SCHOOL POLICIES 2017 ––– 2018
Castle Gate Close, Castle Lane West Bournemouth BH8 9UJ
Telephone Number : 01202 526289 Fax Number : 01202 548923 Email : [email protected]
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT
CONTENTS
Dorset County Council’s Human Resources Department provide professional/legal support for the school’s management of personnel issues. Any references to the ‘Local Authority’ should be taken to mean Dorset County Council.
1 Admissions 2 School Ethos and Code of Conduct 3 Behaviour and Discipline 4 Anti-Bullying 5 Teaching and Learning 6 Curriculum 7 Support for the Most Able 8 Enterprise Education 9 Religious Education 10 Collective Worship 11 Sex Education 12 Learning outside the classroom 13 Homework 14 Assessment, Recording and Reporting 15 Dealing with complaints about the National Curriculum 16 Attendance and Registration 17 Attendance and Registration – Sixth Form 18 Drugs 19 Healthy Eating 20 Special Educational Needs & Disabilities (SEND) 21 Looked After Children (LAC) 22 Safeguarding and Child Protection 23 E-Safety 24 Whole School Pay 25 Leave of Absence 26 Leave of Absence for Public Duties – Financial Adjustment 27 Maternity, Adoption, Paternity, Parental Leave and time off for dependants – Teaching Staff 28 Maternity, Adoption, Paternity, Parental Leave and time off for dependants – Support Staff 29 Performance Management – Teaching Staff 30 Professional Development Reviews – Support Staff 31 Communication 32 Capability Procedure 33 Disciplinary Procedure 34 Grievance Procedure 35 Induction of Newly Qualified Teachers 36 Initial Teacher Training 37 Use of 1265 Hours 38 Disability Equality Scheme 39 Equal Opportunities 40 Health and Safety 41 Security of the Premises 42 Minibus 43 Charging and Remissions 44 Handling Parental Concerns/Complaints 45 Freedom of Information Act 46 Duke of Edinburgh’s Award – Expedition Supervisors, Trainers and Assessors 47 Governors’ Code of Conduct 48 Supporting Pupils at School with Medical Conditions
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 111 ADMISSIONS
The admissions policy of Bournemouth School for Girls aims to reflect the underlying ethos of the school which is to provide a selective education for girls aged 11-18, from the Borough of Bournemouth and the surrounding area. Bournemouth School for Girls is an Academy (having converted in August 2011), and is non-denominational.
Admission to the school in Year 7 is in accordance with the agreed scheme for co-ordinated admission arrangements. Parents are able to state their school preference without it being taken into account by the school to which they are applying.
Only girls who attain the required standards in the prescribed arrangements for selection by reference to high ability and aptitude will be eligible to be considered for admission to the school. Selection is by means of entrance tests other than for the Sixth Form for which the entry requirement is stated below. Girls are eligible to be considered for admission to Bournemouth School for Girls in Year 7 if they meet the required standard in the tests used and administered by the local selective schools. There is one set of selection tests for Bournemouth School for Girls, Bournemouth School, Parkstone Grammar School and Poole Grammar School (the “Consortium”). This will save children whose parents wish to be considered for admission to more than one selective school in the Consortium from taking multiple tests for those schools. Whilst the testing procedures are shared, each school is its own admissions authority (with its own admissions policy and over-subscription criteria).
We would be delighted to see parents and prospective pupils at our Open Evening. Dates of our Open Evening and informal “open afternoons”, including tours of the school, are published on our website. Please contact the school’s Admissions Officer if you have any queries.
Within this document the word ‘registration’ refers to the process of applying to the school for your daughter to be tested for eligibility. The word ‘application’ refers to the process of applying to the Local Authority for a place at the school. Both processes need to be completed within the timescales set.
NUMBER OF ADMISSIONS
The school’s Published Admissions Number (i.e. the maximum number of pupils admitted each September at age 11) is reviewed annually. The Published Admissions Number for Year 7 in September 2018 is 166.
Admission to Year 7 (normal point of entry)
Admissions arrangements for entry to Year 7 are co-ordinated in conjunction with the Bournemouth Admissions Forum and the Local Authority. For admission to Year 7, girls must have reached the age of 11 years on or before 31 st August in the year of admission.
Applicants who were born between 1 st April and 31 st August (summer born children) and started in Reception aged 5 may be admitted into Year 7 at the same time as those with whom they have progressed through primary school.
In exceptional circumstances, a girl may be considered for early entry provided she has been educated in an older year group for at least one full academic year. In such circumstances, clear and unequivocal evidence must be provided to the school, at the time of application, that her acceleration has the support of the pupil herself, her parents/carers, the primary school’s Link Educational Psychologist and SEN/Gifted & Talented Inspector. There must be agreement that accelerated transfer will promote the girl’s academic and social development.
Registration
The Code of Practice in paragraph 1.32 (c) states that the school must:
“inform parents of the outcome of selection tests before parents make applications for other schools – while making clear that this does not equate to a guarantee of a selective place.”
The selection or entrance tests will take place for all schools in the Consortium on Saturday 23 rdrdrd September 20172017.
Parents of girls wishing to be considered for admission to a Bournemouth or Poole Grammar School must register with one of the schools by 12 noon on Friday 8 ththth September 20172017. The eligibility for admission to Consortium schools will be determined on the basis of the entrance test results. The tests may only be taken once by any child. The tests will be taken at the school with whom the parent has registered their child. The test outcomes will be used to determine the eligibility of the child for a place at a Consortium school. Parents then decide to which school they will apply for a place for their child.
