Admissions Policy

Behaviour Policy

Child Protection Policy

Curriculum Policy

Attendance Policy

Admissions Policy

 

ALL SAINTS (MARSH) C. OF E. PRIMARY SCHOOL

Consultation that has taken place	Governors, staff, Diocese, LA.
Date Policy approved by Governors	September 2007
Date Policy becomes effective	Ongoing
Review Date(s)	September 2008 and annually
Person(s) responsible for implementation and monitoring:	Headteacher
Other relevant policies	Accessibility; Equal Opportunities; Inclusion; LAC; SEN .

 

 

 

ADMISSION POLICY 2010/2011

 

 

All Saints (Marsh) Church of England Primary School offers education to all children within the framework of the Christian faith, and believes that every child should be considered for entry to the school. 

 

 

 

The normal year of admission is Reception. Children are admitted to school in September of the academic year in which they are five.  Applications forms are available at school or you can apply via admission online at www.devon.gov.uk/admissionsonline, or by telephoning the helpline on 0845 1551019.  The dates by which applications should be made are published each year in Devon County Councils booklet ‘The First Step – A Parents’ Guide’. 

 

 

 

We support in principal parental requests to delay admission provided that our induction procedures are adhered to as closely as possible.

 

 

Induction procedures are set out in the Home-School Agreement – available from the school office.

 

 

Numbers to be admitted will not exceed the school’s published Planned Admission Number of 17 for 2010/11.  The designated area for All Saints (Marsh) can be viewed at www.devon.gov.uk/schoolareamaps or paper copies are available for parents to view.

 

 

Parental preference for school is agreed wherever possible, however where demand exceeds available places, the governors will allocate places in order of preference according to the over subscription criteria: -

 

 

1. Children who are designated as children in care.

    

2. Children who have siblings¹ attending the school at the time of admission.

    

3. Children whose families are actively involved with their church², seeking admission on religious grounds.  This would involve being a regular member of the congregation³.  Reference will be made to the appropriate priest or minister for support of the parents’ application, using the diocesan approved supplementary form. 

    

4. Other children.

    

 

In the case of a tie-breaker in any category, priority will be given to children living nearest the school, the distance being measured as per the GIS (Geographical Information System) on the DCC website at http://gis.devon.gov.uk from the main entrance of the school to the front entrance of the residence.

 

 

Statemented children

 

Whilst taking the above into account it should be noted that children with a Statement of Educational Needs which names All Saints (Marsh) C of E Primary School are required to be admitted into the school. 

 

For details regarding how to appeal please refer to the booklet ‘First Steps – A Guide for Parents’ or contact the Education Helpline on 0845 1551019.

 

With regard to In-Year Admissions the Governors have agreed to the policy of Devon LA set out in the In Year Admission Policy available from them at the above numbers.  You can also email them on admissions@devon.gov.uk.  We also operate according to the agreed protocol of Newton Abbot Local Learning Community.⁴

 

 

Signed

 

 

Headteacher…………………………………………… Date ……………………

 

 

Chair of Governors ……………………………………            Date ……………………

 

 

 

^[1]  Sibling - this will be a full, adopted, half or step brother or sister and will include a full, adopted, half or step brother or sister living at a different address.  Foster children will count as a brother or sister to those living within the foster household or, where appropriate, the natural parental home address.

 

²  Christian Church – a church which is recognised by Christians Together in Devon .

 

³  Regular members of the congregation – attend at least once a month.

 

      ⁴ The 14 primaries of NALC agree that when parents approach another of the schools for a place to transfer their child across Newton Abbot then the parent will be asked to discuss the proposed change with the current school first.  Parents will also be made aware that the head teachers will discuss the transfer before it proceeds.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

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Behaviour Policy

BEHAVIOUR POLICY

 

This policy reflects the consensus of opinion of the whole school community and has the agreement of the Governing Body.  The Policy for dealing with Incidents of Bullying forms an appendix to this policy. 

 

 

As a church school community the staff and governors believe that by treating others kindly and with respect we shall help our children to learn the highest standards of behaviour.  As professionals we believe that all children have the right to learn, and that all teachers have the right to teach. 

 

 

Each teacher takes responsibility for developing rules at the start of each academic year with their own class.  This helps each child to feel a sense of ownership of the rules and

 

hopefully to have a personal interest in keeping them.  Class rules are displayed prominently in each classroom; the teacher ensures that they are discussed on a regular basis, through Circle Time or in other lessons as appropriate.  Each term (towards the beginning of term) a ‘Rules Assembly’ is held, where each class has a chance to share their rules with the other members of the school community.

 

 

The Headteacher takes a personal interest in the care of each child, their welfare and their behaviour.  Any child who is experiencing difficulties with behaviour will be given suitable help and support, and if appropriate, placed on the SEN register.  Parents are always involved at an early stage, and their support will be gained to seek out additional professional help if this is deemed appropriate.  Parents are given reminders about our Behaviour Policy from time to time and are given a copy, if appropriate, when their child needs extra support.  Children new to All Saints Marsh are also given a copy of the policy.  All children take home a copy of the home/school agreement at the beginning of each academic year, with the class rules attached.  Children should receive the message that, whatever their difficulties, we are there to help them get through these and to achieve the best standards they can.  Teachers should always be mindful of the effects of one child's poor behaviour on the rest of a class and should discuss concerns with the Headteacher at the earliest opportunity, so that a plan can be made.

