ARRIVAL POLICY

Please be reminded that the school day runs from 8am to 1pm for the Nursery school and 2pm for the Primary school. Henceforth, the school gates will be opened to children at 7am and closed at 8:30am.

Children are expected to be at school by 8am. Children in the primary school who arrive at school after 8am will serve a mandatory detention. Furthermore, any child in the Primary, Reception and Nursery classes who arrives at school after 8:30am, will be sent back home.

Only crèche and playgroup children are exempted. These policies are detailed in the parent’s handbook. Please, refer to the handbook for clarification and keep abreast with all our policies.

ATTENDANCE POLICY

The aim of The JES Academy’s Attendance Policy is to provide an environment which encourages all our pupils to attend school regularly and punctually. This is vital if we are to ensure they succeed in school and in their future lives.

There are clear links between attendance and attainment, and attendance and safeguarding children. Therefore, the whole school community has a responsibility for promoting excellent attendance: teachers, parents, pupils and all school staff.

If a pupil is prevented from attending school because of sickness or other unavoidable cause, it is the responsibility of the parent to notify the school of the pupil’s absence. Ideally this should be by telephone on the first day of absence and later confirmed in writing. Wherever possible, parents should avoid making medical/dental appointments for their children during school hours.

Parents do not have the right to take children out of school for a holiday during term time. In term time absence for holiday will not be authorised.

Attached is a Guide for Parents which may help to answer some important questions.

All pupils should be aware of the importance of regular school attendance. If they are having difficulties which might prevent them from attending school regularly, they should speak to their class teacher or another adult.

Pupils should attend all their lessons on time, ready to learn. If they have been absent from school they should give their class teacher a note from their parents to explain the absence. Pupils also have a responsibility for following school procedures if they arrive late.

All the staff at JES Academy provide an ethos which places a high value on regular attendance and good punctuality. They also have a responsibility to set a good example in matters relating to their own attendance and punctuality.

School staff members are responsible for ensuring that pupils have good attendance by:

Ensuring attendance registers are kept accurately; appropriately noted between authorised and unauthorised absence (a letter or message from a parent does not in itself authorise an absence – only the school can decide whether the parent’s explanation justifies authorising the absence); if in doubt refer to head teacher;

Children can be marked as unable to attend due to exceptional circumstances if they are unable to get to school because of serious disruption to travel caused by a weather related emergency (flooding);

Contacting parents when they are concerned about a pupil’s absences, and recording the contact;

Promoting regular school attendance (for example by contacting parents on the second day of absence if parents have not contacted the school).

Awards will be made each term for the class with the highest attendance. Individual pupils with full attendance each term and academic year will receive awards.

BEHAVIOUR POLICY

At JES Academy we believe that no two children are the same. We encourage the whole child to reach his or her full potential and acquire the necessary knowledge, skills and values for life.

Values that underpin our school ethos are:
Trust
Teamwork
Friendliness
Understanding
Tolerance of others
Patience with others
Caring for others and objects
Honesty to ourselves and others
Diversity of thought and culture
Respect for each other and ourselves
Autonomy, individuality, being our own person
Co-operation with others to enable us all to succeed

We believe that
  • All pupils, including those with emotional and behavioural difficulties, have the same right to be educated at The JES Academy school
  • A positive approach (rather than a negative reaction) has a positive impact on behaviour
  • We recognise that many factors can influence behaviour, and that different children respond to different learning styles
  • We aim to provide positive experiences for all members of the school community (pupils, parents/carers, staff and visitors)

All staff members are responsible, at all times, for maintaining standards of behaviour in relation to all children. This will be achieved firstly by example. Children should be treated with respect at all times. Positive interaction with children will encourage a positive response. Staff members are expected to avoid shouting at children, using sarcasm or making negative comments. All staff members are expected, when appropriate, to intervene whenever they see the need for reminder, reprimand or the use of the schools strategies for behaviour management, in order to keep consistency throughout the school.

As we teach our children to respect their friends and teachers, we also expect that the parents model this behaviour. Staff and parents are not permitted to raise their voices at each other, or speak to each other in a condescending manner.