The results of the tests will be sent to parents during the third week of October. This will indicate the score and whether the child has met the required standard (and is “eligible” for admission). It is important to note that meeting the required standard and being considered eligible does not guarantee that your child will be offered a place at any of the schools as all are usually over-subscribed.
All subsequent applications for admission to Bournemouth School for Girls must be received by the relevant Local Authority. Registration for the entrance tests does not replace applying for admission through your Local Authority. Application for admission cannot be made directly to the school.
The appropriate application process is dependent on the applicant’s normal place of residence.
Bournemouth Residents: An application for a place for a girl who is resident in Bournemouth must be made online or on the single Bournemouth application form, a copy of which is available from the girl’s current Bournemouth primary school or from the Bournemouth Local Authority. Application forms must be returned by the closing date to the Local Authority at the address shown on the application form.
The closing date for applications will be that published by the Bournemouth Local Authority.
Other applicants (i.e. those residing outside the Borough of Bournemouth) All other applicants must apply online or by using the single application form provided by the Local Authority which covers the area in which they live. Applications for Bournemouth School for Girls must be returned to the ‘home’ Local Authority in good time for that Local Authority to pass the application information to Bournemouth Local Authority by the Bournemouth Local Authority closing date for applications.
Registration for the Entrance Tests
In order to provide all parents with reliable information before submission of the Common Application Form, all applicants to a Consortium School must complete a registration form to attend the test day at one of the centres.
The form to register to test at Bournemouth School for Girls is available online at www.bsg.bournemouth.sch.uk Registration forms must be completed by 12 noon on FFridayriday 8 ththth September 20172017. Paper registration forms are available from the school.
A registration after the closing date for test registrations will only be accepted for the entrance tests where the Consortium is satisfied that illness, bereavement or other circumstance beyond the control of the parent(s) prevented a timely registration, or the child moved into the area after the closing date for test registration. Evidence will be required in these circumstances.
Late notification of the testing timetable by a child’s current school or otherwise will not be accepted as a reason why timely registration was not possible. Where the Consortium is not satisfied that a timely registration was prevented, any preference expressed for a Consortium school on a Local Authority common application form will not be considered alongside those who registered for testing within the published deadline as they have failed to meet the school’s admission criterion. In such circumstances the application will be considered after the first round of allocations.
For children whose registration or common application form (or both) were submitted after the closing dates, there will be an opportunity to sit the school entrance tests in the following February for consideration afteafterrrr the first round of allocations on 1 st March 2018. This means that girls who registered for testing after 8 th September, and/or submitted their common application form after 31 st October, but completed both by 1 st February 2018, will be tested in time for the second round of allocations on 15 th March 2018.
Where a child is unable to sit the entrance tests through illness, bereavement or other circumstance beyond the control of the parent(s) or the child moved into the area after the test dates, the Consortium will make arrangements for testing to take place as soon as practicable. Evidence will be required in these circumstances. Children sitting these tests will be considered alongside those children who sat the tests in September 2017.
(For in-year applicants, the school also requires the parents to complete a Registration Form and submit the form directly to the school at least 10 school days before the proposed test date.)
The information given will be used to ensure that each applicant has the opportunity to fully demonstrate her ability.
The Selection Process
Admission to the school in Year 7 is conditional upon achieving the academic standard required in the school’s entrance tests and on the availability of places. A completed Registration Form must be received by a Consortium school by 12 noon on Friday 8 ththth September 20172017. Details of the entrance tests will be sent to parents after receipt of a completed Registration Form. The tests will be taken at the school chosen by the parent on the registration form. Tests across the Consortium will take place on Saturday 23 rdrdrd September 2017. Girls will take tests in Mathematics, English and Verbal Reasoning. The scores for the entrance tests are adjusted (or “standardised”) according to age. The scores will be shared with other members of the Consortium. On the basis of their results, girls will either be considered to have met the required standard (and be “eligible”), or not to have reached the required standard (“ineligible”). The school will write to parents during the third week of October to advise them whether, on the basis of the tests taken, their child is eligible or ineligible for a place at a Bournemouth or Poole grammar school. Being considered eligible for a placeplace at a ConsortiConsortiumum school doedoess not mean that a place will be allocated as the schools are usually overover----subscribed.subscribed. Parents apply for admission to the school through their home Local Authority. After all the tests have been completed and all applications have been received via the Local Authority, the Governors’ Admission Panel will then place those eligible applicants who have applied for a place at the school in a rank order in accordance with our over-subscription criteria. The rank order of all eligible applicants so determined will persist until 30 th September of the admission year. This information will be passed to the Local Authority which will then allocate places to reflect parental preferences. Girls who are tested after 1 st February 2018 and are deemed ‘eligible’ will be placed in rank order for the second round of allocations by the school’s admission panel in accordance with the over- subscription criteria. Notification letters will be posted to parents by the Local Authority at the beginning of March. Parents should respond to the offer of a place by the deadline date specified in the offer letter. Parents have the right of appeal when places have been allocated and will be given information on taking up their statutory right of appeal at that time. Academic assessments will not be repeated within 12 months of the last stage of the process e.g. the last panel or appeals meeting at which the candidate was assessed or reviewed. Any subsequent application will require written confirmation from the candidate’s Headteacher that accelerated progress has been made.
Late applications for Year 7
A late application is one that is received by the Local Authority after their published closing date. Late applications will not be dealt with until after all applications submitted by the closing date have been considered.
Parents who move into Bournemouth, or whose daughters have for other reasons missed the initial test dates, should make their application via their Local Authority as soon as possible. Parents who move into the area, but not into Bournemouth, should contact their “home” Local Authority e.g. Poole, Dorset, or Hampshire.