 

 

School staff operate by supporting each other; difficult children may be sent to another class or, as a more extreme measure, cared for individually by the Headteacher or other person in a non-teaching role.

 

Whole school targets are set weekly, often with an emphasis on behaviour in the widest sense; assemblies are used to reinforce high standards and to praise and encourage the best behaviour.

 

 

Support staff play an important part in reinforcing good behaviour; they may award stickers and team points; lunchtime staff have helped the children to develop lunchtime rules which are displayed in the hall.  Class teachers liaise with support staff to ensure good transition between the care of pupils.

 

 

School Rules

 

• Treat others as you would like to be treated yourself

   

• Move safely around the school and playground

   

• Keep all areas clean and tidy

   

• Come to school prepared for work

   

• Always do your best in all aspects of school life

   

 

We believe that the following guidelines for pupils will help support our school ethos of care and respect for others:

 

• Help make our school a happy place to be for all.

   

• Think about the environment - save energy by turning lights off and closing doors

   

• Come to school with the correct things for work.

   

• Only fruit to be eaten at playtime.

   

• If you arrive late, it is courteous to apologise to your teacher and try to organise yourself with the minimum disruption to your class

   

 

Rewards

 

J  Verbal praise

 

J  Class points or corks (Foundation Stage)

 

J  Team points

 

J  Stickers and rewards

 

J  Celebration of Achievement cups

 

J  Telephone call or letter home

 

J  Go to the Headteacher’s office to receive a special certificate (if this happens three times a special prize is awarded by the Headteacher)

 

 

 

Sanctions

 

These are designed to be used in order, ensuring fair treatment for all children at all times.  The assumption is that a child is taken to the next step if they continue to break either the same rule, or a different one.  Each day will be seen as a fresh start.  In some cases, where a child has specific behaviour issues, each session may be seen as a fresh start.  In these cases the steps might also be simplified.  This agreement would be noted on the child’s Individual Behaviour Plan. 

 

There is a severe clause for cases of unacceptable behaviour, when the child is sent directly to the Headteacher.

 

 

1. Reminder of rule

    

2. Warning (record kept by adult)

    

3. Move child away from group, or towards teacher for five minutes

    

4. Child is sent to another teacher, as appropriate

    

5. Child is sent to Headteacher.  The Headteacher will decide on the most appropriate sanction e.g. missing some or all of playtime, telephoning parents; there will be an expectation of some restorative justice.

    

 

• The Headteacher keeps a record of concerns to inform discussions with parents and other professionals.  Parents are involved at an early stage and their support sought. Children will always be told before their parents are contacted.  Children will be expected to complete a ‘thinking form’ which will be copied to the teacher for the child’s file. 
• Teachers may opt not to take a child out on visits should their behaviour cause concern in particular for issues of safety, either for the child or others.

   

• A behaviour contract may be put in place, with the child, teacher and parents signing and review dates set.  Behavioural support staff may be consulted.

   

• Poor behaviour may result in a child being excluded at lunchtime for a period as part of a behaviour plan or contract.  However, DFES advice is that this should not been seen as a long term measure, and that each session is seen as a half day exclusion.

   

• As a final resort, exclusion may be considered, following statutory procedures.

   

 

The main aim is always to offer a child opportunity to take responsibility for their behaviour, suggest ways to improve and celebrate their achievements.  They should always know that we care about them and will help them improve.

 

 

Children should be helped to understand the consequences of their actions and to make

 

reparation wherever possible, including making a genuine apology to those who have

 

been hurt by their actions.

 

 

Governors are updated on behaviour issues at each meeting; the SEN Governor takes a

 

special interest in these matters.

 

 

 

Signed

 

 

Headteacher……………………………………………            Date ……………………

 

 

Chair of Governors ……………………………………            Date ……………………

 

 

 

 

  

  

  

APPENDIX 1

 

ANTI-BULLYING STRATEGY

 

  

The aim of All Saints (Marsh) C of E Primary School is to generate a culture where bullying is not an acceptable form of behaviour at any level.  Therefore staff set a high standard by the way in which they treat each other; governors help staff to know they are cared for and highly valued; staff approach parents with respect and friendliness. A definition of bullying is:

 

Persistent behaviour (either verbal, physical or other forms of intimidation) which aims to hurt, intimidate or persecute another person(s) by an individual or group of people.

 

 

Objectives of our Anti-Bullying Strategy

 

• To create a forum where issues can be discussed at a personal or group level in order to clarify problems and work together towards finding a solution.

   

• To provide appropriate structures within school where such discussions may take place.

   

• To form relationships within school to encourage dialogue between all groups, as a basis for mutual understanding, support and the development of effective strategies.

   

• To generate a sense of fairness and trust between individuals and groups.

   

• To identify attitudes and situations that may instigate bullying.

   

• To use playground friends to support others in the playground.

