Heads of Department
Entry profiles are completed by parent and children before the child starts school and by the teacher during the child’s first half term in school. This is followed up with a discussion between parents and teacher in the first term of entry. Individual children’s records are confidential and access is only available to parents who make a request to the Principal.
Summative record cards are used for recording attainment at the end of the year. They are kept in the pupil’s profile which is in the classroom and taken home the week before parent/teacher interviews.
Special Needs forms are maintained on a monthly basis so that progress can be carefully monitored and support requested where necessary. All S.E.N. documentation is kept with the special needs register in the Principal’s office. Individual children’s records are confidential and access is only available to parents who make a request to the Principal.
Personal pupil profiles recognise and celebrate achievement as well as attainment. They are completed and updated each term, enabling children to contribute to the assessment of their own progress. Work in these profiles will provide evidence for end of key stage assessments. Achievements that are non-academic are included e.g. hobbies and interests.
Written reports to parents are sent home at the end of each term in the Seniors and half way through and at the end of the year for Juniors. Infants receive one written report in the Summer. Parents keep a photocopy of the report and the original is kept in the profile. The school operates a policy of encouraging parents to talk to staff about their child’s progress on a regular basis and not feeling that they have to wait for an organised parent / teacher interview.
Standardised diagnostic assessment results are kept by the class teacher and a copy kept by the Principal in the office. Individual children’s records are confidential and access is only available to parents who make a request to the Principal.
Medical records are confidential and kept in the Principal’s office.
Reading records are kept in a record book that goes home each day in Infants and Juniors. Both parents and teachers write comments in these books. Older pupils may also add their own comments. It is a record of books read, suggestions for improvement, reflection on a book and any difficulties encountered. The books follow on through the school years.
The school portfolio is a record of selective work that has been annotated and a level agreed upon. In order to assure that teacher assessment is consistent, there are regular agreement trialling sessions between key stages and with staff from other schools. This ensures the consistent interpretation of the statements of attainment and the validity of assessments recorded on the summative record card.
Pupils’ subject books are a record of work covered. They provide constructive feedback to the pupils through daily marking and show evidence of progress over time. Books are given to parents at the end of each school year. Examples of work may be photocopied and kept in the pupils profile as evidence of achievement and progress.
Class teacher records are confidential to the class teacher and only used to guide planning. They inform the teacher about the appropriateness of the work presented to the whole class, group or individual.
Transfer of records
Records are only forwarded to the new school following a request either in writing or a verbal request from the Principal of the school and agreement of the parents. It is insufficient for a parent to advise us of the new school. Records to be forwarded are: the most recent report to parents; the summative record card; any special needs information; examples of work taken from the pupil’s profile. Not all schools request these in which case they will be given to the parents when all other records are transferred.
We believe that an active and co-operative partnership between home and school plays a beneficial and important role in children’s education.
- ensure that children are correctly dressed in the school uniform
- deliver children to school on time and collecting them on time;
- ensure that homework is in on time and is completed with parental supervision;
- maintain the high level of support we already enjoy in helping children to read;
- communicate (reason for child’s absence, completing reply slips, giving school relevant information);
- follow health and safety advice (e.g. Headlice inspections when requested!);
- support school policies;
- participate as able (meetings, special events, fund-raising or parents’ association).
- provide a broad, balanced curriculum within a caring and stimulating environment;
- teach children according to their individual needs and abilities;
- maintain an open door policy for parental contact;
- listen to parents’ concerns and strive to reach a mutually agreeable solution;
- communicate with parents (newsletters, parent evenings, reports);
- monitor and assess progress; celebrate achievements;
- provide, as far as is reasonable and practicable, a safe and healthy environment.
REPORTING PUPIL PROGRESSION AND DEVELOPMENT
In the Michaelmas Term, all parents are invited to a Parents Consultation Evening. The Infant Department have a further Parent Consultation Evening in the Lent Term, followed by a detailed report in the Summer Term. The Juniors have a three way consultation half way through Michaelmas Term and two detailed reports in the Lent and Summer Terms. The Seniors have a Parent Consultation in October, and three written summary reports at the end of each term. There are opportunities for the parent/guardian to discuss this report with the class teacher. The school has an ‘open door’ policy enabling a parent/guardian to request a discussion on the child’s progress at a mutually convenient time.
The school shall keep the following records:
- Pupil Education Records
- Pupil Admission Documents and Personal Information
- Personnel Records
- Financial Records
- Curriculum Policy Documents
- Non-Curricular Policy Documents
1. Pupil Education Records
Keeping, Disclosure and Transfer
The school shall keep and update curricular records on pupils, covering their academic achievements, other skills and abilities and progress in school. (This may well include summative records, formative records, examples of work, copies of reports and profiles, SATS results etc.) Other material, although not mandatory may also be recorded. The curricular record, together with this additional material will comprise a pupil’s educational record.
Confidential reports (e.g. from Social Services, Psychological Reports etc.) must be kept separately from the above general information.
Pupils’ educational records (except for exempted material as specified on DES Circular 17.89) shall be disclosed on request to parents within the time specified by the statute in force at the time, and to schools considering a pupil for admission or following a request from another school after transfer with the parents’ agreement.
The school shall provide an opportunity for the correction of inaccurate educational and personal records. Directors shall consider appeals against any decision by the Principal or any teacher with delegated authority to refuse to disclose, transfer, copy or amend a pupil’s record.
2. Pupil Admission Documents
The School shall keep admission records specifying any information required by the LEA, Directors or DfES relating to pupils on roll at the time. These shall be kept up-to-date and amended as and when pupils join or leave the school, providing that the keeping of such information does not contravene any law or statute in operation at the time.
3. Personnel Records
The School shall maintain records of personnel relating to their qualifications, experience, length of service, salary levels. Appraisal statements shall be the property of the appraisee and shall not be maintained with the above records and shall not be used in any way other than at the request of, or with the permission of the appraisee. A single copy of appraisal statements may be kept securely in the Principal’s office and not in the general school office. Records of appraisal statements shall NOT be kept on computer system.
Application forms of applicants (and references) for vacant posts will be kept securely in the school office until an appointment has been made. Following a successful interview the successful candidate’s application and references shall be forwarded to the personnel department and the others kept for no less than six months securely within the school with access by the Principal only. Any copies of these applications shall be destroyed following a successful appointment.
References for staff within the school for posts outside it shall be kept securely by the Principal and shall not be kept with the personnel records in Paragraph 1 of this section.
4. Financial Records
Records of the school’s financial controls, budget and private fund finances shall be kept in accordance with current DFE and LEA regulations and shall be made available for inspection by the proper authorities under those statutes and regulations.
5. Curriculum Policy Documents
Documents which describe the schools policies on areas, subjects of the curriculum, topics, schemes of work etc. shall be maintained up-to-date and available for inspection by authorised persons (e.g. parents, advisors, inspectors, governors etc.). The Principal will maintain a master copy of each document in safe keeping and available for inspection by authorised and appropriate personnel.
6. Non-Curriculum Policy Documents
Documents which describe the school’s policies on non-curricular matters as required by the Directors, Ofsted, LEA or DFES shall be prepared, maintained and kept up-to-date and made available to authorised persons as required. A list of the required policies shall be made available also and up-dated as appropriate.
1) To encourage self-discipline and personal organisation.
2) To create additional time for structured learning.
3) To bridge the gap between home and school.
4) To allow parents direct involvement in their child’s learning.
The setting of tasks to be undertaken at home will be normal practice. The frequency and length of tasks will vary according to the age and needs of the child, and according to the programme of work at the time. Tasks set will vary in their nature, and will not necessarily be of a formal pencil and paper style. Tasks may include: reading, learning of tables, spellings or other materials, completion and/or extension of work begun in class, additional research, collecting information, investigations.
If a parent feels that particular circumstances (e.g. prolonged absence from school) warrant additional homework this should be discussed with the class teacher. If the class teacher feels that additional work would be appropriate, adequate time will be allowed for work to be set and materials to be gathered. Additional homework will not normally be set simply because a child is being taken out of school for a family holiday.
Homework should be set for clearly defined purposes, not for its own sake. It will rarely be appropriate for homework to be set for new work which has not been introduced in class. Homework set should be followed up in class and it should be made clear to children that, unless clearly specified, homework tasks are not optional. Failure to complete a homework task should be treated in the same way as failure to complete a piece of class work.
To ensure that all children have their work marked in such a way that it is likely to improve their learning and skills, develop their self-confidence, raise self-esteem and provide opportunities for self-assessment.
- Marking of children’s work can have different roles and purposes at different times and can involve both written and verbal feedback.
- Whenever appropriate/possible, teachers should provide individual verbal feedback to children.
- The marking of children’s work, either written or verbal, should be regular and frequent.
- Teachers should look for strengths before identifying weaknesses when marking work.
- Marking should be linked to learning objectives/targets when appropriate.
- Teachers should look for opportunities to provide positive public feedback to children concerning work which is a high achievement for particular children.
- Marking procedures and marking standards should be consistently applied across the school.
- Marking practices and procedures should be in keeping with the school’s overall policy on assessment and be in keeping with a wide range of ways in which the school recognises and celebrates children’s achievements
The following procedures for correcting children’s work should be implemented by all staff:
- Children’s work should be corrected as soon as possible after completion.