OverOver----SubscriptionSubscription
Parents should be aware that meeting the academic requirements for entry to a grammar school is not, in itself, a guarantee of a grammar school place.
A school is legally required to admit an eligible child with an Education Health and Care Plan (EHCP) issued by a Local Authority naming that school. Therefore, where a school has a number of children being admitted with an EHCP naming the school, this will reduce accordingly the number of places available, as expressed by the Published Admission Number.
The number of girls eligible for admission as a result of the selection arrangements will usually exceed the Published Admission Number. The following criteria will be used to determine the rank order in which girls will be offered places at the school:
i. Eligible girls who are looked after children or previously looked after children;
a) A ‘Looked After Child’ is a child who is (a) in the care of a local authority, or (b) being provided with accommodation by a local authority in the exercise of their social services function (e.g. child with foster parent(s) at the time of making an application to a school).
b) ‘Previously Looked After Children’ are children who were looked after, but immediately moved on from that status after becoming subject to an adoption, child arrangements or special guardianship order.
ii. 133 places will be assigned to girls who scored most highly in the entrance tests, in rank order of the total of their entrance test scores, with those girls obtaining the highest scores given higher priority;
iii. Of the remaining eligible girls, those who live within the Borough of Bournemouth and are eligible for the Pupil Premium Grant will be ranked next, in order of the total of their entrance test scores, with those girls obtaining the highest scores given higher priority (those eligible for the Pupil Premium Grant are those in receipt of Free School Meals as of 31 st October 2017, or have been eligible for Free School Meals at any point during the last six years, known as ‘Ever 6 FSM’ or are the children of UK Armed Forces personnel at any point during the six years before 31 st October 2017, known as ‘Ever 6’);
iv. Of the remaining eligible girls, those who live within the Borough of Bournemouth and are ineligible for the Pupil Premium will be ranked next, in order of the total of their entrance test scores, with those girls obtaining the highest scores given higher priority;
v. The remaining eligible girls (i.e. those who live outside the Borough of Bournemouth) and who are eligible for the Pupil Premium Grant will then be ranked in order of the total of their entrance test scores, with those girls obtaining the highest scores given higher priority;
vi. The remaining eligible girls (i.e. those who live outside the Borough of Bournemouth and are ineligible for the Pupil Premium Grant) will be ranked in order of the total of their entrance test scores, with those girls obtaining the highest scores given higher priority.
In the event of there being two or more girls of the same test score and initial ranking, priority will be given to the girl whose home address is nearest to Bournemouth School for Girls as measured by the straight-line distance calculated by Bournemouth Local Authority’s Geographical Information System (GIS) in use at the time of allocation (the system at the time of setting the policy takes the measurement between the address mapping points of the school and the applicant’s home). If distances are equal, as calculated by the Local Authority’s GIS system, for example a flat in a block of dwellings with the same front entrance, the allocation of places will be made by drawing lots. Applicants in this position will have their names drawn as lots to see who should be offered a place.
The rank ordering will be submitted to the Local Authority to allocate places in accord with parental preference.
Applications for children of multiple births If applications from children of a multiple birth span the threshold for the Published Admission Number, this will be treated as an exceptional circumstance and they will all be admitted if they are all of the required standard.
Home address The home address where a child lives is considered as the address at which she is ordinarily resident during the school week at the time of registration. Where a child spends time with parents with shared parental responsibility at more than one address the Local Authority will consider the home address as being where the prime carer resides.
Applications from separated parents Only one application can be considered for each child. Where parents are separated it is essential that agreement is reached by both parties concerning the nominated preferred schools. If agreement cannot be reached the admission authority will only consider the application from the parent who is the prime carer for the child.
Admission outside the normal points of entry
Although the usual ages of admission are 11 and 16, suitably qualified girls may be admitted between these ages when there are vacancies. Applicants are required to demonstrate that they are of the standard to warrant automatic entry to the school. For admission outside the normal points of entry, applications will only, other than in the most exceptional circumstances, be accepted for admission into the year group appropriate to the applicant’s date of birth. Entry to Years 7 to 11 is by means of assessment tests carried out at the school. Tests which are appropriate to the level of entry are used. Further information is available at the time of application. If an applicant has been tested in the past, the assessments will not be repeated within 12 months of the last stage of the process e.g. the last panel or appeals meeting at which the candidate was assessed or reviewed. Any subsequent application will require written confirmation from the candidate’s Headteacher that accelerated progress has been made.
Testing for admission outside the normal points of entry is carried out as soon as practicable after the application is received by the school. For in-year applicants, the school also requires the parents to complete a Registration Form and submit the form directly to the school at least 10 school days before the proposed test date.
Admission to the Sixth Form
The published admission number (in addition to any pupils already in Year 11 at the school) is 70. All pupils in the Sixth Form are required to have achieved six GCSEs at grades A*-B/grades 6 – 9. Individual subjects may have further specific requirements with regard to GCSE grades to be achieved. Pupils attaining this academic qualification in Year 11 at Bournemouth School for Girls have an automatic entry to Year 12.
70 pupils can be accepted into the Sixth Form from other schools. They have to have achieved the same academic requirement as pupils in Year 11 at Bournemouth School for Girls.
A pupil can only be admitted for a particular subject if there is a place on the course.
Please visit the school website for further information about the Sixth Form.
Should there be more candidates of the required level than places, the following criteria will be used to determine the rank order in which students will be offered places at the school:
i. Eligible students who are Looked After Children or previously Looked After Children; ii. Eligible students in rank order of the total of the best 8 GCSE points scores.