   

 

Within the framework of the school's Behaviour Policy issues about bullying will be focused on at appropriate times during:

 

• Circle Time

   

• The formation of class and school rules

   

• Feedback from Support Staff (including Meal Time Assistants)

   

• Class and School Assemblies

   

• Staff meetings including those of Support Staff

   

• Whole School target setting

   

• In discussion with other professionals and outside agencies

   

Attitudes and strategies are developed with staff through in-service training and staff meetings.

 

We regard relationships with parents/carers as crucial.  We expect them to know that we support their efforts and want to work with them to achieve better standards for their children.  We want parents to feel that their concerns are met with understanding and will be followed up in an appropriate manner.

 

Victims of bullying need support and strategies for self-help.  Children should feel that they can report incidents and that they will be taken seriously.  They may come straight to the Headteacher or report to any member of staff.  Teachers should keep the Headteacher informed.  The Headteacher will always consult class teachers before taking issues further.  Devon LA monitors bullying and racist behaviour; the Headteacher will send report forms to the LA as detailed in their guidance.

 

 

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Child Protection Policy

Child Protection Policy

The name of the designated person is Susan Rowe-Jones.

 

 

1.0  Introduction

 

  

1.1

 

This policy has been developed in accordance with the principles established by the Children Act 1989; and in line with government publications:

 

“Working Together to Safeguard Children” 1999

 

“Framework for the Assessment of Children in Need and their Families” 2000

 

“What To Do If You Are Worried A Child Is Being Abused” 2003 ¹

 

“Safeguarding Children in Education”, DfES Guidance, September 2004

 

Devon LSCB On Line Child Protection Procedures (DCC website)

 

Safeguarding Children in Education – Guidance from DfES Nov 2005.

 

Section 11 Children Act 2004 (Statutory Guidance).

 

  

  

1.2

 

The Governing Body takes seriously its responsibility under section 175 of the Education Act 2002 to safeguard ² and promote the welfare of children; and to work together with other agencies to ensure adequate arrangements within our school to identify, assess, and support those children who are suffering harm.

 

 

1.3

 

We recognise that all staff³ and governors have a full and active part to play in protecting our pupils from harm, and that the child’s welfare is our paramount concern.

 

 

 

¹ Guidance for all staff who come into contact with children June 2003

 

² Safeguarding (as defined in the Joint Inspector’s Safeguarding report) is taken to mean ”All agencies working with children, young people and their families take all reasonable measures to ensure that the risk of harm to children’s welfare are minimised” and “where there are concerns about children and young people’s welfare, all agencies take all appropriate actions to address those concerns, working to agree local policies and procedures in full partnership with other agencies”

 

³ “Staff” covers ALL adult staff on site, including temporary, supply and ancillary staff, and volunteers working with children

 

  

 

1.4

 

All staff believe that our school should provide a caring, positive, safe and stimulating environment that promotes the social, physical and moral development of the individual child.

 

 

1.5

 

The aims of this policy are:

 

 

1.5.1 To support the child’s development in ways that will foster security, confidence and resilience.

 

1.5.2 To provide an environment in which children and young people feel safe, secure, valued and respected, feel confident and know how to approach adults if they are in difficulties.

 

1.5.3 To raise the awareness of all teaching and non-teaching staff of the need to safeguard children, and of their responsibilities in identifying and reporting possible cases of abuse.

 

1.5.4 To provide a systematic means of monitoring children known or thought to be at risk of harm, and ensure we, the school, contribute to assessments of need and support plans for those children.

 

1.5.5 To acknowledge the need for effective and appropriate communication between all members of staff in relation to safeguarding pupils.

 

1.5.6 To develop a structured procedure within the school which will be followed by all members of the school community in cases of suspected abuse.

 

1.5.7 To develop effective working relationships with all other agencies involved in safeguarding children.

 

1.5.8 To ensure that all adults within our school who have access to children have been checked as to their suitability. This includes other community users of our facilities.

 

  

2.0 Procedures

 

  

2.1

 

Our school procedures for safeguarding children will be in line with Devon L.A. and Devon LSCB Child Protection

 

 

Procedures.

 

We will ensure that:

 

2.1.1 The governing body understands and fulfils its safeguarding responsibilities.

 

2.1.2 We have a Designated Person for child protection who has undertaken Basic Child Protection Training delivered through the Devon Local Safeguarding Children Board and who undertakes other training as recommended by the L.A. every two years.

 

2.1.3 We have a member of staff who will act in the Designated Person’s absence who has, ideally, also received basic multiagency training, and who will have been briefed in the role.

 

2.1.4 All members of staff are provided with opportunities to receive training by the Designated Person in order to develop their understanding of the signs and indicators of abuse every three years.

 

2.1.5 All members of staff, volunteers, and governors know how to respond to a pupil who discloses abuse, and the procedure to be followed in appropriately sharing a concern of possible abuse or a disclosure of abuse.

 

2.1.6 All parents/carers are made aware of the school’s responsibilities in regard to child protection procedures through publication of the school’s Child Protection Policy, and reference to it in our prospectus/brochure and home school agreement.

 

2.1.7 Our lettings policy will seek to ensure the suitability of adults working with children on school sites at any time, and ensure that the Hirer(s) have suitable Safeguarding arrangements in place.

 

2.1.8 Community users organising activities for children are aware of and understand the need for compliance with the school’s child protection guidelines and procedures.