In case of this occurring, the parent/teacher will be given a written warning. If this behaviour persists, the teacher or child of the parent will be suspended from school for a given period.

Classroom practice and behaviour management

All staff should have high expectations of all children. In all cases, a high standard of behaviour and organisation should be evident, providing an atmosphere conducive to learning.

In each classroom, on display there should be:

  • Class rules – usually designed and agreed by the children at the beginning of the academic year.
  • Behaviour chart – with each child’s name/picture.
  • Individual sticker/reward charts for each child.
  • Sand timers/visible clock

The class teacher, through the use of positive body language, verbal praise, stickers, certificates etc. will deal with general classroom behaviour.

More serious cases

For repeated patterns of behaviour, classroom teacher should consult the ‘head of school’ and together they will draw up targets or an individual behaviour programme. The head will contact the parents by email to make them aware of this action.

If no improvement is made, a letter will be sent home inviting the parents to come and discuss the situation, and make a plan of action together which will be reinforced both at home and in school.

Reasonable force

At The JES Academy the use of ‘reasonable force’ will always be as a last resort, but there are two main categories where ‘reasonable force’ may be appropriate or necessary to control or restrain a child. These categories are as follows:

  1. Where action is necessary in self-defence or because there is an imminent risk of injury (i.e. pupils are fighting, a pupil attacks a member of staff).
  2. Where there is an assessment of risk of injury, or significant damage to property (i.e. a pupil is engaged in or on the verge of committing deliberate damage to property, a pupil is causing, or at risk of causing injury or damage by accident by rough play, out of control behaviour or the misuse of objects).

During the course of any physical intervention the use of voice is likely to be the best tool available to staff in seeking to de-escalate the situation, staff should attempt to communicate with the child at all times.

Any physical restraint should be recorded and passed on to the head of department.

CHILD PROTECTION POLICY

Safeguarding children
1. Introduction

JES Academy recognises its clear responsibility in respect of its “duty of care” to protect children and to support pupils in school. “Because of their day to day contact with individual children during school terms, teachers and other school staff are particularly well placed to observe outward signs of abuse, changes in behaviour or failure to develop” (Working Together – Under the Children Act, 1989) Teachers, teaching assistants and other school supervisors should note that reporting the suspicion of child abuse, “in good faith” exempts them from liability for civil action for slander or libel, provided that strict confidentiality is maintained. This policy applies to the whole school including Pre School and the Nursery Sections.

Aims

  • To provide an ethos within school where children feel secure, valued, respected and are encouraged to talk and are listened to.
  • To educate our pupils through the schools’ Personal, Health, Social and Citizenship curriculum to understand the appropriate behaviour that relatives, friends and strangers may demonstrate towards children.
  • To educate and guide our pupils so that they know how they can deal with the behaviour of others that gives them cause for concern.
  • To train all staff in good practice for recognising and dealing with child protection issues.
  • For parents to recognise that the school is a caring establishment where they too can seek support and advice in matters relating to Child Protection.

2. Objectives

  • To follow procedures and good practice advised in Safeguarding Children in Education DfES/0027/2004.
  • To make all referrals on documentation as advised in the above document.
  • To disseminate the procedures to all teaching staff teaching (full-time and part-time); Supply Teachers; Teaching Assistants; School Supervisors; Students and volunteers working in school.
  • For the School Board to annually monitor and review procedures and policy.
  • To provide support and counseling for staff whenever the need arises.

3. School Commitment

JES Academy is committed to safeguarding and promoting the welfare of children and young people, along with their protection and expects all staff and volunteers to share this commitment. As such, all employees are required to sign a declaration that they are in the possession of the qualifications they claim; that they are not disqualified from working with children; that they have no convictions, cautions or bind-overs or are subject to any sanctions imposed by any regulatory bodies. School requires all employees to produce evidence of qualifications and references are sought from previous employers. Finally, police checks are carried out on all employees,

4. Framework

‘Schools do not operate in isolation. Child Protection is the responsibility of all adults and especially those working with children. The development of appropriate procedures and the monitoring of good practice are the responsibilities of the School Board and Principal.