In the event of there being two or more students of the same capped GCSE points score priority will be given to the student whose home address is nearest to Bournemouth School for Girls
Waiting Lists
The school operates a formal waiting list for children wishing to attend the school and who have met the qualification requirements laid out above. For entry into Year 7 until 30 th September of the year of admission, any available places will be filled using the rank order determined by the Governors’ Admissions Panel. Thereafter, the waiting list rank ordering is determined by entrance test score alone. The waiting list does not give priority either to those that have been on the waiting list the longest or to those that applied after the closing date. The waiting list will be adjusted to take account of late and in- year applications.
Waiting lists for Year 7 and 12 entry will cease on 31 st December. Previous applicants wishing to continue on a waiting list must re-apply to the school between 1 st and 31 st December. Waiting lists for all other year groups will cease at the end of the academic year. Applicants will be required to re-apply (in August) for admission if they wish to continue to be considered for a place.
The determination of eligibility for admission into Years 7 – 11 is valid for 2 calendar years from the date of testing. After such time applicants wishing to remain on the waiting list must be re-tested, to ensure they are of comparable standard to the enrolled students in the year group for which they are seeking admission.
The school will review waiting lists whenever a place becomes available.
Appeals
Parents whose application for their child to be considered for admission to the school is unsuccessful have a right of appeal to an independent Admissions Appeals Panel. In the first instance, they are invited to contact the school to discuss their dissatisfaction. If they remain dissatisfied, they will be given details of the formal appeals procedures and the relevant forms to complete. Traditionally, very few appeals are upheld and those that are tend to have significant professional supporting evidence. It must be remembered that for the appeals process to be valid an application to the school must have been made according to the following arrangements:
• submitting a timely Registration Form; • the applicant taking all components of the entrance tests; • placing Bournemouth School for Girls on the application form submitted to the Local Authority (if applying for entry into Year 7).
Reviewed by Governors October 2016 Review date October 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 222 SCHOOL ETHOS AND CODE OF CONDUCT
SCHOOL ETHOS
Our school is committed to achieving the highest academic standards through a broad and balanced education within a stimulating environment.
We also believe academic excellence goes hand in hand with the moral, spiritual and cultural development of the whole person.
We want to nurture the individual talents of all our pupils so that they are able to make a difference in the wider world.
We want our pupils to be:
• happy • enquiring • highly motivated • determined • able to reach their full potential • mindful of the needs of others • polite, tolerant and helpful • proud of their school.
We want our pupils to:
• work hard and aim high • take responsibility • show respect • enjoy learning.
HOMEHOME----SCHOOLSCHOOL AGREEMENT
The School Commitment
How can we help your daughter to achieve her potential?
We will
• have high expectations for our pupils and do our utmost to support and encourage them • maintain the highest quality of teaching and learning • provide a stimulating, disciplined environment in which all pupils can learn effectively • support the spiritual, moral and cultural development of our pupils • provide a wide range of opportunities for learning and personal development • ensure homework supports and enhances learning and provide regular feedback to pupils and parents on progress • encourage pupils to take responsibility, rise to challenges and become independent learners.
The Pupil Commitment
These expectations apply at school, on school trips and on the way to and from school.
• I will work hard and aim high. • I will behave with courtesy at all times, and ensure that my behaviour in school will always be such that it enables my own learning and that of others. • I will get to lessons on time and be ready to work. • I will look after all equipment lent to me and have all my equipment for lessons. • I will bring my planner to lessons. • I will produce all work to the best of my ability and meet all deadlines. • If absent, I will catch up on all work missed. • I will wear the correct school uniform. • I will turn my mobile phone off in lessons unless given specific permission to use it. • I will respect myself and others. • I will ask for help if there is any sort of problem. • I will look after my own belongings and will keep my valuables on me or I will hand them in for safe-keeping and respect other people’s property. • I will take care of the school environment. • I will be responsible for clearing up after myself and I will eat only in designated areas of the school. • I will do all I can to keep safe, by behaving sensibly and obeying instructions from all those adults responsible for me. • I will keep safe when using the internet and will have due regard for the safety and happiness of others.
The Home Commitment
How can we as parents support and help our daughter?
I/we will
• praise and encourage our daughter to do her very best • support the school policies on behaviour and uniform • ensure that homework is completed fully and on time • check and sign the planner each week and use it to let the tutor know of any concerns • ensure that our daughter arrives on time for school and attends regularly • avoid taking holidays during term time • attend parents’ evening • encourage participation in a range of school activities • support our daughter in keeping safe on the internet.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 333 BEHAVIOUR AND DISCIPLINE
AIMS
To maintain good order in a positive atmosphere which is conducive to learning.
To place a high value on encouraging honesty, trust, fairness, self-discipline, respect for property, politeness, respect and concern for others in order to give a clear vision of what constitutes acceptable behaviour.
To ensure that the policy on behaviour and discipline applies to girls on school visits, work experience, and other occasions when they could reasonably be said to be representing the school, for example travelling to and from school.
PRINCIPLES
To use praise, encouragement, merits and certificates of achievement to promote good behaviour.
To have consistent procedures and sanctions to deter bad behaviour.
RECOGNIZING GOOD WORK, POSITIVE CONTRIBUTIONS TO SCHOOL LIFE AND GOOD BEHAVIOUR AT BSG
We recognise that the vast majority of girls respond well to praise and recognition of their efforts and achievements. It is important that all staff seek opportunities wherever possible to recognise good behaviour, work, effort and contributions to the life of the school.