 

2.1.9 Our selection and recruitment policy includes all appropriate checks on staff suitability including Enhanced Criminal Records Bureau checks.⁴

 

2.1.10 The name of any member of staff considered not suitable to work with children will be notified to the DfES Misconduct Team, with the advice and support of Education Personnel and in accordance with the Barring Regulations.⁵

 

2.1.11 Our procedures will be annually reviewed and up-dated.

 

2.1.12 The name of the Designated Person will be clearly shown in the school, with a statement explaining the school’s role in referring and monitoring cases of suspected abuse.

 

2.1.13 All adults, (including supply teachers, non-teaching staff and volunteers), new to our school will be given/loaned a copy of our child protection policy, the booklet “What To Do if You’re Worried A Child is Being Abused”, and the name and contact details of the designated person and have these explained, as part of their induction into the school.

 

 

3.0 Responsibilities

 

  

3.1

 

We understand that our responsibility to safeguard children requires that we all appropriately share any concerns that we may have about children.

 

 

3.2

 

We have a Designated Person (Susan Rowe-Jones, Headteacher) who is responsible for:

 

 

3.2.1 Referring by telephone a child’s details if there are concerns about his/her welfare, possible abuse or neglect to the local Social Care office. A written record of the referral will be faxed/posted/emailed to Social Care, (using the multi- agency referral form), and a copy to the L.A. Senior Education Welfare Officer for Child Protection within one hour of the telephone call or as soon as possible within the school day.

 

3.2.2 Ensuring that written records of concerns about a child are kept even if there is no need to make an immediate referral.

 

 

 

 

4 Safe recruitment practice means scrutinising applicants, verifying identity and qualifications, obtaining character and professional references, checking previous employment history and that a candidate has the health and physical capacity for the job, and a face to face interview as well as the mandatory check of List 99, and, where appropriate, a Criminal Records Check.

 

5 The ‘Barring Regulations’ are the ‘Procedures for Barring or Restricting People Working with Children in Education’ DfES July 2003

 

3.2.3 Ensuring that all such records are kept confidentially and securely and are separate from pupil records, with a front sheet listing dates and brief entry to provide a chronology.

 

3.2.4 Ensuring that an indication of further record-keeping is marked on the pupil records.

 

3.2.5 Acting as a focal point for staff to discuss concerns and liaising with other agencies and professionals.

 

3.2.6 Attending (or delegating this requirement to another appropriately informed member of staff) case conferences, family support meetings, core groups, or other multi-agency planning meetings, contributing to the Framework for Assessments process, and providing a report which has been shared with the parents.

 

3.2.7 Ensuring that any pupil currently on the child protection register who is absent without explanation for two days is referred to their key worker’s SC Team.

 

3.2.8 Ensuring that all school staff are aware of this policy and know how to recognise and refer any concerns.

 

3.2.9 Providing, with the Headteacher, an annual report for the governing body, detailing any changes to the policy and procedures; training undertaken by the

 

Designated Person and by all staff and governors; relevant curricular issues, number and type of incidents/cases, and number of children referred to Social Care and made subject of a Child Protection Plan, (anonymised).

 

3.2.10 Keeping themselves up to date with knowledge to enable them to fulfil their role, including attending relevant training provided by the Devon Local Safeguarding Board, or the L.A..

 

  

4.0 Supporting Children

 

  

4.1

 

We recognise that a child who is abused, who witnesses violence or who lives in a violent environment may feel helpless and humiliated, may blame him/herself, and find it difficult to develop and maintain a sense of self worth.

 

 

4.2

 

We recognise that the school may provide the only stability in the lives of children who have been abused or who are at risk of harm.

 

 

4.3

 

We accept that research shows that the behaviour of a child in these circumstances may range from that which is perceived to be normal to aggressive or withdrawn.

 

 

4.4 Our school will support all pupils by:

 

4.4.1 Encouraging the development of self-esteem and resilience in every aspect of school life including through the curriculum.

 

4.4.2 Promoting a caring, safe and positive environment within the school.

 

4.4.3 Liaising and working together with all other support services and those agencies involved in the safeguarding of children.

 

4.4.4 Notifying Social Care as soon as there is a significant concern.

 

4.4.5 Ensuring that a named teacher is designated for Children in Care (CIC) and that an up to date list of children is regularly reviewed and updated. The Education Welfare Officer for the school must be made aware of all CIC in the school.

 

4.4.6 Providing continuing support to a pupil (about whom there have been concerns) who leaves the school by ensuring that such concerns and school medical records are forwarded under confidential cover to the Head at the pupil’s new school as a matter of urgency.

 

  

5.0 Confidentiality

 

  

5.1

 

We recognise that all matters relating to child protection are confidential.

 

 

5.2

 

The Headteacher or Designated Person will disclose personal information about a pupil to other members of staff on a need to know basis only.

 

 

5.3

 

All staff must be aware that they have a professional responsibility to share information with other agencies in order to safeguard children.

 

 

5.4

 

All staff must be aware that they cannot promise a child to keep secrets which might compromise the child’s safety or well-being, or that of another.

 

 

5.5

 

We will always undertake to share our intention to refer a child to Social Care with their parents/carers unless to do so could put the child at greater risk of harm, or impede a criminal investigation. If in doubt, we will consult with the District Office of Social Care on this point.