The designated member of staff for Child Protection at JES ACADEMY is HEAD TEACHER – COMFORT EMMANUEL

5. Roles and Responsibilities

All adults working with or on behalf of children have a responsibility to protect children. There are, however, key people within school who have a statutory responsibility under the Education Act 2002 Section 175. The names of those carrying those responsibilities for the current year are listed on the cover of this document.

  1. Principal Designated Child Protection Officer
  2. School Board (Conducts annual review of policy & procedures)

Designated Child Protection officers will disseminate policy and provide INSET training for all staff. Staff should discuss any concerns regarding Child Protection with the designated officers who will advise on the monitoring of children and the making of referrals to Social Services.

The School Board member responsible for Child Protection within the school will report to the Board on issues relating to policy and procedures regularly and through the annual review in accordance with Section 2 of the Education Act 2002. Board members will not be given specific details relating to child protection situations.

6. Procedures

JES ACADEMY will follow the procedures advised in Safeguarding Children in Education DfES/0027/2004. Staff will be informed of changes to policy and procedures and updated in good child protection practice through regular staff meetings and INSET.

The schools’ induction procedures and staff handbook include guidelines as to what adults working in school should do in the event that they become aware of child protection concerns.

Guidelines:

  1. Where staff observe signs, which give cause for concern they should make this known to the designated officer without delay.
  2. Both the designated officer and the person raising the concern should log details of the concern on the ‘Concerns Form’.
  3. Staff may have an opportunity to seek information from the child, but this must be carried out with tact and sympathy. Over questioning should be avoided. Notes should be taken, including date and time of any conversations held with the child as soon as possible after the interview.
  4. Other staff should be informed of concerns on a need to know basis only and any suspicions or additional information added to the concern notes.
  5. Following initial discussions it may be decided that other reasons are responsible for the concern and the possibility of child abuse can be ruled out. If this is so, then the matter can be dropped, but notes will be held in a secure area.
  6. Following initial discussions it may be decided to monitor the situation. In this case, the class teacher is responsible for keeping confidential notes in a secure area recording daily observations. All notes must be dated and times noted where appropriate.
  7. If a child talks openly and makes direct references to being abused, a referral should be made to the Social Services Duty Officer immediately.
  8. If following initial discussions concern is still felt by all parties, then the designated officer must immediately make a referral.
  9. The class teacher, teacher assistant or supervisory personnel cannot be absolved from the ultimate responsibility for reporting his/her suspicions if they persist, even though the designated officer may not be in agreement. If this situation should arise the supervisor and assistant should follow the procedure as laid down in this document and inform the designated supervisor, in writing, of his/her actions.

6. Training and Support

Our school will ensure that the Principal, all Designated Officers for Child Protection attend the training relevant to their role. For designated officers this will be every two years and for other staff every three years. Training may be accessed in either the UK, or Nigeria. Staff working with children will receive regular updates and training ‘in house’ and when appropriate be offered opportunities to attend specified courses. Staff will receive training through the schools’ induction procedures, which includes advice on Care, Control and Physical Intervention and allegations against professionals.

7. Professional Confidentiality

Confidentiality is an issue, which needs to be discussed and fully understood by all those working with children, particularly in the context of child protection. The purpose of confidentiality in this respect is to benefit the child.

  • Confidentiality is stressed to all staff and governors as part of the schools’ induction procedures.
  • On no account is a child guaranteed confidentiality.
  • Information relating to child protection issues should only be shared with the designated officers in school who will decide if information needs to be disseminated to other personnel.

8. Records and Monitoring

Well-kept records are essential to good child protection practice. Our school is clear about the need to record any concerns held about the child or children within our school, the status of such records and when these records should be passed to other agencies.

9. Attendance at Child Protection Conferences

The designated Child Protection Officer will represent the school at case conferences. A member of staff with detailed knowledge of the child and case may be asked to accompany the child protection officer. Staff will be offered support and counseling to assist them deal with any stress that results from dealing with a case.