The girls' achievements are recognised by such methods as:
• the writing of comments on work submitted. • the awarding of grades for work submitted. • the compilation of progress reports. • the displaying of pupils' work around the school. • the use of good work as an example to other pupils. • verbal congratulation and encouragement. • inviting a colleague into a class to view work in progress. • the reading of names and/or presentation of certificates and highlighting successes in assembly. • the performance of musical or dramatic pieces or presentation of a project in assembly.
In addition, there are ways of recognising particular achievements and contributions:
BSG REWARD SYSTEM
Merits are awarded for work or contributions to school life of a high standard. Merits may be given for:
• a piece of homework or class work which is awarded full or high marks • sustained contributions to class discussion over a week’s work • a piece of work which shows excellent effort or commitment but which may not be awarded full marks • a good contribution to an assembly or similar performance • recognition of a helpful act to the school community.
A member of staff who wishes to award a Merit will indicate this on the piece of work. A Merit sticker will also be issued to stick in the planner. Merit stickers have the name of the subject on them. Merit stickers are also available for Tutors and Heads of House to issue for particular contributions to the wider life of the school. Merits may also be recorded via Events.
When 20 merits have been awarded pupils should show their planner to their Form Tutor and then take it to their Head of House. They will be given a Head of House’s merit sticker for their planner and a commendation certificate.
With 40 merits, they will be awarded a certificate which they will be able to claim from their Head of House who will also write to their parents.
With 60 merits they will gain a certificate, awarded by the Headteacher who will write to their parents and arrange to have their name published in the newsletter.
With 80 merits they gain a certificate from the Headteacher who, in addition to the above, passes their name to the Chairman of Governors.
With 100 merits a pupil will be presented with a Chairman of Governors’ Commendation Certificate.
Pupils achieving more than 120 merits will be awarded a special pen.
Commendations
Teachers will be asked to award commendations to pupils in each of their teaching groups who have: • sustained a high standard of work • sustained a high level of consistent effort • made considerable effort to meet targets.
Tutors will also be asked to commend any pupils who have made a particularly positive contribution to the life of the school.
Commendations may be awarded at any time using Events . Certificates will be printed at the end of each term. As a guide, teachers should aim to award around 5 commendations per term per class.
The following rewards are also available to all girls in the school
Prizes
These are awarded annually for Attainment and Contribution to School Life. There are also special awards for exceptional GCSE and 'A' level results.
Attendance Certificates
These are awarded to girls who have 100% attendance in a term.
MISBEHAVIOUR OF PUPILS
In upholding discipline both within and out of the classroom the emphasis should be on reward and praise for good work and behaviour. Clear guidelines of expectations of pupils are to be found in the Code of Conduct. All members of staff have a responsibility to uphold ththese.ese.
There will be occasions however when pupils do not respond to such encouragement, or step outside the guidelines given. Where such incidences occur, whether within the classroom or out of it, the member of staff observing it should attempt to deal with the matter immediately him or herself. If support is necessary staff should be in no doubt that support will be provided, whether by Heads of Department, Heads of House or the Senior Leadership Team (SLT).
Disciplinary problems outside the classroom will be dealtdeal t with through the Heads of House whilst those in the classroom will be dealt with initially by Heads of Department.
Subject teachers are responsible in the first instance for ensuring good discipline in their classroom, that effective learning is taking place and that class work and homework are completed on time and to a suitable standard. Staff must be assured that they will receive full support in this from HoDs, HoHs and SLT.
Where work is not completed on time, staff should insist that the work is completed as soon as possible, for example by going to the library or other room designated by the member of staff at lunchtime to catch up missing work.
Concerns can be recorded via Events as a means of communication to inform the Form Tutor and Head of House of any incident or problem within a subject. The Form Tutor should monitor the situation and take appropriate action in liaison with the subject teacher, and the appropriate HoD and HoH.
School Detention will take place every Wednesday night and will be supervised by HoDs, HoHs and SLT on a rota basis. Only these members of staff can put girls into SchoSchoolol Detention. This emphasises the seriousness of the detention and the fact that the previous sanctions need to be applied in the first instance by either subject teachers, Form Tutors, HoDs and HoHs. Detentions should be recorded in the detention file at Reception by the HoD/HoH/SLT issuing the detention and a standard letter completed which will posted home for parents to sign and returned to the Deputy Headteacher (who coordinates detentions).
Pupils should know that their actions have consequences and that they must take responsibility for their actions.
Given below are guidelines for the type of sanctions which may be imposed in particular circumstances. It is important that there be an escalation in sanctions.sanctions. In the event of any extreme situation staff may bypass Heads of Department and Heads of House and seek the support of the School Leadership Team or Headteacher. Every effort should be made, however, to avoid jumping the disciplinary chain. The relevant Head of House/Department should be informed that day of any action taken. In all cases information may be recorded via Events .
Type of Misdemeanour Sanctions available (in order of severity)
• Planner not signed by parents. Asked to get signed the following day. • Lunchtime detention for 30 minutes.
• Pupil told to complete work by next day by subject teacher. Recorded in planner by subject teacher. • Pupil referred to Head of Department for reprimand. • Lunchtime detention or after school detention (30 minutes) with Work not completed / poor HoD to complete work or for departmental jobs. Concern Form standard of work. issued by HoD to inform Tutor. Detention recorded in planner by HoD giving 24 hours’ notice if after school. • School detention (1 hour) after school if persistent lack of work. Letter sent home. • Referral to SLT. • Parents contacted.
• Reprimand from subject teacher. Incident recorded in planner.
• Pupil referred to Head of Department for reprimand if incident
happens in lessons regularly. Poor behaviour / disregard • Pupil sent to work in colleague’s classroom for one or more for school rules in lessons e.g. lessons. Concern form issued by HoD to Form Tutor. disruptive behaviour that • School detention after school if persistent poor behaviour. hinders learning. Letter sent home.