- When correcting a piece of work the procedures on the attached sheet, entitled Common Marking Policy should be implemented, where appropriate.
- If children make neat copies of their work after it has been corrected, originals may be kept to show to parents as an indication of child’s true progress.
- When marked work is returned to children there should be some kind of verbal feedback either individually or as a class.
- Where appropriate a brief written comment, positive and constructive should be made on the work. This comment should also be informative (ie not just good, excellent, etc) and linked to the learning objective.
Monitoring and Evaluation
Heads of Department will review samples of work from each class to monitor the implementation of this policy.
The desired outcomes for this policy are improvement in children’s learning and greater clarity amongst children and parents concerning children’s achievements and progress.
The performance indicators will be:
- an improvement in children’s attainment,
- teacher, child and parent testimony concerning the usefulness of the marking.
- consistency in teacher’s marking across the key stages and between years.
- an awareness on the part of the pupils of what is expected of them
Review of Policy
The date of the next review will be September 2014.
Pupils should be encouraged to develop as enthusiastic, independent and reflective readers. They should be introduced to a wide range of literature and have opportunities to read extensively for their own interest and pleasure and for information. Pupils should read and use a wide range of sources of information. The range of non-fiction should include newspapers, encyclopedias, dictionaries and thesauruses.
The role of the library
The policy reflects the use of the library in school by staff and pupils. It refers to the library not only in terms of books, materials and space but also in terms of the learning needs of the pupils. The library has a central role in the school curriculum both in the support of developing literacy skills, including reading for pleasure, and the application of these skills to finding information and using it. Teachers’ work in the classroom supports the development of skills needed to make best use of the library and work is planned to utilise these skills and the resources available. We aim to foster a positive attitude to books in which children can become independent readers.
Through our teaching we aim to provide children with the opportunities to:
- Experience a wide range of literature – modern and classical
- Experience literature from a range of cultures
- Think of themselves as library users
- Children use the library to borrow books for reading at home and to research topics in various curriculum areas. The majority of these specialist subject texts are kept in classrooms.
- Children are encouraged to see the library as theirs, to develop positive attitudes towards the library and to value the books that are available to them.
- In the Infant School, fiction books are housed in each classroom. Infant pupils make use of the school library upstairs which has a collection of non-fiction and poetry which is regularly accessed by children. Each Junior classroom has its own library made from a collection of books from the main library. All children have a turn at choosing books for their class library over the school year.
- Children are also encouraged to visit the local library (and book shops). Teachers may plan visits to the library to support aspects of the curriculum and to participate in activities that are run by the library staff.
The School Library.
- On each site, there is a reading area where children can read quietly at various times.
- Non-fiction books are colour coded to allow younger pupils to access the books that they want more easily. Books are chosen to reflect all reading ages.
- Children are introduced to the library as soon as they begin school. They are taught the systems that operate and how to borrow books and return them. Parents are encouraged to play a full role in their children’s reading.
The library has a budget each year and this is supplemented by funds raised through the school. The stock is monitored by the Head of Department who seeks the opinions of the staff about new books, both fiction and non-fiction. The ICT co-ordinator keeps the ICT resources up to date.
Reviewed March 2013 Harriet Sturdy
Date of next review March 2014
A clear and explicit policy for the professional development of staff is fundamental to the overall effectiveness of the school. It recognises that staff members are the major asset available for school improvement and that they need to be fully prepared to undertake changes and developments, particularly with respect to curriculum change. All staff are seen as learners and all staff are committed to sharing learning.
1. To clarify the staff’s awareness of and involvement in the school’s philosophy, aims and objectives.
2. To enhance the development of the professional knowledge, skills and commitment of staff.
3. To encourage individual teachers to plan their careers and to identify career opportunities.
4. To thus continuously improve the education of the pupils.
1. The school has a continuous cycle of development including curriculum and staff development, consisting of a process of monitoring, evaluation and review of all aspects of the work of the school (see School Self-Evaluation Policy). During the processes of Self-Evaluation, development priorities for the school and professional development needs of staff are identified. The annual School Improvement Plan encapsulates these needs and identifies action to be taken, including training where appropriate, in order to meet them.
2. Job descriptions are negotiated with each member of staff and reviewed annually. Each member of staff receives at least one annual staff development interview. All staff have the right to an interview at any reasonable time with a senior member of staff to discuss professional and career development and also to a guarantee of confidentiality if so required.
3. The Principal has the task of co-ordinating development, with responsibility for analysing staff needs, attempting to meet them by any appropriate means, and integrating them into an overall Staff Development Plan, with the key criteria for inclusion being the link to overall school priorities for school development and improvement.
4. The Principal implements the INSET plan and organises INSET for both the staff as a whole and also on an individual basis. The School will often share INSET sessions with its sister schools, Sancton Wood and Holme Court. They report back to the staff at regular intervals and manage available funding. Staff receiving any individual INSET are expected to report back to the Principal or whole staff as appropriate. The Principal is responsible for planning the dissemination of any experience gained from INSET. The Principal is also responsible for medium and long-term evaluation of the effectiveness of the INSET, which has been undertaken. This will be included in the school Self-Evaluation process.
1. To improve the quality of education for children, by helping teachers to realise their potential and to carry out their duties more effectively;
2. To help teachers to recognise their achievements and help them to identify ways of maintaining high quality or enhancing their professional skills, performance and job satisfaction;
3. To assist in planning the in-service training and professional development of teachers individually and collectively;
4. To identify the potential of teachers for career development, with the aim of helping them through in-service training and, where appropriate, through a change of duties;
5. To provide help to teachers who wish to improve their performance, through appropriate guidance, counselling and training;
6. To enhance the overall management and development of the school.
1. The school will ensure, as far as is reasonably practicable, that the LEA arrangements for appraisal are carried out in the school.
2. Heads of Department will arrange for the appraisal of teachers in their department.
3. All teachers are required to take part in the appraisal procedures determined by the Principal.
4. Appraisal will operate, and be seen to operate fairly and equitably for all teachers.
1. Teachers. Over the two year appraisal cycle the following will occur: The collection of appropriate information about a teacher’s performance. Observation of at least two lessons by a colleague. A discussion between the appraiser and the appraisee. Completion of an agreed statement which summarises the main points of the discussion. A separate annexe to the statement which indicates agreed targets which the school needs to consider and any identified training needs. A review meeting in the next year to identify progress. A teacher is entitled to complain about an appraisal statement within twenty working days of first having access to it.
Is approved for:
Compassionate leave, e.g. urgent family affairs illness or death of close family member;
Hospital/Specialist appointments (this does not include non-emergency dentist or doctor appointments);
Home emergencies: e.g. burst pipes, burglaries, fire etc.;
Other paid absence is at the discretion of the Principal following an application in writing. Approval must be given in writing and a copy given to the Principal.
On the advice of the Principal, unpaid leave requests will be considered for:
A period of one week or less at the discretion of the Principal following an application in writing. Approval must be given in writing and a copy given to the Principal.
More than one week, following approval by the Principal. Approval must be given in writing and a copy given to the Principal.
1. The school recognises the importance of having a clear written policy on salaries for staff employed at the school to ensure that all staff are rewarded fairly, without discrimination, for the work they do. This pay policy will be kept under annual review to ensure that the discretions on pay available will be used in the most appropriate way to recruit, retain, motivate and reward staff, taking into account the needs and circumstances of the school and plans and priorities for its future and development.
2. When reviewing the pay policy, all staff will be consulted and their views taken into account when deciding the pay policy (a copy of which will be given to each member of staff).
3. The school recognises that financial reward is not the only means of supporting staff and will try to ensure that all staff have good working conditions.
1. The school will abide by the relevant pay provisions in the Conditions of Service appropriate to all staff, and will use any salary discretions where appropriate and practicable.
2. The school will ensure that the Equal Opportunities Policy is followed in making any pay decisions. In exercising any pay discretions full account will be taken of any relevant legislation, e.g. on equal pay, sex discrimination and race discrimination.
3. Vacant posts and incentive allowances will be advertised in the staff room so that all staff have the opportunity of applying for such positions.
4. The school, when drawing up its budget proposals, will take account of the salaries requirement for staff and will, wherever possible, include an amount for discretionary payments in the contingency funds to be used as appropriate.
5. Due regard will be given to pay relativity between staff, taking account of any advice contained in the appropriate Conditions of Service and the Teachers Pay and Conditions Document.
6. The school development plan and the staffing structure will form the basis of the salary structure in the school. Job descriptions will be provided for each post and will be regularly reviewed. All staff will be entitled to see their salary records, which will be confidential.
7. The school recognises that the appraisal scheme for teachers is intended primarily for staff development and confirm that there will be no direct link between appraisal and pay. The implementation of this pay policy in individual cases will be carried out by a Salaries Directors which will then report its decisions to the full Board.
8. The Directors shall make a decision on any salary matters not specifically covered by this pay policy and shall raise the issue for inclusion in the Pay Policy at the next review of the policy.
3. The Pay Policy in Operation
1. The Pay Policy will be implemented by the Directors. The Directors will be advised by the Principal, who will normally put forward recommendations for consideration, and decisions will be reported to the full Board.
2. Advice may be sought from the Department of Education or other source as appropriate. In making decisions, the Directors will have regard to budget availability and be mindful of future financial consequences of any decision.