The Child Protection Policy will be carefully considered alongside other related policies in school. JES ACADEMY School recognizes that statistically, children with behavioural difficulties and disabilities are most vulnerable to abuse. School staff who work, in any capacity, with children with profound and multiple disabilities, sensory impairment and/or emotional and behaviour problems will need to be particularly sensitive to signs of abuse. Where children are exposed to domestic violence, drug or alcohol abuse, children may be vulnerable and in need of support or protection.

10. Allegations against teaching staff, volunteers or the Principal

All complaints must be directed to the school office in accordance with the schools complaints policy. The school also has in place policies and procedures relating to ‘whistle blowing’ and staff discipline. These procedures will be followed in the case of an allegation against a member of staff. In addition, on receipt of an allegation or complaint, the member of staff or volunteer will be suspended with immediate effect whilst the allegation is investigated. If an allegation is made against a designated Child Protection Officer, the Head of School must be informed immediately, and in the absence of the Head of School, the Chairman of the School Board.

11. Safe School, Safe Staff

  • School gives the monitoring of children in terms of their health and welfare a high priority.
  • All staff through the staff handbook are advised on the physical handling of children and the procedures to be followed if an allegation is made against them.
  • Only staff who have been security checked are permitted to work on a ‘one to one’ basis in school, or on authorised school visits.
  • The school participates readily when sharing perspectives and experiences with practitioners from other agencies.
  • The performance of all staff, including the building of successful and appropriate relationships with children is monitored closely by the Senior Management Team.
  • School requires that the necessary security checks are in place before any person is employed, or deployed to work with children in the school setting.
  • School monitors closely all personnel, including volunteers, who work with children during induction and probationary phases.
  • Personnel must NEVER place themselves in a position where their behaviour or actions place pupils or themselves at risk of harm or of allegations of harm to a pupil i.e. ‘one to one’ tuition; sports coaching; conveying a pupil by car; engaging in inappropriate electronic communication with a pupil.
  • Staff has access to those policies relating to allegations and abuse.
  • School has introduced a number of security devises and systems to ensure that staff are not exposed to the risk of abuse within the school setting.
  • Procedures for protecting staff from abuse are regularly reviewed and revised when necessary.
  • The Child Protection Policy will be reviewed annually by the Principal and Board member responsible for Child Protection.

Policy Review

This policy is reviewed annually. The procedures described therein will be evaluated in the light of experience and where necessary modified immediately. Reviewed August 2015

COMPLAINTS POLICY

Procedures For Dealing With Parental Complaints
At JES Academy, we undertake to provide a friendly and safe environment in which pupils will be helped to achieve their potential, both academically and socially. We recognise that sometimes things can go wrong and parents, carers and members of the public may need to make a complaint or raise concerns they have with the school. This policy tells you what to do if this happens.

INFORMAL STAGE

Most complaints/issues can be resolved informally and quickly by discussion with the member of staff concerned or the Head teacher. Parent/carers should make an appointment to discuss their concerns with the member of staff who knows about the issue or incident. If the complaint relates to a pupil, ideally the member of staff concerned should be directly involved with the pupil, in the first instance the class teacher or alternatively the Head teacher, depending on the nature of the concern. The member of staff will usually write notes during the meeting. Parents/carers can ask for a copy of these notes.

FORMAL STAGE

There are three formal stages:

  1. If a parent/carer is still dissatisfied after the informal stage, they, or the member of staff can refer the matter to the Head teacher. This should be in writing, as this will often make the situation clear to all involved parties.
    The Head teacher will offer a meeting with the parent/carer or other complainant at a mutually convenient time to discuss and clarify what the issues are and what the parent/carer wants to achieve.
    If the issue is complex the Head teacher may need to speak to other staff and pupils to investigate the concerns. This should happen within 10 school days. If this timescale cannot be met the Head teacher should inform the parent/carer that this will take longer, explaining the reasons for this and giving a timescale for when the investigation will be completed. Together all parties will agree an acceptable outcome that is to the satisfaction of all parties involved. This should be written down and agreed by all parties so there is no misunderstanding and all parties should receive a copy.
  2. After meeting with the Head teacher, if the complaint is still not resolved to the parent/carer’s satisfaction, the complaint can be referred to the School Director. This should be in writing to the Chair at the school address The Head teacher can also refer the complaint to the School Director.
    If the Head teacher is the subject of the complaint, the complaint should go straight to the School Director and miss out Stage 1.
    The School Director will offer to meet with the parent/carer or other complainant, at a mutually convenient time.
    The School Director has 15 school days to investigate the complaint. If it cannot be resolved within this time, the Chair will inform the complainant explaining the reasons for the delay and when it is expected that the investigation will be completed. Reasons for the delay may be that the complaint is complex and needs more time or someone involved is absent through sickness or holidays.
  3. If the complaint is still not resolved to the parent/carer’s satisfaction, or School Director feels that it is necessary, s/he can set up a complaints committee to consider the complaint. The School Director will decide if this is appropriate.
    As far as possible it is recommended that Complaints Committees are a last resort. The School Director will appoint a member of the Governing body as an investigating officer to gather evidence and conduct preliminary interviews on the chair’s behalf. The investigating officer will provide a detailed report of his/her investigation of the complaint. Parents/carers will be given a copy of this report. It is important that the investigating officer is seen as impartial so s/he will not be a member of the associated complaints committee. The Complaints Committee is made up of three members of the JES Academy School’s Governing Body.
    The Complaints Committee will meet at a time convenient to all parties. The complainant, the Head teacher, the School Director and any member of staff the complaint is about will be invited to the meeting. Any person invited can bring a friend or supporter if they wish. The Complaints Committee will consider any written material, and also give the person making the complaint and the Head teacher, School Director and staff an opportunity to state their case and to question others present. The committee will ensure that all present are treated fairly. The meeting will be minute by the clerk to governors and everyone present will be given a copy of the minutes.
    The committee will give its decision, in writing, within five school days after the meeting, along with the reasons for their decision.
  4. If after this school based process the complaint is still not resolved to the parent/carer’s satisfaction, they should write to the Board of Directors. If a complaint is not from a parent/carer of a pupil of the school (an example being a member of the public) these should be made directly to the Head teacher, preferably in writing.
    All complaints will be recorded formally by the school in a central log. It should be noted that schools do not need to consider complaints made more than one year after the incident/situation.
    If a complaint is made about an issue that is over a year old the school will write to the complainant explaining why this is the case.

CURRICULUM POLICY

WHOLESCHOOL CURRICULUM POLICY
Students at the JES Academy School will experience a balanced academic curriculum and a rich extra-curricular programme. These collectively are designed to promote the spiritual, moral, cultural, mental and physical development of our students in preparation for the opportunities and responsibilities of adult life. The whole curriculum is concerned with the holistic needs of all the students. The school is committed to providing the valuable learning of the National curriculum with emphasis on the development of the positive attitudes. Our approach is to address individual needs while supporting students to fulfill their God-given talents and potential.

Aims and Values

To provide a curriculum that

  • Is broad, balanced, relevant, purposeful and enables the academic and personal progression of all students
  • Provides personal and religious education which reflects the school aims and Christian ethos
  • Promotes excellence in all aspects of teaching and learning
  • Enables our students to experience and demonstrate continuous progress and achievement with opportunities for assessment to inform their learning needs.
  • Fosters student creativity and develops essential skills for life, including learning skills.
  • Fosters self-esteem and personal responsibility, linked to respect for the needs of all within the school community and beyond.
  • Promotes personal, social, health and economic education
  • Creates effective partnership with parents relevant external professionals and agencies
  • Ensures provision of equal opportunities in recognition of all individual abilities
  • Delivers our planned curriculum and subject matter appropriate to the ages and aptitudes of our students
  • Ensures that the students develop the essential skills of literacy and numeracy with extensive cross-curricular links
  • Ensures students experience and celebrate their own success and achievement
  • Is dynamic and flexible for an ever changing world and prepares students to be global citizens

Equal Opportunities

Students have access to an enriched National Curriculum programme of study throughout each Key Stage. If a student is identified as having Special Educational Needs, the school will address those needs with the help of relevant professionals, the implementation of an Individualised Education Plan and proper inclusion to foster confidence and independence. Where necessary, the student may require a facilitator or occupational therapist which will be provided by the parents. The school will recognise and support the needs of students who have been identified as gifted and talented in identifiable ways thereby providing extended learning to cater for their individual needs.