• Referral to SLT.
• Parents contacted.
• Reprimand from teacher. • Pupil referred to Head of House if serious incident or if Poor behaviour / disregard persistent. for school rules outside of • Withdrawal of interval / lunchtime privileges. lessons e.g. eating in the • School Detention. Letter sent home. corridor, silliness. • Referral to SLT. • Parents contacted.
• Reprimand by Form Tutor or subject staff. Recorded in planner. Infringements of school • Jewellery removed/sent to Head of House for make-up remover. uniform / wearing make-up / • School detention issued by Head of House. Letter sent home. jewellery. • Referral to SLT. • Parents contacted and pupil sent home to rectify uniform.
• Withdrawal of interval / lunchtime privileges for a set time. Serious breaches of school • School detention issued by Head of House. Letter sent home. discipline e.g. graffiti, • Restitution made where appropriate. rudeness, swearing, smoking, • Referral to SLT. drugs, theft, bullying. • Parents contacted.
• Seclusion / Exclusion (temporary or permanent).
• Mobile phones which disturb lessons will be confiscated. Staff should take telephones to Reception where the girl’s name and Mobile phones form will be recorded. The telephone will be put in the school safe and parents asked to come and collect the telephone.
STUDENTS CAUSING CONCERN IN THE SIXTH FORM
It is very important that staff communicate their concerns to others so that a student can be supported or dealt with, as appropriate. All concerns will be kept and will form part of the monitoring of a student’s performance and progress. A full record of concerns received for each student will be visible in the ‘Events’ section of the student record on Facility.
How to report your concerns
Record via Events OR use the Concern Form (copy in staff shared area), by e-mail or a written note.
Concerns should indicate whether they are intended for information or action.
If action is required, indicate whether this is intended to be by the Head of Department or the tutor.
Reasons for concern
Concerns may include:-
Difficulties with work Lack of effort Incomplete or late work/homework Inappropriate behaviour Unexplained absence Other reasons which need to be specified
Any cause for concern should be passed on as soon as possible to the Head of Department and the student’s tutor.
The tutor will pass the information on to the Head/Deputy Head of Sixth Form for information or action.
Any action taken should be reported back to the person raising the concern.
The Head of Sixth Form will ensure that all concerns are recorded via Events on Facility.
RISK ASSESSMENTS AND THE USE OF PHYSICAL INTERVENTION TO CONTROL OR RESTRAIN A PUPIL
Risk Assessments
A comprehensive Risk Assessment for a pupil of concern, will be carried out following the guidelines as proposed by the Local Authority (Safeguarding Risk Management Form for Schools and Education Settings August 09). The risk assessment will be used if the identified pupil has:-
• presented with challenging or dangerous behaviour of a Child Protection or Safeguarding nature • been victim of an incident of Child Protection/Safeguarding concern including bullying and this process will afford them protection • made repeated, apparently unfounded allegations against staff and/or other pupils • made threats of self-harm.
The Risk Assessment is a confidential document and will be distributed on a ‘need to know basis’ but the school will ensure that relevant members of staff have a copy. The school will also ensure that the Parent/Guardian of the pupil is involved, wherever appropriate, in its completion and has a copy. The aim of the assessment is to allow as full participation as possible by the pupil in school life, without prejudice or danger to other members of the community.
Use of Physical Intervention
The level of risk and the probability of the need for physical intervention in this school is extremely lowlow as evidenced by our records. The school will aim to create a calm, orderly and supportive school climate to lessen the risk and threat of violence. Staff should not normally intervene without first summoning help and removing other pupils to a safe area. Staff should manage any situation as effectively as possible by • Communicating calmly • Use non-threatening verbal and body language to ensure the pupil can see a way out of the situation • Take a pupil to a quiet room to calm down • Warn the pupil that force may have to be used before using it, if possible.
Any member of staff should be aware that they may useuse, in relation to any pupil in the school, such force as is reasonable in the circumstances for the purpose of preventing a pupil from: • Committing any offence. • Causing personal injury to, or damage to the property of, any person (including the pupil herself). • Engaging in any behaviour prejudicial to the maintenance of good order and discipline at school or among any of its pupils whether that behaviour occurs during a teaching session, on school premises or elsewhere at a time when the member of staff has lawful charge of the pupil.
Physical intervention may be required either to control pupilspupils or to restrain them.
Control measures may include:include:---- • Standing between pupils • Blocking a pupil’s path • Leading a pupil by arm/hand away • Ushering a pupil away by placing a hand in centre of their back
Restraint would be to physically prevent a pupil from continuing what they were doing (after they had been told to stop).Examples where physical intervention may be necessary are: • To prevent a pupil attacking another pupil or member of staff. • To prevent a pupil causing deliberate damage to property. • To prevent a pupil causing injury/damage by misuse of dangerous materials/object. • To prevent serious disruption of lesson/event/visit.
Staff must report any incident involving physical intervention to the Headteacher or other member of the SLT on the same day as the incident occurred so that parents can be advised and any actions that need to be taken by the Headteacher can be actioned. Full records of all incidents will be kept and monitored.
Reviewed by SLT July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 444 ANTIANTI----BULLYINGBULLYING
OBJECTIVES
• To create a happy and positive school environment in which all people can feel secure and unthreatened and able to work to achieve their full potential. • To reduce the amount of bullying in school to an absolute minimum.
WHAT IS BULLYINGBULLYING????
Bullying is usually a deliberate desire to upset or hurt and put a person under stress. Sometimes this can be unconscious and not intended but if a person’s actions cause discomfort, pain and upset then it is still bullying. The most common cause of bullying occurs in school when friends fall out.