 

  

6.0 Supporting Staff

 

  

6.1

 

We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.

 

 

6.2

 

We will support such staff by providing an opportunity to talk through their anxieties with the Designated Person and to seek further support. This could be provided by, for example, the Head Teacher, by Occupational Health and/or a teacher/trade union representative as appropriate.

 

 

6.3

 

We understand that staff should have access to advice on the boundaries of appropriate behaviour. The document

 

“Guidance for Safe Working Practices for the Protection of

 

Children and Staff in Education Settings” provides advice on this and the circumstances which should be avoided in order to limit complaints against staff of abuse of trust, and/or allegations of physical or sexual abuse. These matters form part of staff induction and are referred to in the staff handbook.

 

 

6.4

 

We recognise that designated staff should have access to support (as in 6.2 above) and appropriate workshops, courses or meetings as organised by the L.A...

 

  

7.0 Allegations against staff

 

  

7.1

 

All school staff should take care not to place themselves in a vulnerable position with a child. It is always advisable for interviews or work with individual children or parents to be conducted in view of other adults. (See also 6.3 above)

 

 

7.2

 

All staff should be aware of the Whole School Positive Behaviour Policy. This can be found in the policy file in the office, and an electronic copy in the policies folder on the secure intranet.

 

 

7.3

 

We understand that a pupil may make an allegation against a member of staff.

 

 

7.3.1

 

If such an allegation is made, the member of staff receiving the allegation will immediately inform the Headteacher or the most senior teacher if the Headteacher is not present.

 

7.3.2 The Headteacher/senior teacher on all such occasions will discuss the content of the allegation with the Lead Officer for Child Protection, or with their link Personnel Officer.

 

7.3.3 If the allegation made to a member of staff concerns the Headteacher, the person receiving the allegation will immediately inform the Chair of Governors who will consult as in 7.3.2 above, without notifying the Headteacher first.

 

7.3.4 The school will follow the L.A. procedures for managing allegations against staff, a copy of which can be found.............

 

7.3.5 Suspension of the member of staff against whom an allegation has been made needs careful consideration, and we will consult (as in 7.3.2. above)) in making this decision.

 

7.3.6 Our lettings agreement for other users requires that the organiser will manage the suspension of adults where necessary from school premises.

 

  

8.0

 

Whistleblowing

 

 

8.1

 

We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so.

 

 

8.2

 

All staff should be aware of their duty to raise concerns about the attitude or actions of colleagues. If necessary, they should speak to the delegated ’whistleblowing’ governor or the Lead Officer for Child Protection at Redworth House Totnes (01392 386810)

 

  

9.0 Physical Intervention/Positive Handling

 

  

9.1

 

Our policy on physical intervention/positive handling by staff is set out separately, as part of our Whole School Positive Behaviour Policy.

 

 

9.2

 

Such events should be recorded and signed by a witness.

 

 

9.3

 

Staff who are likely to need to use physical intervention should be appropriately trained.

 

 

9.4

 

We understand that physical intervention of a nature which causes injury or distress to a child may be considered under child protection or disciplinary procedures.

 

  

10.0 Anti-Bullying

 

  

10.1

 

Our policy on the prevention and management of bullying is set out in a separate policy and acknowledges that to allow or condone bullying may lead to consideration under child protection procedures.

 

  

11.0 Racist Incidents

 

  

11.1 Our policy on racist incidents is set out in a separate policy and acknowledges that repeated racist incidents or a single serious incident may lead to consideration under child protection procedures.

 

  

12.0 Domestic Violence

 

12.1

 

Our policy on Domestic Violence is set out in a separate policy. It recognises that exposure to domestic violence can have a serious impact on a child’s development and emotional well-being and acknowledges that staff themselves can be victims or perpetrators of domestic violence.

 

  

13.0 Prevention

 

  

13.1

 

We recognise that the school plays a significant part in the prevention of harm to our pupils by providing pupils with effective lines of communication with trusted adults, supportive friends and an ethos of protection.

 

 

13.2

 

The school community will therefore:

 

13.2.1 Establish and maintain an ethos, which is understood by all staff, which enables children to feel secure and encourages them to talk knowing that they will be listened to.

 

13.2.2 Ensure that all children know there is an adult in the school whom they can approach if they are worried or in difficulty.

 

13.2.3. Provide across the curriculum, including PSHE, opportunities which equip children with the skills they need to stay safe from harm and to know to whom they should turn for help.

 

 

14.0 Health & Safety

 

  

14.1

 

Our Health & Safety policy, set out in a separate document, reflects the consideration we give to the protection of our children both physically within the school environment, and for example in relation to internet use, and when away from the school when undertaking school trips and visits.

 

  

15.0 Policy Review

 

  

15.1

 

The Governing Body of our school is responsible for ensuring the annual review of this policy.

 

 

Devon LA would like to acknowledge the following, whose documents were referred to during the preparation of this policy: Cambridgeshire, Northamptonshire, Kent and IRSC colleagues

 

 

 

 

 

Signed

 

 

Headteacher……………………………………………            Date ……………………

 

 

Chair of Governors ……………………………………            Date ……………………

 

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Curriculum Policy

THE CURRICULUM

 

 

The curriculum followed complies fully with the Early Years Foundation Stage Guidance, National Curriculum, the Primary Strategy and the Devon Curriculum Statement.