3. The Directors shall record the reasons for the award of any discretionary payments to staff.
4. Any member of staff who seeks a review of their pay should initially discuss the matter with the Principal so that it can be raised with the Directors.
5. Any member of staff who is aggrieved by a decision of the Directors shall have the right to appeal against that decision to the Appeals Panel of the Board whose number must not be less than the Directors.
6. The Directors will meet at least once a year to consider the salary structure but may meet more frequently as and when necessary.
7. The Directors will keep up-to-date with developments on pay and will review the pay policy annually to make recommendations to the Board which, having consulted as per paragraph 1.2, will formally agree the new pay policy.
8. The Directors will annually check to see if the school group size has changed and ensure that provisions relating to group size are followed. Similarly, it will check that the school is using at least the minimum number of incentive allowances which it must allocate.
4. Pay Discretions for Teaching Staff
The Teachers Pay and Conditions Document outlines the provisions relating to pay and also states a number of criteria attached to discretionary payments which must be followed. Unless stated otherwise in this policy, the criteria to be followed in making decisions on the award of allowances and enhancements will be based on those criteria contained in the Teachers Pay and Conditions Document. It is acknowledged that there is no provision to pay honoraria to teachers and that only the provisions contained in the Document can be used.
5. Support Staff
1. The Directors will annually review the duties and responsibilities of the support staff to see whether salary scales and rates are still appropriate.
2. The Directors will look at the following areas of discretion:
(i) to see whether the salary scale or rate is still appropriate;
(ii) to decide whether honoraria are appropriate in view of any additional asks or responsibilities undertaken;
(iii) to see whether or not accelerated increments are appropriate.
- New appointments will normally be made to the minimum of the appropriate scale but the Directors may give increments in recognition of previous experience at their discretion, taking account of any previous practice and advice.
It is recognised that there is a need to provide support and encouragement to all new staff. It is further understood that there is so much for a new member of staff to assimilate that they are encouraged to refer to the staff handbook, school policies and to question colleagues as the need arises.
The induction programme enables staff to integrate into the school community and work effectively individually and as part of a team.
To make new staff aware of the school’s philosophy, aims and objectives.
To develop knowledge and skills of new staff to provide job satisfaction, motivation and quality of learning experience for all pupils.
To provide the opportunities for new staff to be informed of school procedures and educational developments.
To enable new teachers to recognise issues pertinent to them and be able to share experiences and ideas.
To enable new staff to be confident in asking for and receiving help.
To build confidence and expertise in the classroom and in other areas of responsibility.
Applicants are provided with all essential details and the opportunity to visit the school.
Relevant information is given to all new staff.
All new staff will meet with key personnel in school.
All new staff will receive relevant training.
Support is provided from relevant members of staff.
Before taking up the post:
Job details are sent to potential applicants.
There is the opportunity to visit the school prior to the interview if requested by a prospective candidate.
New staff are encouraged to visit the school prior to taking up the post, given a tour of the School and introduced to other colleagues.
All new staff are given a School Calendar and appropriate timetables..
All teachers where possible are given the opportunity to meet the outgoing member of staff.
After taking up the post:
Diaried meetings with Principal for support and review.
Completion of relevant paperwork.
INSET training days will be provided as identified in the School Calendar.
There will also be opportunities for professional development by outside agencies.
Meet Directors and other staff as appropriate.
Support Staff are encouraged to attend Professional Development opportunities provided by the school and outside agencies where appropriate.
Staff are appraised annually and their career development discussed.
If a new teacher joins the school during the academic year, the induction policy is put into practice at that point.
The long term needs of all individuals are looked after by the Staff Development Policy to ensure career development and progression.
This policy should be read in conjunction with the School Improvement Plan relating to Staff Development.
Reviewed September 2013
The safe recruitment of staff in schools is the first step to safeguarding and promoting the welfare of the children in education. The school is committed to safeguarding and promoting the welfare of children and young people and expects all staff and volunteers to share this commitment. It is recognised that this can only be achieved through sound procedures, good inter-agency cooperation and the recruitment and retention of competent, motivated employees who are suited to, and fulfilled in the roles they undertake.
This school recognises the value of, and seeks to achieve a diverse workforce which includes people from different backgrounds with different skills and abilities. The school is committed to ensuring that the recruitment and selection of all who work within the school is conducted in a manner that is systematic, efficient, effective and promotes equality of opportunity. The school will uphold its obligations under law and national collective agreements to not discriminate against applicants for employment on the grounds of age, sex, sexual orientation, marital status, disability, race, colour, nationality, ethnic origin, religion or creed.
This document provides a good practice framework to comply with the principles set down in the school’s Equality Policy.
All posts within school are exempt from the Rehabilitation of Offenders Act 1974 and therefore all applicants will be required to declare spent and unspent convictions, cautions and bind-overs, including those regarded as spent and have an Enhanced Criminal Records Disclosure.
The school is committed to ensuring people who have been convicted are treated fairly and given every opportunity to establish their suitability for positions. Having a criminal record will not necessarily be a bar to obtaining a position.
The school will:
1. ensure that appropriate staff who undertake recruitment have received safe recruitment training.
2. work towards every appointment panel to include one member who has received safe recruitment training
3. implement robust recruitment procedures and checks for appointing staff and volunteers to ensure that reasonable steps are taken not to appoint a person who is unsuitable to work with children, or who is disqualified from working with children, or does not have the suitable skills and experience for the intended role.
4. keep and maintain a single central record of recruitment and vetting checks in line with DCSF requirements
5. ensure that the terms of any contract with a contractor or agency requires them to adopt and implement measures described in this procedure. The school will monitor the compliance with these measures.
6. require staff who are convicted or cautioned for any offence during their employment with the school to notify the school, in writing of the offence and the penalty.
The following pre-employment checks will be undertaken:
Receipt of at least two satisfactory references, one of which will be from the former or most recent employer
A satisfactory CRB clearance
Verification of the candidate’s medical fitness
Verification of qualifications
Verification of professional registration as required by law for teachers
Verification of successful completion of induction period (for those who obtained QTS after 7 May 1999)
Roles and responsibilities
It is the responsibility of the directors to:
- Ensure the school has effective policies and procedures in place for the recruitment of all staff and volunteers in accordance with DCSF guidance and legal requirements
- Monitor the school’s compliance with them
It is the responsibility of the Headteacher and other managers involved in recruitment to:
- Ensure that the school operates safe recruitment procedures and makes sure all appropriate checks are carried out on all staff and volunteers who work at the school
- To monitor contractors’ and agencies’ compliance with this document
- Promote welfare of children and young people at every stage of the procedure
- It is the responsibility of all potential and existing workers, including volunteers to comply with this document.
- It is the responsibility of all contractors and agencies to comply with safe recruitment pre-employment checks.
To ensure equality of opportunity, the school will advertise all vacant posts to encourage as wide a field of candidates as possible, normally this will entail an external advertisement. However, where there is a reasonable expectation that there are sufficient qualified internal candidates or where staff are at risk of redundancy, an internal advertisement may be considered appropriate.
The form – The school uses a standard application form. CVs will not be accepted
The school requires candidates to account for any gaps or discrepancies in employment history on this application form. Where an applicant is shortlisted, these gaps will be discussed at interview.
Applicants should be aware that providing false information is an offence and could result in the application being rejected or summary dismissal if the applicant has been selected, and possible referral to the police and other professional regulatory bodies (eg: General Teaching Council for England).
References for shortlisted candidates will be sent for immediately after shortlisting. The only exception to this is where candidates have indicated on their application forms that that they do not wish their current employer to be contacted. In such cases, this reference will be taken up immediately after interview and prior to any offer of employment being made. One reference will be sought prior to interview wherever possible. References must be in writing and be specific to the job for which the candidate has applied – open references or testimonials are not acceptable. The school will not accept references from relatives or people writing solely in the capacity as a friend. Only references from a trusted authoritative source will be acceptable. References will be compared to the application form to ensure that the information provided is consistent. Any discrepancies will be taken up with the applicant at interview.
Any information about past disciplinary action or allegations will be considered in the circumstances of the individual case. Cases in which an issue was satisfactorily resolved some time ago, or an allegation was determined to be unfounded or did not require formal disciplinary sanctions, and which no further issues have been raised, are not likely to cause concern. More serious or recent concerns or issues are more likely to cause concern. A history of repeated concerns or allegations over time is also likely to give cause for concern.
Self-declaration of convictions by job applicants
The school’s policy requires shortlisted applicants for all posts (including volunteers) to declare all criminal convictions. Such declarations will be made on an appropriate form and should be submitted in a sealed envelope, marked strictly private and confidential to the chair of the
selection panel / Headteacher, prior to the interview. The chair of the panel / Headteacher will discuss relevant, positive declarations confidentially with the applicant at interview.
The disclosure of convictions, cautions or pending cases will not necessarily prevent employment but will be considered in the same way as positive CRB disclosures.
The selection process will always include the following:
Face to face professional interview including a question related to safeguarding children (in line with CWDC Safer Recruitment Training)
Young people panel / activity with children
Commencement of Employment prior to CRB check being received
In unusual circumstances it is permitted to commence employment prior to receiving a CRB check. However, a List 99 check and risk assessment must be completed.