Bullying
• Hurts • Is threatening • Frightens • Makes the person feel less good about themselves.
Sometimes the bully will get others to gang up on the victim.
Bullying comes in a variety of forms:
Physical e.g. hitting, kicking, spitting Verbal e.g. frequent name calling, repeated teasing, insults or threats and unacceptable comments about gender, disability, appearance, race or sexuality. Isolation e.g. exclusion from discussions/activities by those they believe to be their friends Damage to e.g. interfering with belongings, vandalism and theft property or of property or physical threats so that the victim parts thththeftth eftefteft with property Cyber e.g. malicious messages via texting/msn/bbm/social networks
Warning signs that pupils are being bullied:
Unusually cautious, sensitive and quiet – not their normal selves – reluctant to talk about things, go out with friends, or do things they would normally do. Reluctant to come to school. Develop a negative view of themselves. Victims of bullying tend to look upon themselves as failures and feel stupid, ashamed and unattractive. Frequent headaches or stomach aches. Their work suffers and grades go down. Unpleasant comments written in victims’ books, pencil cases, on the whiteboard etc. Loss or damage to clothing, books or other property.
RRRIGHTSRIGHTS AND RESPONSIBILITIES OF STAFF AND PUPILS
Everyone has the right to live in the school community without fear, and to have their contribution to school life valued. To this end, no form of bullying will be tolerated. We all have a duty to intervene in an appropriate way if someone is being bullied, to support those who are victims, and report any incidents to someone in authority. There can be no innocent bystanders: in an environment of openness, bullying will not thrive.
The most important contribution to the elimination of bullying is a positive, challenging culture in which our expectations of our own behaviour towards others are consistently high.
All members of the school community should help to create a climate in which bullying can be reported in the knowledge that it is unacceptable and will be dealt with swiftly and effectively.
Bullying in its various forms, and its consequences, are discussed as part of the PHSE programme at all levels of the school. Heads of House go through policies and procedures with pupils within the first two weeks of each academic year, to ensure pupils are clear about what bullying is and how it is dealt with within the school.
PPPROCEDUREPROCEDURE ONCE BULLYING IS REPORTED
1. Heads of House investigate all allegations of bullying, together with form tutors or other members of staff.
2. Serious cases are referred at once to the Headteacher, interviews conducted with two members of staff present and signed statements made. The pupils are asked to sign the statement.
3. Reconciliation is attempted, including acknowledgement of the harm done and an apology. Appropriate support is offered.
4. It is made clear to the perpetrators that any repetition of bullying behaviour will result in severe punishment, such as temporary or permanent exclusion.
5. Records are kept of all significant incidents, and parents informed.
RRRECORDINGRECORDING INCIDENTS
1. When completing incident forms, please use teacher names in full, not initials.
2. All records should be signed and dated by the person completing them (pupil or staff).
3. When pupils are interviewed regarding serious incidents, two members of staff should be present. The pupils should also be asked to sign the resultant statement.
4. Please make clear in the incident report what the follow-up was, what sanction was given, whether parents were contacted, whether any support was given or planned for.
5. Pupils (offender or victim) must be offered the opportunity of counselling with the student counsellor.
Reviewed June 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 555 TEACHING AND LEARNING
To be read in conjunction with the Support for the Most Able Policy Statement.
At BSG we want all pupils to • Work hard and aim high • Take responsibility • Show respect • Enjoy learning
AIMS
• To enable pupils to achieve their full potential by learning in a variety of ways and through challenging learning experiences. • To provide a broad, balanced and relevant curriculum in line with the National Curriculum and exam board specifications that will motivate, engage and challenge pupils whilst also equipping them with the skills required on leaving school. • To set high expectations for all pupils in order to raise their aspirations.
TEACHING
Planning and Preparation
Teachers should plan lessons:
• which are enjoyable and interesting • which allow pupils to progress in their learning • where the objectives are stated clearly • which use a clear three part structure, namely starter, development of learning objective, plenary, when appropriate • which use plenaries to summarise learning, and help pupils to understand how to improve • which allow pupils to develop and practice higher order thinking skills such as creativity, analysis, problem solving, decision making and application • which are differentiated for varying needs by task, resources, outcomes and/or method • which show awareness of pupils with Special Educational Needs • which use stimulating resources including use of ICT and e-learning, which are differentiated as appropriate to the pupils • which provide pace and challenge for all pupils • which use effective questioning to direct and challenge pupils • which are enjoyable and interesting.
Teaching Styles
Teachers should use teaching strategies which:
• allow pupils to work both independently and collaboratively • use positive behaviour management and encouragement for pupils to achieve. Including praise and rewards according to school policy • include a variety of activities over the course of a unit of work • allow pupils to develop higher order thinking skills.
Assessment, Recording and Reporting (see policy)
Teachers should:
• assess pupils' work regularly according to the school assessment policy • use analysis of assessments to inform their teaching staff and support pupils' progress • use data to ensure pupils are working at their full potential and set targets to achieve this • inform parents and appropriate staff within school of pupils' progress or underachievement.
Continuous Professional Development
Teachers should:
• update their subject knowledge and teaching practice in line with current developments and initiatives • discuss teaching and learning at Department Meetings in order to share good practice • plan their own CPD programme as part of the Performance Management process
Learning
Pupils should:
• work hard and aim high • behave with courtesy at all times, and ensure that their behaviour in school will always be such that it enables their own learning and that of others • arrive to lessons on time and be ready to work • look after all equipment lent to them and have all equipment needed for lessons • bring their planner to all lessons • produce all work to the best of their ability and meet all deadlines • if absent, catch up on all work missed.