 

 

Our teaching is a combination of the best of traditional and modern methods.

 

 

In the following pages, you can find out more about our aims and policies.

 

 

The National Curriculum (2000) is concerned to provide breadth and balance in an integrated curriculum.  It seeks to ensure continuity and progression.  The Primary Strategy, introduced recently, aims to bring more cohesion to the curriculum.

 

 

We endeavour to present the children with as wide a curriculum as possible.  At the same time we emphasise the importance of basic skills. In English and Maths the Primary Framework is used at our school.  We use Early Literacy Support , Additional Literacy Support , Springboard and Booster programmes as appropriate and a member of the Senior Management Team has responsibility for this area.  The five areas of Every Child Matters underpins all our work in school.

 

 

We aim to create a stimulating environment in which we can care for every individual, helping them to develop as a complete person.  We believe that this will go some way towards preparing our pupils for a positive and fulfilling role in our society.

 

 

A school our size gives us the opportunity to provide a caring family atmosphere in keeping with the ethos of a village school, yet in a town setting.  This allows us to make our school a rewarding and satisfying experience for all who are part of it.

 

 

Our central aim is to help all pupils to reach their greatest potential in acquiring a breadth of knowledge and a range of skills as part of their preparation for life.  We trust that through the hard work of pupils, staff, parents and governors we can build a lasting partnership in which this can be achieved.

 

 

Parents will receive information about curriculum content relevant to their child’s class each term, so that you may be able to fully support their learning programme.  This information is also available via our school website.

 

 

Children spend nearly seven years in their primary school and primary education is the base on which all other education has to be built.  Its importance cannot be over-estimated.

 

 

Children spend 30% of their time with us; the other 70% is spent at home and in the community.  It is therefore vital that home and school work together so that your child receives the best education possible and a good start in life.  As a small school we pride ourselves on our good relationships with each family.

 

 

You may also like to look at the National Curriculum documents and our school policies – if so, please speak to our Headteacher.

 

 

  

Our Curriculum Aims

 

 

 

ENGLISH

 

 

Each child to:

 

 

• Read fluently and accurately, with understanding and enjoyment.  Learning to read is vital.

   

• Develop a love and knowledge of a wide range of literature.

   

• To feel confident using a range of sources of information to promote and develop personal interests and learning in all areas of the curriculum.

   

• Develop a legible style of handwriting and pride in the presentation of their work.

   

• Write with confidence, clarity and skill for a range of purposes and audiences.

   

• Develop a good working knowledge of spelling and grammar.

   

• Communicate orally clearly and confidently and listen attentively and with understanding.

   

 

MATHEMATICS

 

 

Each child to:

 

 

• Choose and use appropriate strategies

   

• Be confident and competent with numbers and measures.

   

• Understand the number system.

   

• Be able to solve number problems in a variety of contexts.

   

• Understand the ways in which information is gathered and presented.

   

• Provide opportunities to practise skills.

   

• Apply ability to use mathematical skills confidently in everyday life.

   

 

There is an increased emphasis on mental calculations and discussion of methods now, with children in the younger classes doing correspondingly fewer written pieces of work.

 

 

SCIENCE

 

 

Each child to:

 

 

• Master basic scientific ideas.

   

• Investigate solutions and interpret evidence, to analyse and solve problems.

   

• Observe living and inanimate things and to recognise characteristics such as pattern and order.

   

• Develop a natural curiosity about cause and effect of phenomena around them.

   

• Foster respect for all living things.

   

  

  

ART AND DESIGN

 

 

We received the prestigious Artsmark Silver Award in 2006.

 

 

Our aim is to encourage children to develop ideas and to enable them to have the means of expressing them, while deriving enjoyment from Art.  We give the children the opportunity to express themselves through a wide variety of media and aim to teach them to acquire sufficient control of materials so that they may develop their individual skills to the best of their abilities.

 

 

An appreciation of the children’s own perceptions and expression through artwork is highly valued and promoted.  Quality displays are mounted throughout the school.

 

 

We encourage all children to explore the work of a large variety of artists and designers in history and living and to respond imaginatively and practically.  We aim to give our pupils first hand experience of artists and designers and their works of art and design.  We involve artists and craftspeople in our school and make visits to galleries from time to time.  We organise an Art Week for the whole school to enjoy.

 

  

DESIGN AND TECHNOLOGY

 

 

Design and Technology describes a way of working in which pupils investigate a need or respond to an opportunity to make or modify something. It should always be a meaningful, relevant and enjoyable activity for all children.  Our aim is to develop in children an understanding of how technologists design and make things that work and to provide opportunities for designing and making things themselves.  This way we aim to build confidence in working with tools and equipment provided throughout the school.

 

 

The emphasis from the Foundation Stage is for children to be encouraged to examine and talk about everyday objects and give possible reasons for why they are made the way they are.  They will be given opportunities to handle and use a wide range of materials.  Design Technology week provides a special opportunity to work on a school-wide theme.