It may be possible to negotiate a provisional start date with the preferred candidate, however, with the exception of CRB disclosures, the checks detailed above must all be completed BEFORE a person’s appointment is confirmed. In the case of CRB disclosures, the certificate must be obtained before or as soon as practicable after appointment.
Once all pre-employment checks have been satisfactorily completed / received, an offer of employment will be made and the contract of employment issued. The contract will be issued as soon as possible but in all circumstances within 8 weeks of employment commencing.
Record Retention / Data Protection
The school will retain all interview notes on all applicants for a 6 month period, after which time the notes will be destroyed (ie: shredded). The 6 month retention period will allow the school to deal with any data access requests, recruitment complaints or to respond to any complaints made to the Employment tribunal.
Under the Data Protection Act 1998, applicants have a right to request access to notes written about them during the recruitment process. Applicants who wish to access their interview notes must make a subject access request in writing to the chair of the panel / Headteacher within 6 months of the interview date.
Personal file records
From January 2009, the school will retain the following information which will make up part of the personnel file, for the successful candidate :
Disclosure of convictions form
Proof of identification
Proof of academic qualifications
Proof of registration with General Teaching Council (for teaching staff)
Certificate of Good Conduct (where applicable)
Evidence of medical clearance from Occupational Health (where applicable)
Evidence of the CRB clearance (ie: the CRB certificate reference number, NOT the actual CRB form or certificate)
Single Central Record of Recruitment Vetting Checks
In line with DCSF requirements, the school will keep and maintain a single central record of recruitment and vetting checks. The central list will record all staff who are employed at the school, including casual staff, supply agency staff whether employed directly or through an agency, volunteers, governors who also work as volunteers, and those who provide additional teaching or instruction for pupils but who are not staff members, eg: specialist sports coach or artist.
The central record will indicate whether or not the following have been completed:
Identity checks, Qualification checks for any qualifications legally required for the job, Additionally for those applying for teaching posts, registration check with, the GTC where appropriate,
Checks of right to work in the United Kingdom, List 99 checks, CRB Enhanced Disclosure, Further overseas records where appropriate.
It shall also indicate who undertook the check and the date on which the check was completed or the relevant certificate obtained. In order to record supply staff provided through an agency on the record, the school will require written confirmation from the supply agency that is has satisfactorily completed the checks described above. The school does not need to carry out checks itself except where there is information contained within the disclosure. However, identity checks must be carried out by the school to check the person arriving is the person the agency intends to refer to them.
Newly appointed teachers who are new to the employment of the governing body will be subject to the school’s probationary period.
School staff will be given a copy of the school’s Safeguarding Policy and asked to sign a declaration that they have read and understood the document and will follow the guidelines required to maintain professional boundaries at all time.
To be reviewed every 6 months to take into account new legislation
The school is committed to promoting understanding of the principles and practices of equality and justice.
1. We aim to provide equality of opportunity to all our children, regardless of gender, race, religion or ability.
2. We aim to equip pupils with an awareness of our diverse society and to appreciate the value of difference.
Equalities and Diversity
1. All teaching staff should be vigilant in looking for the implication of equal opportunity in our teaching.
2. Resources will be reviewed regularly to avoid any which encourage sex stereotyping and to reflect the needs of a pluralistic society.
3. No distinction of entitlement to opportunity should be made in any area of school life.
4. Teachers may need to make a conscious effort to redress the balance of expectations which they may have of either boys or girls which are solely related to gender.
5. Teachers are encouraged to take opportunities to develop their awareness of the culturally diversities within society.
6. Pupil names will be accurately recorded and correctly pronounced. Pupils are encouraged to respect names from other cultures.
Our aim is to support the learning and development of each individual child by providing an integrated, balanced, broad, stimulating and differentiated curriculum. To achieve this we work in close partnership with parents, carers and children and as a multi-disciplinary team. We want to provide a secure learning environment, which enables children to be:
- Respectful of themselves and others
- Happy and confident
- Compassionate and caring
- Tolerant and patient
- Curious and creative
- Appreciative and appreciated
The following objectives underlie our approach:
- To provide a safe, secure, stimulating environment that embraces all children and values their race, gender, age, disability, culture and religion.
- To value all children as individuals and appreciate their uniqueness.
- To have high expectations of ourselves and the children.
- To ensure that all staff receives appropriate training and maintain high levels of practice
- To develop practice which values the wider community as a means of adding to the richness of our curriculum
- To recognize children as part of communities, for example peer groups, families and wider society
We recognize that discrimination and bias exists within society and seek to ensure that all children within our setting have the opportunities and experiences they are entitled to. We aim to work towards redressing this imbalance through our policies and practice.
It is important that the home language of multi-lingual learners is valued and seen as an asset to learning. Staff are aware and sensitive to the needs of children for whom English is an additional language; working with parents we use home language where appropriate. We also use labels, posters, photographs and books that are already in the setting.
Ethnicity and Culture
We seek to reflect the rich cultural, religious and linguistic diversity of the local and wider environment in all aspects of our work, including resources and festivals. Every area of provision needs to reflect the different cultural backgrounds and interests of the children. We welcome the diversity of family lifestyles and work with all families.
We monitor activities and actively encourage participation by all children, trying to break down stereotypes through discussion with children, parents, carers and staff. We aim to avoid stereotypes or derogatory images in the books, toys and other visual materials used within the School.
Cambridge International School was created with the specific intention of providing a broad enquiry based curriculum for British and International Pupils. Their particular educational needs will be reviewed and assessed regularly.
1. To provide high quality teaching to enable all our children to perform to the very best of their abilities.
2. To promote a happy school atmosphere, with the emphasis on self-respect and respect for others.
3. Children with special educational needs will be given individual/appropriate provision.
4. All pupils will participate in the full curriculum and all school activities, where agreed.
The school aims to have regard to the DƒES Code of Practice on the Identification and Assessment of Special Educational Needs, and to provide a welcome, and appropriate learning opportunities, for all children.
Our system of observation and record-keeping, which operates in conjunction with parental input, enables us to monitor children’s needs and progress on an individual basis.
Each class teacher is responsible for a maximum of eight children, so each child benefits from adult time and attention.
If it is felt that a child’s needs cannot be met without the support of a one-to-one worker, either full or part-time, external funding from the parents will be sought to provide this. The school is unable to fund such support.
We work in liaison with staff outside the school, including therapists, psychologists, social workers and paediatricians, to meet children’s specific needs.
Our staff attend wherever possible in-service training on special needs arranged by professional bodies.
How are children with Special Educational Needs identified? Sometimes children are identified as having special difficulties before they are of nursery/reception age, and strategies are put in place to help the child before and after admittance to school.
In other cases, the class teacher will usually be the first person to observe that a child is having learning difficulties to the extent that they require special provision. All teachers within the school take into account the wide range of abilities, aptitudes and interests among the children in their classes when planning and teaching. A child who finds it difficult to progress even within a differentiated framework will be identified as requiring special attention. In some cases parents may express concern over their child’s progress or behaviour which may result in the identification of special educational needs. The early identification of a child’s special educational needs is extremely important to ensure that they receive special help as quickly as possible.
How are children with SEN supported?
Children at CIS with SEN are supported in a number of ways. We employ dedicated Learning Support Assistants, specialist teachers and excellent classroom teachers.
Our LSA’s are employed to either support a specific, statemented child or to support small groups of children within a classroom. Any 1:1 is documented and shared with the teachers and SENCO on a weekly basis.
We also employ specialist teachers to come in and support children’s learning, in a 1:1 session, during the school day. These 1:1 sessions are paid for by the parents or by the Local Education Authority, if the child has a statement of special needs.
Our classroom teachers are all aware of any children with IEPs. Teachers differentiate their lessons to ensure that they are inclusive and accessible for every child in the class, regardless of their needs.
The school’s SENCO also offers 1:1 support to some children at an additional cost. The progress is recorded using a communication book and feedback sheets. The communication book is sent home each day with a record of what has been covered during the 1:1 session. Parents can also use this book as a way of communicating with the SENCO. Any feedback recorded by the SENCO is sent on to teachers so that they are aware of the work being carried out, areas of further weakness or achievements.
SCHOOL STAGES OF ASSESSMENT
A. The relevant teacher registers need and takes action. Any teacher may identify a pupil having difficulties in a particular area. The teacher:
Identifies the area in which the child is experiencing difficulties;
Completes an SEN referral form and hands to the SENCO;
Seeks advice from the SENCo;
Consults whole staff to collect further/relevant information;
Teacher and/or SENCo consults with pupil and parents;
Any identified needs are entered on the SEN register;
Works closely with the child within the normal classroom context, exploring ways in which increased differentiation might better meet the child’s needs;
Monitors and reviews the child’s progress.
B. The relevant class or form teacher remains responsible for planning, teaching and recording. He:
Discusses child with SENCo and other relevant staff.
Draws up an Individual Education Plan with suggested targets with SpLD teacher.
Targets are agreed and SEN Administrator makes copies available.
Informs parents and the Principal.
IEP and copies of targets are shared with staff , parents and pupil.
In conjunction with SENCo, monitors and reviews the child’s progress.
School Action Plus
The relevant teacher and SENCo will liaise with other specialists such as speech and language therapists, psychotherapists or family counsellors.
The relevant teacher in consultation with SpLD teacher and SENCo will ensure a new IEP is drawn up, and implemented.