Differentiation

Students have various learning styles and also learn at different levels. The curriculum employs a variety of teaching and learning methods, materials, aides and assessments to address the individual needs of students.

Structure of the School Day

The school day begins at 7.50am and ends at 2pm. A total of 6 curricular periods in with 1 cross-curricular period help facilitate the exploration of the curriculum contents whilst enabling the students to lead their learning. This equips them with skills to become global citizens in addition to coping with our evolving world.

7.50am
8.am- 8.45am
8.45am- 9.30am
9.30am- 10.15am
10.15am
10.35am- 11.20am
11.20am- 12.05pm
12.05pm
12.55pm- 1.40pm
1.40pm- 2pm

Jes Academy Reading Initiative

The reading initiative occurs thrice a week for Years 1-6 as shown in the timetable. Students bring with them an age, context and level appropriate fiction or non-fiction text, e-book or storyphones. Any of these are to be read during the independent weekly reading sessions.
The aims of the initiative are to:

  • Give students the opportunity for quiet reading
  • Encourage students to develop a love of reading
  • Encourage students to develop an interest in a wide range of texts to support their creative writing skills

The Foundation Stage Curriculum

Children in the Early Years Foundation Stage receive an inclusive and integrated curriculum following the National Curriculum of England (EYFS) and the Montessori system. This stage caters for students from the ages of 3 months to 5 years. It also provides the basis on which student’s future progress will be built.

Record and Assessment

The Nursery use the Early Learning Goals as our benchmark to access and record each students progress and development. All classes use the EYFS Progression chart and the profile booklets. This will provide each student with a 4 – year continuous record of developing and learning.

Curriculum Details

The curriculum is taught through discrete subjects and linked topic areas where relevant. Schemes of work set out the long term plan of what is to be taught throughout the year. Where appropriate, more detailed medium term plan set out learning objectives, teaching strategies, resources, assessments and success criteria for topics covered. Furthermore, HODs and teachers look for ways to make cross curricular links in their planning.

PE

All students are expected to take part in the school’s Physical Education programme. Students can only be excused from PE lessons for medical reasons. A note from the parent/guardian is required.

DATA PROTECTION POLICY
DATA PROTECTION POLICY
Introduction

The JES ACADEMY is committed to protecting all personal and sensitive information relating to staff, pupils, parents and governors. This document is a statement of the aims and principles of the School, for ensuring the confidentiality of sensitive information relating to all stakeholders in our institution.
JES ACADEMY collects pertinent information about all stakeholders in order to measure important performance metrics such as assessment, achievements, health & safety. This data protection policy ensures that all information collection and processing comply with the data protection principles set by the Nigerian Personal Information and Data Protection Bill 2008.

Data Protection Principles

The Data Protection Bill 2008 establishes eight principles that must be adhered to at all times. In summary, the Data protection act stipulates that all personal data must;

  1. Be processed fairly and lawfully;
  2. Be obtained only for one or more specified and lawful purpose;
  3. Be adequate, relevant and not excessive;
  4. Be personal data shall be accurate and where necessary, kept up to date;
  5. Not be kept for longer than necessary for that purpose or those purposes;
  6. Be processed in accordance with the rights of data subject under the Data Protection Act 1998;
  7. Be kept secure from unauthorized access i.e. protected by an appropriate degree of security;
  8. Not be transferred to a country or territory outside Nigeria, unless that country or territory ensures an adequate level of data protection.

Status of the Policy

In order to ensure that all staff involved in the collection and processing of data adhere to the principles of the data protection act, JES ACADEMY has developed this Data protection policy. This policy does not form part of the contract of employment for staff, but it is a condition of employment that employees will abide by the rules and policies made by the School from time to time. Any failures to follow the policy can therefore result in disciplinary proceedings in accordance with the staff disciplinary policy.

The Data Controller and the Designated Data Controllers

The School has two Designated Data Controllers: They are the Head of School and the appointed Data Manager.