 

  

GEOGRAPHY

 

 

We want children to make sense of their surroundings and the wider world through the study of people and places.  We hope to promote a genuine concern for the environment in both a local and global sense.  We invite visitors to contribute to the lessons and organise a variety of visits to the surrounding area.  We have links with the Dartmoor National Park.  This enables a comparison to be made between Newton Abbot and a rural locality.

 

 

HISTORY

 

 

We want children to appreciate that modern day events, societies and cultures are linked to the past and relate to the lives of everyday people.  By encouraging independent thinking and an enquiring mind we hope to promote a sense of empathy with, and valuing of, the past.  We use a wide range of resources to support the teaching of investigative skills, and actively utilise the local environment.  We also visit places of interest including historic buildings and museums.

 

 

INFORMATION COMMUNICATION TECHNOLOGY

 

 

Computers are an integral part of primary school education and are used across almost all curriculum areas.

 

 

Information Communication Technology in our school is concerned with children using and applying a variety of systems that handle electronically retrievable information.  This not only includes the use of computers but may also include programmable robots, tape recorders, calculators, video and digital cameras, for example.  Throughout their school career all children will experience a variety of software that allows teachers to provide for progression in skills, concepts and applications.

 

 

We are fortunate in having a purpose-designed ICT suite for our class lessons, plus an Interactive Whiteboard in each classroom.  Our youngest children have a ‘cluster’ of PCs in their classroom, as we believe that this is more appropriate for this age.  Our computers are networked, and children will learn to use the Internet and to send e-mails.  ICT teaching and learning involves some direct teaching of skills alongside the use of ICT across the curriculum.

 

  

MODERN FOREIGN LANGUAGES

 

  

It is the Government’s strategy that all Primary Schools should offer KS 2 children the option of learning a language.  This will be in place by 2010.

 

 

Our school is already teaching some early foreign language skills across all classes.  This includes activities such as taking the register, knowing greetings and numbers, singing simple songs for example.

 

 

All pupils learn a foreign language right throughout the school.  These lessons are designed to provide our children with a sound basis for future learning.  We work closely with our feeder Secondary schools and are fortunate to have some teaching support from them. 

 

 

We believe it is essential for our children to be aware of other cultures and languages and we aim to give them valuable first-hand experiences. 

 

  

  

MUSIC

 

 

We aim to help each child to enjoy and appreciate a wide range of musical styles.

 

 

Music is a practical, creative subject, which can be of benefit to all children in developing imagination.  The ability to listen attentively and the ability to express personal thoughts and feelings are developed through music. There are opportunities for children to learn to play the recorder and guitar and to read music.

 

 

Every child is encouraged to experiment and compose, using percussion instruments and their own ‘made’ instruments. We also have whole class sets of instruments (currently djembe drums) that are used as an integral part of music lessons across the school.  Assemblies and School Celebrations provide an important vehicle for sharing and presenting performances.

 

 

Specialist teachers can provide extra lessons in violin, keyboard and woodwind instruments.  Please speak to the Headteacher if you think your child might be interested.

 

 

PERSONAL, SOCIAL AND HEALTH EDUCATION

 

 

We teach children about themselves and their personal needs in terms of such things as food, warmth, exercise and play and also about respecting and caring for the environment at home, school, town, countryside and in the wider world context.  Children are supported in developing positive self-esteem through responsibility and respect themselves and each other and to develop coping strategies in times of difficulty.  We use Circle time as an effective method for teaching the skills and understanding necessary for children to access this area of the curriculum.

 

 

The School has achieved National Healthy School Standard once again, which is designed to support schools in achieving an enjoyable, safe, productive learning environment and minimising potential health risks.

 

 

ASSEMBLY AND COLLECTIVE WORSHIP

 

 

We meet together once a day for our collective act of worship.  This is led by the Headteacher, and occasionally visitors to the school.  The children often take an active part in these assemblies.  Local clergy make a regular input and parents are occasionally invited to take part.

 

 

Parents may, if they wish, request that their children be wholly or partly excused from Acts of Worship.  Any such requests should be made in writing to the Headteacher.

 

 

PHYSICAL EDUCATION

 

 

This area of the curriculum is an important and integral part of a child’s development.    We recognise that a healthy body contributes to effective learning.  As a town – centre school we are fortunate in being able to make use of community facilities such as Dyrons swimming pool and the nearby facilities at Osborne Park.  We also have the daily use of the Multi-Use Games facility on Osborne Park.  This enables us to offer a very wide range of sports and physical activity all year round.

 

 

All pupils receive professional tennis coaching for at least half a term each year, unless the weather is inclement – we then have use of the tennis club facilities.  We run a special keep-fit programme for all children, which involves a daily workout or other activity session.

 

 

For KS2 children we have organised residential courses, recently at Barton Hall, to support learning in outdoor and adventurous activity (as well as the crucial social development that a residential visit provides).

 

 

 

Since 2004/05 we have received additional support from regional PE specialists and School Sports Co-ordinators, along with other Newton Abbot schools, and have gained the Activemark Award 2007.

 

 

One of our newer initiatives this year is to employ a qualified sports coach, Mr Leigh Robinson, to work with our children on a weekly basis.  All children from Bradley class upwards currently benefit from this at the moment.