The relevant teacher will organise a termly review process involving parents and relevant specialists.
Request Educational Psychologist involvement if a child is not making progress. Implement advice given. The report and subsequent advice is funded by parents at the school eg where 1:1 help is required.
If a child is making good progress at these stages it may be decided to place him or her at the previous stage. It may be decided that a child at Stage 1 or 2 has made such good progress they no longer need special help; in this case the SENCo will retain the child’s name on the SEN register until it is clear that the child’s progress is no longer likely to give cause for concern. If, after two review periods, a child has not made satisfactory progress, the child will normally move to the next stage.
If the school concludes that the child’s needs are so substantial that they cannot be met within the school’s resources, then the Principal will make a request for Statutory Assessment. The parents of the child will be consulted before the request to the LEA is made. A Statutory Assessment is a very detailed examination to determine exactly what a child’s special educational needs are and what special help he or she should receive. It is the SEN Co-ordinator’s responsibility to provide information regarding the child’s needs and evidence of the action taken by the school to meet those needs. The LEA then considers the needs for Statutory Assessment and, if appropriate, makes a multidisciplinary assessment. A child may be at this stage for a period of up to 16 weeks, during which they usually continue with the programme of work they have already been following, funded if necessary by parents.
The LEA considers the need for a Statement of Special Educational Needs and, if appropriate, makes a Statement and arranges, monitors and reviews position. A Statement of Special Educational Needs is a document setting out: the child’s learning difficulties, the special help he or she should receive; the long-term objectives to be achieved by the special help; the arrangements for short-term target-setting and progress reviews; the name of the school the child will attend (which could be the child’s present school, another mainstream school or a special school). The LEA fund extra provision in certain circumstances, otherwise the cost must be borne by parents.
If the LEA decides that a Statement of Special Educational Needs is not necessary because it considers the child’s needs can be met within the school’s range of provision it may issue a Note in Lieu. The Note in Lieu should describe the child’s needs, explain why a statement is not appropriate, and make recommendations about provision for the child.
This process may take 10 weeks, during which time the child will usually continue with the programme of work they have already been following, funded if necessary by parents.
Last reviewed March 2013.
To be reviewed March 2014.
All children have personal qualities, special talents and capabilities, which parents and teachers seek to identify, nurture and develop. An individual’s gift or talent may be displayed within the regular curriculum, in a particular area of study, or it may cover a broader aspect of ability, such as leadership or creativity.
High ability does not always guarantee high attainment. Able children may feel self-conscious about their skills and seek to conceal or suppress them, or may possess advanced thinking skills but very poor recording skills or a reluctance or write, so it is important that we plan to nurture the whole child rather than concentrate on discrete areas of development. Similarly, it is not unusual for very able children to suffer from boredom or lack of support at school or at home which can lead to disruptive behaviour, disillusionment or lack of engagement with school work unless appropriate challenges are provided for the individual. The energy and enthusiasm of the teacher is an important factor in simulating and motivating pupils.
Definition It is difficult to provide a single definition which describes all able children. However there are certain criteria which teachers will look for in seeking to identify gifted and talented pupils. These may include: an ability to understand ideas quickly and to apply knowledge and skills in creative and original ways; evidence of significant talent in one or more areas including physical, artistic, technological, linguistic, academic, leadership, creative; originality of ideas, heightened sense of humour or advanced vocabulary; singular self-motivation, extended concentration and curiosity. Further criteria relevant to specific subjects can be found with curriculum documentation. Every class will have children who are very able in one or more aspects of their learning. By ‘very able’, we mean those children who are at the upper end of the ability range in their year group, tackling concepts and challenges beyond national expectations.
Identification of pupils Every class teacher will have identified those children who are considered to be more able than their peers, using school assessments (especially from year 2 onwards, and end of year assessments) and classroom observations, background knowledge and any other relevant reports. Rather than using this information to label these pupils, we use it to ensure effective and suitable provision of work to ensure appropriate pace, rigour and challenge. We consider it important that pupils are reassessed regularly so that individuals are not inappropriately pigeonholed into a single group for their entire school career.
Differentiation We consider it important to differentiate the work that is provided for children in order to meet the needs of, and to challenge children in lessons, whatever their level of ability. The organisation of lessons allows for class teaching that meets individual needs and provides for differentiated group and independent work. Within lessons, able pupils are given direct teaching and opportunities to work with their peers. Lessons involving particularly able pupils are based on the principle of inclusive whole class and group teaching.
Review: Oct 2014
Cambridge International School is committed to providing care in education for pupils aged from 3-16. Pupils who have disabilities are not discriminated against in line with the Disablility Discrimination Act 1995. Disabled pupils are given the necessary support to enable them to have full access to the curriculum and their physical environment where such adjustments to school provision are reasonable.
Pupils who have Special Educational Needs, possibly a disability or an identified disability, will all be treated using the following procedure:
1. Can the pupil have full access to the curriculum and school environment?
2. If not, what would be necessary to provide full access to the curriculum and facilities?
Are such adjustments reasonable ie:
- Are they physically possible?
- Are they financially possible?
- Do we have/will have access to the necessary expertise?
- Are the parents able to support access physically, or financially?
- A programme specific to the child’s needs is drawn up by the SENco and class teacher and will be presented to the Principal for approval. The Principal will make a fair decision.
- Parents are informed of the reasonable adjustments that are possible to enable their child full access to the curriculum and school facilities.
- Where the necessary adjustments are not reasonable or possible to put in place, parents are informed and the information under consideration is presented in full to the parents. Any alternative arrangements and/or schools suggested.
Prospective pupils for whom English is an Additional Language are welcome at the School. All applicants, regardless of their language skills will be offered a place at the School. Children considered in need of intensive EAL tuition will be offered this as part of their normal school day. Due to the fact we are an International School we consider English as an additional language to be an entrenched part of our daily curriculum.
This school will comply with the requirements set out in the 1988 Education Reform Act regarding Collective Worship.
An Act of Collective Worship will take place once a week. The time at which this takes place and the form of the Collective Worship (whole school, team or class groupings) may vary from day to day.
The Act of Collective Worship will be non-denominational.
Every child will take part in the Act of Collective Worship unless withdrawn by his/her parents/guardians.
Whilst fully complying with the law, the school will be sensitive to the fact that not all children will come from religious families.
Each subject policy must be taught in accordance with the ethos and aims which are fundamental to Cambridge International School.
Core subjects broadly follow the National Curriculum. Humanities in the Infant and Junior Department is taught through the International Primary Curriculum. In the Senior School, we follow Cambridge Checkpoint and IGCSE syllabus.
Each subject has its own scheme of work which contains subject objectives, assessment opportunities, cross curricular links and markers of progress and continuity. As Cambridge International School is a non-selective school set up to cater for a broad range of pupils from Britain and across the world, the schemes of work are adjusted to cater for the individual needs of a pupil and that of the group of pupils he or she is being taught within. The teacher adapts the schemes of work according to the needs of the pupils in the class and this is evident in the short term planning.
Cambridge International School curriculum policy statements set out in general terms how each subject is to be taught. The particular needs of each child will dictate how work will be planned to meet the needs of pupils, and what the implications of the subject are for each pupil group. Cambridge International School has an overall policy statement setting out the general principles of assessment, recording, accreditation and of reporting on progress for the subject taught. Underlying all teaching policy documents is the commitment to providing children with effective structures and learning strategies to overcome any particular stumbling blocks they encounter.
The International Primary Curriculum which is bought in topic based Units (such as Chocolate or Famous People) for each half term sets out the range of curriculum areas to be taught over a period of time, how individual subjects are covered, what resources will be used, and what opportunities will be taken for assessing pupils’ learning and progress. The units set out objectives for learning within each topic, and these objectives will be featured in planning for individual lessons and in assessment. The units provide the opportunity for teachers to set out differentiated content and approaches for the different levels of capability and need (not least in terms of literacy) amongst the pupils. Individual progress informs the teacher’s medium and long term planning.
Cambridge International School timetables provide further information as to how the curriculum is to be managed, particularly with regard to the balance and coverage of subjects taught, and taught time in the week.
The teachers’ short and medium term planning is developed from the Schemes of Work, the pupil group’s IEPs and the knowledge of their pupils previous educational experiences.
Organisation and Planning
Due to the nature of our school, pupils are sometimes placed in the class that will suit their academic needs. This may mean that they are not with their peer group, they are in a mixed aged class and could possibly be moved to a different class at some point in their education at CIS. Long term and medium term plans need to reflect this changing need.
We plan our curriculum in three phases. We agree a long-term plan for each class. This indicates what topics are to be taught in each term, and to which groups of children. We review our long-term plan on an annual basis and adaptations are made and recorded where year groups are taught in separate classes.
With our medium-term plans, we give clear guidance on the objectives and teaching strategies that we use when teaching each topic.
- Many of our medium-term plans are informed by the National Primary Strategy for core subjects. We have adopted the National Literacy and Numeracy Strategies for our Infant and Junior Departments and use them for planning information for other subjects.
- In our medium term plans the subject matter and objectives are very carefully chosen to ensure there will be adequate scope for medium term planning. Further differentiation in the medium term planning is not appropriate due to the changing needs of our individual pupils. The necessary fine-tuning of lessons therefore has to be fully reflected in the short term plans where pupil activities must be clearly differentiated in line with their particular needs and current progress.