Any member of staff, parent or other individual who considers that the Policy has not been followed in respect of personal data about himself or herself or their child should raise the matter with the appropriate Designated Data Controller, who would be: The Head of School. Responsibilities of Staff

All staff are responsible for:

I. Ensuring that all information they provided in regards to their employment are accurate and up-to-date.
II. Update the School of any changes to information that they have provided, e.g. change of address, either at the time of appointment or subsequently. The School cannot be held
III. Handling all personal data (e.g. – pupil attainment data) with reference to this policy.

Data Security
All staff are responsible for ensuring that:

I. Any personal data that under their protection are securely kept. II. Personal information is not disclosed either orally or in writing or via Web pages or by any other means, accidentally or otherwise, to any unauthorized third party. Staff should note that unauthorized disclosure will usually be a disciplinary matter, and may be considered gross misconduct in some cases.

Personal information should:

I. Be kept in a locked filing cabinet, drawer, or safe; or II. coded, encrypted or password protected both on a local hard drive and on a network drive that is regularly backed up III. Be kept on removable storage media that media must itself be kept in a locked filing cabinet, drawer, or safe.

Processing Sensitive Information

All sensitive information such as health or criminal records about a pupil or a staff must be processed in order to ensure that the school is a safe place for everyone. The school reserves the right to withdraw offers of employment if an individual refuses to consent to this without good reason.

Publication of School Information

In order to meet the legitimate needs of parents and enquirers interested in the school, certain generic personal information relating to School staff will be made available on the schools website.

Retention of Data The School has a duty to retain some staff and student personal data for a period of time following their departure from the School, mainly for legal reasons, but also for other purposes such as being able to provide references or academic transcripts. Different categories of data will be retained for different periods of time. Complaints

Complaints will be dealt with in accordance with the school’s complaints policy.

Review

A policy to be reviewed will be undertaken by the Head teacher and a nominated representative as it is deemed appropriate, but no less frequently than every year.

Conclusion

In compliance with the Data Protection Bill 2008, any deliberate breach of the Data Protection Policy may lead to disciplinary action being taken, or even to a criminal prosecution.

TEACHING AND LEARNING POLICY
Introduction

This policy is central to our purpose as a place of learning. As a result, it reflects our beliefs and aims for everyone and is embedded in everything we do. We believe in the concept of lifelong learning and that both adults and children learn new things every day. We believe that learning should be rewarding and an enjoyable experience for everyone, it should be fun!

Our School Aims

To create a child centred, secure and inclusive environment in which everyone feels valued and respected, with equal opportunities for all.

  • To promote positively the spiritual, moral, cultural and social development of all children, always with a sense of pride, purpose and self-motivation.
  • To strive for the achievement of excellence.
  • To promote positively the spiritual, moral, cultural and social development of all children, always with a sense of pride, purpose and self-motivation.
  • To strive for the achievement of excellence by encompassing new ideas within a dynamic environment.
  • To help children develop lively, enquiring minds so that they flourish in our ever-changing world.
  • To explore and extend a child’s creativity and sensitivity by offering quality opportunities through all aspects of learning.
  • To communicate effectively and with confidence.
  • To establish an effective and constructive partnership between home, school and the community.
All children are set high expectations and are appropriately challenged Expectations of children To strive to meet the challenges set by staff
To participate in opportunities provided by the school
To have a thirst for knowledge and understanding
Are keen and eager to learn
Can think outside the box
Expectations of staff

To provide a positive role model of the school’s expectations
To challenge individual learners appropriately
To give opportunities to develop higher level thinking skills
To know age appropriate learning
To know where your children are and be explicit in sharing their next steps and why

Examples and strategies

Appropriate use of assessment to set children’s next steps
Use of a range of targets
Set individual personal targets
A stimulating classroom
Well planned lessons that develop key skills
Use of success criteria to move children on

All children are actively engaged in their own learning and it is enjoyable Expectations of children

Lead their own learning by formulating questions and applying enquiry and research skills
Take an active role in all discussions and activities
Children are self-motivated

Expectations of staff

Clear learning intentions and success criteria
Clear instructions and key questioning to support and guide learning
Provide for different styles of learning