 

  

RELIGIOUS EDUCATION

 

 

Religious Education is taught following the Combined Exeter Diocesan Board of Education/Devon LA Scheme.  In learning about the major religions we hope to encourage children to be tolerant and caring.  We recognise that Christianity is our main religion and we utilise our local church as a key resource.  We provide visits to other places of worship and have a range of religious artefacts in school.

 

 

Parents may, if they wish, request that their children be wholly or partly excused from Religious Education.  Any such requests should be made in writing to the Headteacher.

 

 

 

Signed

 

 

Headteacher……………………………………………            Date ……………………

 

 

Chair of Governors ……………………………………            Date ……………………

 

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Attendance Policy

ALL SAINTS (MARSH) C OF E PRIMARY SCHOOL ATTENDANCE POLICY

 

 

Philosophy

 

All Saints (Marsh) C of E Primary School is committed to providing a full and efficient educational experience for all pupils. We believe that if pupils are to benefit from education, good attendance is crucial. As a school we do all that we can to ensure maximum attendance for all pupils. Any problems that prevent full attendance will be identified and addressed as speedily as possible.

 

It is the policy of our school to celebrate achievement. Attendance is a critical factor to a productive and successful school career. Our school will actively promote and encourage 100 per cent attendance for all our pupils.

 

Our school will give a high priority to conveying to parents and pupils the importance or regular and punctual attendance. We recognise that parents have a vital role to play and that there is a need to establish strong home-school links and communication systems that can be utilised whenever there is concern about attendance.

 

If there are problems which affect a pupil's attendance we will investigate, identify and strive in partnership with parents and pupils to resolve those problems as quickly and efficiently as possible. We will adopt a clearly focused approach aimed at returning the pupil to full attendance at all times.

 

Objectives

 

·         to encourage full attendance and punctuality

 

·         to record and monitor attendance and absenteeism and apply appropriate strategies
to minimise its occurrence

 

·         to acknowledge and reward a successful record of attendance

 

·         to ensure a consistent approach throughout the school

 

Statutory Duty of Schools

 

The Education Act 1996 requires parents or guardians to ensure their children receive efficient, full-time education, either by regular attendance at school or otherwise. Schools are responsible for recording pupil attendance twice a day; once at the start of the morning session and once during the afternoon session. An entry must be made in the attendance register for all pupils of compulsory school age who are on the school's admission roll.

 

Principles

 

Parents are legally responsible for ensuring that a child of compulsory school age attends school regularly.

 

We will work towards ensuring that all pupils feel supported and valued. We will send a clear message that if a pupil is absent, she/he will be missed. We will consult with all members of the school community and the Education Welfare Service in developing and maintaining the whole school attendance policy.

 

We will encourage parents/carers to be actively involved in promoting their child's attendance. We will ensure that all staff are aware of the requirements of the registration process and that they receive training on Registration Regulations and the Law relating to attendance.

 

Regular information will be sent to parents and pupils informing them of attendance rates and related issues.

 

We will promote positive staff attitudes to pupils returning after absence.

 

We will ensure regular evaluation of attendance policy and procedures by Senior Managers and the school governors.

 

Attendance will be an important feature of the school Improvement Plan.

 

Consistent and vigorous monitoring and evaluation procedures will be in place. Procedures

 

·        Registration starts at 9.05 following the gathering and ends at 9.15 am.

 

·        Guidance on the accurate completion of registers – see appendix one.

 

·        The importance of punctuality is stressed in the new parents’ meeting, in newsletters and in the prospectus.  Children who are late to school are encouraged to apologise to the class teacher (and to the Headteacher if during gathering time).

 

·        First day contact between parents and school – the administrators ring parents/carers of children who are not in school and for whom there has been no explanation.  Parents/carers are asked to either telephone, send a note in or e-mail the school.

 

·        Authorised and unauthorised absence – if a parent/carer does not contact us either by telephone, e-mail or by way of a note, then this absence is considered to be unauthorised.  If more than 10 days of holiday have been taken in one school year this is an unauthorised absence.

 

·        Referral routes with roles and responsibilities for pupils with emerging attendance
problems – the headteacher will arrange an informal meeting with the parents in the first instance, and if this does not resolve the issue then the headteacher will involve the EWO, and any other agencies if necessary. 

 

·        Each term we hold a celebration of attendance assembly when children who have achieved or exceeded the target attendance receive a special certificate.

 

·        The process for completion of holiday forms is regularly explained in newsletters and at the new parents’ meeting.

 

·        The EWO meets with the headteacher annually to set and review targets.

 

·        Monitoring progress towards targets is the responsibility of the headteacher.

 

·        Evaluation of the impact of the Attendance Policy and planned work identified in
the School Improvement Plan follows the usual SIP procedures.

 

·         Attendance information is included on the annual report to parents.  Attendance information is also provided to teachers for use at parents’ evenings if considered necessary.

 

It is essential that everyone involved in promoting attendance is clear about the important role that must be carried out in order to raise standards. Responsibility to promote attendance is the responsibility of the whole school community.

 

 

 

 

Signed

 

 

Headteacher…………………………………………… Date ……………………

 

 

Chair of Governors ……………………………………            Date ……………………

 

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