- Teachers need to be aware that medium-term plans already exist but because of the nature and fluidity of our intake and the regular changes in our school roll, it will always be important for teachers to realize that medium-term plans have to be constantly updated.
- However, teachers also need to be aware of the extensive medium-term plans already in existence. Please discuss with the curriculum co-ordinator the availability of relevant plans and resources.
Our short-term plans are those that our teachers write on a weekly or daily basis. We use these to set out the learning objectives for each session, and to identify what resources and activities we are going to use in the lesson. Unit plans are used and adapted to suit children’s needs in literacy and numeracy as well as in the foundation subjects. Each lesson must show clear differentiation, in line with their I.E.P.s and current progress.
Teachers in our school may teach their specialist subject to more than their own class.
Staff evaluate their own and their colleagues’ lessons.
Assessment and Recording
All pupils’ progress is regularly assessed and their achievements recorded in line with the Cambridge International School Policy.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement.
This policy outlines the purpose, nature and management of the Art and Design taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school. We consider the development of artistic skills as an essential mechanism for progress across all subjects, as such Art has an important place in the school.
Art and Design at Cambridge International School follows the International Primary Curriculum and then KS3 and IGCSE syllabus as a guide to ensure that the children’s understanding and enjoyment of the subject is developed through activities that bring together requirements from both Art and Design and Design and Technology. Art and Design is a vital means of self-expression and communication, it is a means by which children can to learn to make sense of and gain a wider understanding and appreciation of the world around them. The children’s creativity is developed by knowledge and understanding of art and design as well as investigating and making their own designs and art works. Art and Design can help to develop skills across the curriculum as well as supporting emotional and intellectual development, physical skill and critical judgment. It is a subject taught in its own right and can be used to enrich teaching and learning in other subjects.
As Art and Design requires the use of specialist tools and equipment this policy is implemented in conjunction with the Cambridge International School Health and Safety Policy.
Aims and Objectives
Our aim at Cambridge International School is for Art and Design to offer opportunities which:
- stimulate children’s creativity and imagination by providing visual, tactile and sensory experiences and a unique way of understanding and responding to the world;
- develop children’s understanding of colour, form, texture, pattern and their ability to use materials and processes to communicate ideas, feelings and meanings;
- explore with children ideas and meanings in the work of artists, craftspeople and designers, and help them learn about their different roles and about the functions of art, craft and design in their own lives and in different times and cultures;
- help children to learn how to make thoughtful judgments and aesthetic and practical decisions and become actively involved in shaping environments.
Combined with the opportunities offered for children in Design and Technology to:
- develop their designing and making skills;
- develop their capability to create high quality products through combining their designing and making skills with knowledge and understanding;
- nurture creativity and innovation through designing and making;
- explore values about and attitudes to the made world and how we live and work within it;
- develop an understanding of technological processes, products, and their manufacture, and their contribution to our society.
At Cambridge International School, teaching and learning is organised around the four areas of study identified for Art and Design:
- Exploring and developing ideas
- Investigating and making art, craft and design
- Evaluating and developing
- Knowledge and understanding
Combined with the programme of study for D & T:
- Developing, planning and communicating ideas
- Working with tools, equipment, materials and components
- Evaluating processes and products
- Knowledge and understanding of materials and components
- Artwork will be centred on a topic of work half termly
Work around the school
Display is an essential way of encouraging children and providing them with a visually exciting environment. There is a place for the display of artefacts, work by professional artists and others to support and explain themes. Display is often a good way to introduce discussion with children.
Workshops and visits
The Art and Design curriculum at Cambridge International School is enriched by workshops from visiting specialists. Trips are arranged to enhance the children’s learning and to widen their experience.
Links with other subjects
The work the children do in Art and Design is inextricably linked to all other subjects being given high priority at the school. As well as links with Literacy, Maths, ICT and Science, topic work in Art and Design is used to broaden aspects of the children’s learning in other areas of the curriculum.
General resources in Art and Design are the responsibility of the Atelerista who has a budget available for art materials and a separate budget for D&T. These materials are supplemented by more specialised equipment and materials from the Art room when required by class teachers. Some resources are shared with and kept in the Science Department.
Some tools are kept in accessible trays for the children’s use. Craft knives, snippers, bradawls and larger tools are kept in the teacher’s cupboards for safety. In line with the Health and Safety Policy great care is taken with respect to the appropriate storage and handling of equipment and materials.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Drama taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
The teaching of Drama promotes the following opportunities for pupils:
- It encourages self-confidence
- It allows pupils to explore a range of emotions in a safe environment.
- Through drama, pupils can work out their own points of view and test them against others. This can help the learning of negotiation skills.
- Following from the above, it develops pupils’ co-operation with one another. Working in groups they learn to listen to the opinions of others, and to rely on one another. They come to appreciate that it is necessary to participate to be an effective member of that group.
- It gives pupils confidence in solving problems.
- By participating in drama, pupils are learning actively. The learning experience is therefore more easily held in the memory.
- There are no special skills or difficult concepts that have to be learned to take an active part in drama. It is therefore accessible to all children, regardless of academic ability.
Overall, Drama enhances a pupil’s spiritual, moral, social and cultural development, as well as making a significant contribution to a pupil’s speaking and listening development.
Aims and Objectives
- To enhance imagination and creativity through self-expression
- To use the drama form to reflect upon experience in an enjoyable way
- To develop concentration and listening skills
- To develop group social skills such as
- sharing experience and knowledge;
- organisation and problem solving;
- selection and evaluation;
- awareness of the self and role in society;
- sensitivity and tolerance;
- awareness of human relationships.
- To develop oral communication skills:
- focus and intention;
- clarity and presentation.
- To develop non-verbal communication skills:
- movement and use of space;
- facial / physical expression.
- To develop theatre and performance skills:
- rehearsal and company skills, including awareness of responsibility to the company;
- awareness of backstage responsibilities such as costume, set, properties, make-up, sound, programmes, posters.
Drama is taught throughout the school. Pupils take part in regular timetabled drama lessons. All year groups experience drama throughout the year, although in part of the summer term, drama lessons take the form of rehearsals for the annual production. Differentiation is achieved by outcome, rather than by set task. All pupils, regardless of ability, are taught the same syllabus.
We make use of mobile stage blocks, which can be used in a variety of ways. Sound equipment, microphones and stage lighting is owned by the school. Costumes and props are part of the drama Department’s ongoing expenses borrowed from our sister school Sancton Wood. Our Film Studies teacher provides his own extensive filming equipment.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of Humanities taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Aims and Objectives
- To teach Humanities within a topic based approach until KS3 when History, Geography and RS are taught as discrete subjects.
- To explore links between Humanities and other subjects
- To provide opportunities for investigation into Geographical, Historical and Social matters
- To help pupils develop historical knowledge and understanding;
- To provide opportunities for children to communicate their awareness and understanding of humanities orally, visually and in writing
- To teach the pupils to begin to be able to recognise and ask questions of a geographical, historical and social nature
- To teach children to be able to extract information from a variety of sources
- To enable children to use other knowledge and understanding of their local area and relate it to other environments
- To develop a positive attitude towards living in a society of diverse religions
- To enhance their spiritual, moral, cultural and social development by:
a. developing awareness of the fundamental questions of life raised by human experience, and how religious teaching can relate to them;
b. responding to such questions with reference to the teachings and practices of religions and to their understanding and experience;
c. reflecting on their own beliefs, values and experiences in light of their study.
- To develop a positive attitude towards living in a society of diverse religions.
- To promote a broad global understanding of social issues across the world, i.e. famine.
- Appreciation of the dynamic nature of Geography, History and Social Developments through awareness of media reports.
- To introduce pupils to historical inquiry through studying historical evidence, asking questions and problem solving;
- To help pupils develop a sense of chronology;
- To give understanding that the society in which pupils live has been shaped by past developments;
- To develop an appreciation of the need for both continuity and change;
- To develop the ability to communicate historical and geographical knowledge in oral, written and visual forms using appropriate vocabulary and techniques.
- An appreciation of relationships between social, physical and environmental issues
- An awareness of the fascination of the world in which we live
- Spiritually, morally socially and culturally through classroom practice and choice of task
- Mutual respect and tolerance for all cultures will be promoted through the study of humanities.
Pupils should be able to:
- Communicate effectively
- Demonstrate skills in offering hypotheses and planned enquiries
- Apply the skills learnt in humanities to other subject areas such as science, mathematics, PSHE.
- Improve their own learning and performance
- Think logically
- Develop analytical skills
- Work independently and co-operatively collating evidence derived from the whole group
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Literacy taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Maths and English are taught with reference to the National Curriculum. As the Cambridge International School is set up to cater for a broad range of pupils, these schemes of work are adjusted to cater for the individual needs of a pupil and that of the group of children he or she is being taught within. Individual progress informs the teacher’s medium and long term planning.
We believe that the development of language and literacy skills is of the highest priority. Language is the main tool of learning and communication. The purpose of this language policy is to:
a) ensure language skills are developed and used across the whole curriculum;
b) aid the monitoring of the teaching and learning of language and literacy.
Aims and Objectives
We aim to :
a) develop the skills of each child to the highest level;
b) to produce confident children able to understand and use appropriately the varieties of language available to them.