Examples and strategies

Learning based around questions formulated by children
Use talking partners and other strategies to promote higher order thinking skills
Teachers use visual, auditory and kinaesthetic teaching styles
All children are happy and safe

Expectations of children

Respect staff and children
Encourage and support each other
Be positive
Listen to each other
Take pride in their learning
Bring in water bottles daily
Use equipment responsibly
Behave responsibly on school outings
Be able to communicate how they are feeling

Expectations of staff

Provide a safe and secure environment
To encourage, value and listen to every child’s contribution
Two way communication with parents and staff and children and staff
Know children individually
Promote independence
Promote self esteem
Respect everyone
Check equipment used is safe/risk assessments for school trips
Be aware of children’s health issues and know how to spot illnesses

Examples and strategies

Make time for children to discuss important issues/worries Positive feedback – orally and through marking and constructive criticism Encourage healthy eating and promote the importance of water Sticker charts and certificates

All children are supported and enjoy a trusting, positive relationship with peers and adults and know what is expected of them
Expectations of children

To openly recall their own learning
To recount learning and forthcoming events enthusiastically at home
Take learning home and back to school to link with home school learning

Expectations of staff

To be ready to listen and take on board, any queries/concerns children and parents may have To ensure all communications are sent so that parents know what is happening in school To provide opportunities for parents to be involved in class learning

Examples and strategies

Build in circle time discussion Recapping and discussing the learning that has happened during the day Developing parental awareness of what their children are learning and how to question them about it

The learning environment is stimulating and well managed
Expectations of children

Know where resources are kept
Surround themselves with whatever helps them learn
Always feel they can ask for help and support
Believe in themselves and have high expectations
Use the learning environment to help them learn
Make the most of the resources around them

Expectations of staff

Approachable and conducive to learning
Engaging and up to date displays
High expectations
Celebrate achievement
Appropriate furniture and age related resources
Create interactive displays

Examples and strategies

Learning walls
Working walls
Subject displays
Celebratory work displays
Success criteria on display
Welcome/inform parents
Star of the week
Stickers and rewards
Discovery tables
Teaching is purposeful, positive, well-paced, varied and stimulating

Expectations of children

Make connections in their work
Respect other children
Ask questions
Respond sensibly
Draw cross-curricular links where appropriate across subjects
Value contributions/cultures
Plan effective questions, Instructions in science, letters in history etc.
Celebrate talents and be confident to “have a go”
To know when to seek help

Expectations of staff

Plan for different learning styles
Provide “up to date” examples
Will be overt and specific about curriculum links
Use assessment for learning
All staff will have access to necessary training
To give opportunities to learn and develop new skills

Examples and strategies
Encourage the children to use children’s’ parents Different hats for types of questions Make use of video clips Thinking skills
Effective learning should include
  • Enjoyment and fun
  • Encouraging children to be independent and choose their own strategies for learning
  • Opportunities for working individually, in pairs and groups
  • Providing activities involving problem solving and creative thinking
  • Challenging children to take risks and use mistakes to further learning opportunities
  • Children being aware of their targets for learning
  • Using new information and skills in different contexts
  • Being challenged in a supportive environment
  • Developing/ employing learning to learn skills
  • Use planning frames for children to structure their work Effective teaching should include
  • All children being actively engaged in the lesson
  • Elements of fun, humour
  • A good pace throughout
  • Appropriate, relevant modelling or demonstration and clear instruction
  • Asking challenging questions
  • Responding positively to children’s’ questions/answers
  • Input using visual, auditory and kinaesthetic strategies
  • Leading children to understand and use their preferred learning style
  • Peer teaching- explaining to others, peer assessment, talk partners, hot seating, role play etc.
  • Secure subject knowledge
  • Developing pupils skills systematically so they become increasingly independent
  • The ability to adapt teaching in light of on-going assessment
  • Instructions and explanations that are clear
  • Fully engaging support staff in the teaching and assessment process
  • Appropriate use of ICT
  • We know we are successful when
    Children
  • Can share their learning
  • Can explain what and why they are learning
  • Staff
  • Know their children
  • Can identify children’s learning and the next steps needed In lessons
  • There is evidence of learning
  • Children make progress