Speaking and Listening
From the beginning, children are actively encouraged to speak and listen. Opportunities are given for small groups and individual discussion, expression of ideas and presentations. Children are actively encouraged to:
a) listen and respond with constructive comments, questions or answers in a variety of speaking and listening activities, developing wide ranging and suitable vocabulary;
b) listen and to follow instructions and to relay messages accurately;
c) plan and discuss work co-operatively where appropriate;
d) develop social skills and good manners, showing courtesy to each other and visitors.
By the time they leave us, we aim for our children to have fluency and confidence to use language to convey information, ideas, comments and personal views in a socially acceptable manner and appropriate to the purpose and audience.
Children are encouraged from entry to develop an interest in all kinds of books and the print around them. Children will have the opportunity to:
a) play pre-reading games and exercises to develop the variety of skills needed to learn the complex task of reading;
b) learn a variety of approaches to reading, including phonics, whole word recognition picture and context clues to make sense of text;
c) read from a foundation reading scheme and have this supplemented with a wide range of books offering a choice of genre and vocabulary at the appropriate level;
d) browse, share and enjoy books with family and friends as well as sessions with the teacher. Short daily spells of enjoying and reading books with an adult are essential for successful, confident reading.
We need to teach each child handwriting, spelling and grammar for them to become effective writers. Each child enters school at a different level of writing ability but we aim to teach all children the skills to:
a) use writing as a tool to aid learning and to record their experiences in a wide range of activities across the curriculum;
b) employ a variety of forms suitable to the context, purpose and audience;
c) achieve independent writing of a high quality;
d) present work that demonstrates thought, care and pride.
We encourage the children to celebrate not only their own achievements but those of others by publishing their work in the school magazine, writing articles for schools journals, entering national writing competitions, displaying their writing in the school and publishing work to be accessed via the Internet. Children are also encouraged to write letters and to write e-mails not only to other children but also to adults.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Music taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Aims and Objectives
We aim to:
1. enable each child to grow musically at his/her own level and pace;
2. foster musical responsiveness;
3. support children’s instinctive drive for sensory experience;
4. give pupils a means of both verbal and non-verbal experience;
5. develop awareness and appreciation of organised sound patterns;
6. develop instrumental and vocal skills;
7. develop aural imagery;
8. develop sensitive, analytical and critical responses to music;
9. develop capacity to express ideas, thoughts and feelings through music;
10. develop awareness and understanding of musical traditions, styles and cultures from other times and places;
11. develop the experience that derives from striving for the highest possible musical and technical standards;
12. foster enjoyment of all aspects of music.
The music teacher will be responsible for the teaching of music throughout the school. The music teacher will take hymn practice with the aim of extending the children’s song repertoire and providing them with an enriching experience of mass singing.
Extra curricular activities are available to any pupil who wishes to participate providing they are able to conform to the general behaviour accepted by the teacher. These activities at present include:
- recorder groups;
- guitar lessons;
- brass lessons;
- piano lessons;
- specialist teacher’s visits to the school to deliver instrumental tuition.
Activities may be grouped according to ability, friendship, small groups, year groups or whole class. They may be teacher led or open-ended and differentiated by task/outcome.
A variety of resources will be used when appropriate, namely:
- radio and T.V programmes;
- video and audio cassettes;
- CD ROM;
- tape recorders;
- a range of percussion instruments;
- visiting musicians;
- our own knowledge within the school.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Mathematics taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
- an essential element of communication which is important to analyse and communicate information and ideas;
- an important tool which can be used to enable things to be done which might otherwise be impossible and should equip the children for adult life;
- one way of teaching flexibility, initiative, accuracy, systematic logical thinking and is a source of interest and fun.
Aims and Objectives
At Cambridge International School we aim to:
- implement the current legal requirements of the National Curriculum and follow the Programmes of Study to fulfil the current Statements of Attainment and Attainment Targets;
- ensure that each child will leave our school numerate and able to use and apply Mathematics with confidence;
- pass on knowledge;
- teach skills;
- pass on values;
- develop understanding.
We operate a planning procedure agreed by the whole teaching staff, based upon the Schemes of Work. We develop termly and weekly plans which give details of appropriate activities and outcomes.
The use and application of Mathematics to investigate and solve problems is integrated with work on number, algebra, shape, space, and handling data to ensure that we meet all legal requirements and to help the children think mathematically.
Teaching Styles and Strategies
A range of styles of teaching are necessary for the teaching of Mathematics. Approaches need to be related to the topic itself and to the abilities and experience of both teachers and pupils. Our teaching at all levels shall include opportunities for
- teacher exposition;
- discussion techniques (pupil/pupil and pupil/teacher) appropriate practical work;
- consolidation and practice of fundamental skills and routines;
- problem solving;
- the committing to memory and recall of a range of mathematical facts;
- investigation work;
- classwork, group work, individual work.
Multi-sensory techniques will be used to reinforce concepts.
The Role of the Mathematics Teacher
- To purchase, organise and maintain teaching resources.
- To assist with diagnosis and remediation of learning difficulties.
- To manage a delegated budget and keep spending within it.
- To encourage and assist in-service training.
- To keep up-to-date by attending courses and feedback sessions
- To provide guidance and support in implementing NC and schemes of work.
- To offer specialist advice and knowledge for special needs and gifted pupils.
- After consultation, to co-ordinate recording and presentation throughout the school.
- To advise the Principal of action required (e.g. resources, standards etc.).
- To encourage ways of involving parents in their children’s learning.
- To promote liaison between school (moderation etc.).
The over-riding task must be to provide support for all who teach mathematics and so improve the quality and continuity of mathematics teaching and learning throughout the school.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Physical Education taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
To provide opportunities to promote and encourage:
- Spiritual developments. Helping pupils gain a sense of achievement and develop positive attitudes towards themselves.
- Moral development. Helping pupils gain a sense of fair play based on the rules and conventions of activities, develop positive sporting behaviour, know how to conduct themselves in competitions, accept authority and support referees, umpires and judges.
- Social development. Helping pupils obtain social skills in activities involving co-operation, collaboration, responsibility, personal commitment, loyalty and teamwork
- Physical development. Helping pupils to develop physical competence and confidence and an ability to perform in a range of activities
These aims are evident through each key stage and provide a framework for pupils to make progress in four main areas:
- Acquiring and developing skills
- Selecting and applying skills, tactics and compositional ideas
- Evaluating and improving performances
- Knowledge and understanding of fitness and health
- Develop skilful body management by knowing about good posture and the correct use of the body for performing actions.
- Develop creativity and an aesthetic awareness and be encouraged to demonstrate knowledge and understanding through practical examples and using the correct terminology.
- Increase strength, stamina, participation, understanding, enjoyment, through a variety of activities by both indoor and outdoor environments. Be aware of personal physical limitations and those of ones peers.
- Increase awareness of exercise in relation to healthy living and understand the importance of warming up and cooling down.
- To develop co-ordination, strength and stamina.
- To achieve a healthy lifestyle and a feeling of self confidence
- Observe rules of personal hygiene.
- Respond to instructions to follow rules and codes of practice which include safety.
- Develop an understanding of the importance of suitable clothing for the activity.
- Learn to respect others and the environment by acting appropriately.
- Plan actions, participate and then evaluate.
- Develop co-operation through working in a group situation, with a collective goal within a rule framework.
After school clubs run on two evenings per week. Pupils are guided towards outside clubs. A regular fixture programme is also in operation.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the PSHE taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Personal, Social and Health Education (PSHE) and Citizenship help to give pupils the knowledge, skills and understanding they need to lead confident, healthy, independent lives and to become informed, active, responsible citizens. Pupils are encouraged to take part in a wide range of activities and experiences across and beyond the curriculum, contributing fully to the life of their school and communities. In doing so they learn to recognise their own worth, work well with others and become increasingly responsible for their own learning. They reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up. Pupils also find out about the main political and social institutions that affect their lives and about their responsibilities, rights and duties as individuals and members of communities. They learn to understand and respect our common humanity, diversity and differences so that they can go on to form the effective, fulfilling relationships that are an essential part of life and learning.
- PSHE is taught from an objective point of view, drawing parallels where appropriate to personal experiences.
- PSHE promotes the respect of others, particularly in listening and appreciating their opinions
- It promotes the development of confidence and responsibility and the importance of the individual within the school and as part of the wider/global community
- PSHE is taught by a specialist to all year groups during all three terms and dovetail with the RE syllabus. PSHE is taught to mixed ability groups largely through the whole class teacher, although differentiation is provided if appropriate
- The PSHE programme is developed to build on skills year upon year and provide cross curricular links with the curriculum
- Although PSHE is taught as a timetabled subject it is also recognised that this is merely an element of the PSHE provision/ opportunity at the school
- To promote interest and enthusiasm for the subject by providing a stimulating, balanced and relevant curriculum.
- To develop self-esteem, confidence, independence and responsibility, and make the most of their abilities.
- To encourage them to take on an active role as a future citizen.
- To develop a healthy lifestyle and keep themselves and others safe.
- Develop effective and fulfilling relationships and learn to respect the differences between people.
Skills / Objectives
- Empathy – to identify with the different cultures, customs and opinions and draw parallels with their own.
- Participate – to take an active and responsible approach to decision making.
- Make Choices – forming balanced opinions based on gathered information.
- Taking Responsibility – within the school environment and the wider world. Taking responsibility for yourself and your actions.
- Develop Relationships – through work and play identifying the needs of yourself and others.
- Seek out Information and Advice.
- Prepare for Change – making it a positive experience.
The Framework for PSHE The knowledge, skills and understanding to be taught in 4 interrelated sections:
- Developing confidence and responsibility and making the most of pupils’ abilities.
- Preparing to play an active role as citizens.
- Developing a healthy, safer lifestyle.
- Developing good relationships and respecting the differences between people.
The Framework for Citizenship This comprises 3 interrelated strands:
- Social and moral responsibility.
- Community involvement.
- Political literacy
PSHE and Citizenship Activities and School Events Residential experiences, visits and special days in school provide opportunities for children to plan and work together, and develop and maintain relationships under different circumstances. They can discover new qualities and characteristics through volunteering, participating and reflecting on new experiences. The links between Health Promoting Schools Award (the National Healthy School Standard) PSHE and Citizenship and pastoral care and guidance are important. Where children are taught largely by a class teacher, these links may occur more naturally, but the role of other staff is also important.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the Science taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Science is a body of knowledge which is built up through experimental testing of ideas, and which is organised in a way that makes it easy to use. Science is also a methodology, a practical way of finding reliable answers to questions we may ask about the world around us. The skills and knowledge of Science have wide applicability in everyday life.
Our aims in teaching Science are that all children will:
- retain and develop their natural sense of curiosity about the world around them
- begin to build up a body of scientific knowledge and understanding which will serve as a foundation for future enquiry
- develop a set of attitudes which will promote scientific ways of thinking, including open mindedness, perseverance, objectivity and a recognition of the importance of teamwork.
- come to understand the nature of ‘scientific method’ involving meticulous observation, the making and testing of hypotheses, the design of fair and controlled experiments, the drawing of meaningful conclusions through critical reasoning and the evaluation of evidence
- become effective communicators of scientific ideas, facts and data
Science is taught within the topic framework of the International Primary Curriculum in the Infants and Juniors and through the National Curriculum in the Seniors. The fundamental skills, knowledge and concepts of the subject are as set out in ‘Science in the National Curriculum’ where the programme of study is categorised into four sections: (but amended for our International Primary Curriculum)
- Sc1: Scientific enquiry
- Sc2: Life and living things
- Sc3: Materials and their properties
- Sc4: Physical processes
In addition to timetabled Science, there are extra activities that are Science based. eg Outdoor Pursuits, visiting Science theatre groups and outings and Museum visits.
Modes of working in Science include cooperative small group work, individual work and class teaching as appropriate. Within this structure:
- worksheets and ‘circuses’ of activities may be used
- relevant discussion is always encouraged
- groups/individuals are encouraged to communicate their findings in a variety of ways, and respect each other’s views
The emphasis in our teaching of Science is on first hand experience and we encourage children increasingly to take control of their own learning. Our intention is that:
- most study of Science is through practical, investigative work
- careful observation is fostered
- resources are made readily available and accessible
- pupils are encouraged to communicate their scientific findings to others using a variety of methods including written or verbal reports and use of results tables, graphs, diagrams or drawings
Excellence in Science is celebrated in display and performance including:
- the display of results of scientific enquiry
- communication of scientific findings during school or class gatherings
- keep up-to-date with developments in Science education and disseminate information to colleagues as appropriate
- organise speakers, visits and outings, Science theatre productions etc
Strategies for the Use of Resources
General Resources in Science are the responsibility of the Science staff.
- class sets of scientific instruments likely to be used sporadically by all the classes, magnifiers, stop clocks, spring balances, compasses, mirrors, magnets, thermometers, weights and masses etc.
- major items such as microscopes, biological models etc.
Information Technology is a resource which is used in Science for:
- communicating information (word processing and graphics/drawing packages)
- handling information (databases and data capture equipment)
- modelling simulations eg pond dipping
Consideration of health and safety issues is of the utmost importance in Science. Great care is taken with respect to:
- Appropriate handling of equipment and materials
- Appropriate storage of equipment and materials (see Health & Safety Policy for more general details).
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose, nature and management of the ICT taught at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Aim and objectives
- To create a climate within the school in which staff and pupils become comfortable and confident with ICT and its uses.
- To ensure staff awareness of the availability of the hardware and software in the school and organise these resources with a view to the differing requirements of each stage and the unique requirements of pupils with special educational needs.
- To create opportunities for staff to acquire the necessary expertise in ICT, thus enhancing and assisting teaching in all areas of the curriculum.
- To establish effective liaison with pupil’s future school on the subject of information technology by using the available channels of ICT.
- To ensure staff, pupil and parent awareness of copyright, data protection and obscene publications acts.
Schemes of work and methodology
Schemes of work should be delivered by the following methods:
- individual work
- small, manageable group work
Time allocation within the curriculum
In general the use of most ICT equipment will be cross-curricular however ICT lessons promoting computer skills and allowing for internet research time will be allocated in the Senior School. Breadth and balance of the curriculum should be given due attention.
- Computers are available in each infant classroom.
- Juniors and Seniors have a number of netbooks to use as well as two computer suites and a media suite.
- Several older students have their own laptops
- Scanner/printers/digital cameras and software are available.
Through the use of its ICT equipment the school will endeavour to create links with other establishments that will broaden the learning experience for all pupils.
This subject is taught for a fixed number of periods a week. The teachers’ short and medium term planning is developed from the Schemes of Work, the pupil group’s IEPs and the knowledge of their pupils previous educational experiences.
6.2.11 Infant & Junior RE Policy (last updated 09.10.12)
CIS endeavors to promote the spiritual, moral, cultural and social development of its students. It is the principle aim of Religious Education to enable students to understand the nature of religion and what it means to take religion seriously. In order for students to understand the ‘nature of religion’, they will need to open their personal awareness to those fundamental aspects of human experience in which religion is rooted. Religious education does not seek to impose a particular interpretation or to persuade pupils to adopt a religious viewpoint. Rather it opens student’s awareness to a range of possibilities and life stances, including humanism, giving them the means to explore these in an informed and open way. In order for students to understand what it means to take a religion seriously, they will need to develop an empathetic understanding of what it means to be a practicing member of a religion and an appreciation of how religious convictions are lived out in every day life. Religious Education enables students to explore the spiritual dimension of experience and develop the understanding of various religious (and non- religious) interpretations of life.
CIS aims to provide a broad, balanced, relevant and continuous RE curriculum to all its pupils, irrespective of age, gender, creed or ability, within a caring, safe atmosphere in which all individuals, child or adult are catered for and valued.
The teaching of RE at CIS aims to help children to:
- Acquire and develop knowledge and understanding of Christianity and the other principal religions.
- Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures.
- Enhance their spiritual, moral, cultural and social development.
- Mature in respect of their own beliefs, attitudes and values.
Teaching & Learning of RE:
The teaching of Religious Education lends itself to a variety of teaching styles, all of which should be employed as and when appropriate. Pupils should be taught as individuals, as part of a small group, or as part of the whole class.
The teacher will have clear aims and objectives for each lesson. Pupils should be aware of what it is they are being taught. Activities should be well chosen in order to engage, motivate, and challenge all pupils. Teachers must have high expectations, engage in regular feedback and foster positive relationships.
Each child should achieve success and should demonstrate progress in knowledge, understanding and skills required in learning about Religious Education. Attitudes which children must be encouraged to develop include interest, motivation, concentration and co-operation, allied to a sense of commitment and enjoyment.
Staff should endeavour to include their planning for Religious Education opportunities to develop cross-curricular links with other subject areas – particularly PSHE and Literacy, which lend themselves to enhancing the delivery of Religious Education.
- In the Junior Department, a two-week unit on a given Religion will be delivered once a term.
- In the Infant and Early Years Departments, Religious Education will carefully selected and delivered in conjunction with yearly festivals (e.g. Harvest, Easter, Christmas, Diwali…)
Right to withdrawal from Religious Education:
Parents have the right to withdraw their child from the teaching of RE on Religious grounds, after consultation first with the Principal.
All policies are to be read in conjunction with the School Statement of Ethos and Aims and the School’s Policy and Schemes of Work Statement. This policy outlines the purpose and nature of teaching pupils about public institutions and services at Cambridge International School. The philosophy of the department is in keeping with that of the whole school.
Aim and objectives
- To provide children with a broad understanding of public institutions and services in this country.
- To enable them to become familiar with the mechanics of national and local government, legal services and civic responsibilities.
- To create opportunities for staff to take pupils on regular field trips to places of relevance.
- To liaise with public service officers, using our database of current and past parents and other contacts to arrange behind the scenes visits to public buildings.
- To ensure pupils understand the role of national and local government, leadership of the country, the penal system and other public institutions.
Schemes of work should be delivered by the following methods:
- individual work
- small, manageable group work
- Pupils all have access to laptops with broadband internet
- Scanner/printers/digital cameras and software are available.
- The City of Cambridge provides an excellent resource to enhance knowledge of public buildings and regular field trips are made to local places of interest.
Through the use of email and other technologies the school intends to create links with other establishments to exchange information about public buildings and services that will broaden the learning experience for all pupils.