MMMONITORINGMONITORING AND EVALUATION OF TEACHING AND LEARNING
Classroom Teachers
Classroom teachers are responsible for the progress of pupils in their classes and for self-evaluating their own professional development.
This is achieved by:
• self-evaluation of their subject knowledge and understanding of educational initiatives • self-evaluation of the quality and effectiveness of their own teaching and their classroom management • monitoring pupil progress to ensure they achieve well against prior achievement and similar groups nationally • self-evaluation of their contribution to the policies and aspirations of the school
Form Tutors
Form tutors are responsible for contributing to, and monitoring the progression and wellbeing of, individual pupils in their tutor group and for providing support and advice to those pupils, both socially and academically.
This is achieved by.
• monitoring academic progress and attitudes of individual pupils through Progress Check tracking • encouraging and developing the ability of pupils to evaluate and take responsibility for their own learning • monitoring of behaviour, homework, use of planners, rewards and sanctions, uniform and attendance
Subject Leaders
Subject leaders are responsible for the effective teaching of their subjects, evaluating the quality of teaching and standards of pupils' achievements and setting targets for improvement.
This is achieved by:
• evaluating the teaching of their subject, and the planning of lessons and using this analysis to identify and share effective practice and to lead action for improvement • ensuring curriculum coverage, continuity and progress for all pupils • establishing and implementing clear policies and practices for assessing, recording and reporting on pupil progress and setting targets for further improvement • analysing and interpreting data on pupils' performance against school expectations and other comparative data; setting expectations and targets and implementing actions for the most able and least able • monitoring pupils' work by regular sampling of homework, class work, pupils' responses and attitudes in order to make a comparative evaluation of pupils' work against other classes and year groups to ensure quality, consistency and to implement strategies for improvement • observing teachers at least annually and giving constructive feedback • evaluating progress of teaching and learning targets in departmental development plans, in line with School Development Plan
Heads of House
Heads of House are responsible for the monitoring and evaluation of the overall experience of groups and individuals in their year groups.
This is achieved by:
• monitoring the progress and potential of the year group, and using pupil data to identify and set targets for specific pupils according to their needs for example underachievement or challenging the most able • maintaining an overview of the experience of pupils in their year group by monitoring the number of detentions, awarding of merits and cause for concerns • monitoring the work of tutors and quality of tutor time • monitoring attitudes to learning through e.g. attendance and homework
School Leadership Team
The Senior Leadership Team sets priorities and targets for improvement at whole school level based on evidence gained from monitoring procedures. They track progress made on the School Development Plan. Monitoring and evaluation principally takes place through department reviews and classroom observations of teaching and learning.
DDDEPARTMENTDEPARTMENT REVIEW MEETINGS
The Headteacher and SLT link meet with each Subject Leader with the aim of:
• monitoring the effectiveness of leadership and management of their curriculum area • analysing performance data and setting targets for improvement • giving support and arranging training for development • ensuring quality of standards and verifying judgements of middle leaders • ensuring that there is an opportunity for regular meetings to take place between the SLT link and the Head of Department
RRREVIEWSREVIEWS OF TEACHING AND LEARNING
A comprehensive review of teaching and learning takes place annually in order to gain a snap shot of standards.
On-going reviews take place to focus on particular issues or to support where the need for development has been identified. These may take the form of learning walks and lesson drop-ins.
The aim is to:
• identify and share good practice and to standardise monitoring procedures • evaluate the quality of teaching in line with OFSTED criteria and set targets for improvement • track progress on teaching and learning issues identified in the School Development Plan • identify key aspects of teaching for development by departments and for the whole school • identify and support weaker teachers.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 666 CURRICULUM
The curriculum is the sum of all that happens to a pupil during her life at BSG. It includes not only the formal programme, but also the informal programme of extracurricular activities, as well as those features of school life which produce the BSG ethos. The aims and objectives of the school set out our expectations.
THE FORMAL CURRICULUCURRICULUMMMM
The aim of the curriculum is to challenge pupils with high expectations. It is sensitive to the needs of individuals and to their varying circumstances, stages of development and abilities. In addition to meeting statutory requirements, the curriculum offers considerable scope for enhancement at Key Stages 3 and 4. It provides a broad foundation for learning to enable girls to develop the essential skills, knowledge and understanding in particular subjects and in terms of their own lives, as identified in the aims and objectives. In all years a programme of Personal, Social and Health Education supplements the teaching of academic subjects
The curriculum goes beyond the minimum requirements of the National Curriculum. The aim is to provide a broad foundation of skills, knowledge, understanding and values.
In Years 10 and 11 (Key Stage 4), the range of subject options available to pupils is influenced by statutory demands and by the desire to give pupils a wide range of opportunities so that career choices are not restricted by specialisation at too early a stage, yet provide opportunities for pupils to follow particular interests. All pupils are expected to take Religious Studies at GCSE level, giving an opportunity to extend pupils spiritual, moral and cultural understanding and an IT qualification. The curriculum has due regard for the requirements of the English Baccalaureate, a measure of school performance. Our curriculum enables all pupils to access the English Baccalaureate suite of subjects and this is strongly encouraged whilst taking into account individual pupil needs. All pupils are strongly recommended to study a creative subject and a Modern Foreign Language to GCSE level. In Year 11, pupils also follow a programme of citizenship education, careers education and enterprise education as part of their PSHE programme.
In the Sixth Form, A and AS levels form the focus of academic study. A wide range of subjects is offered; the number is reviewed annually. Please see our Sixth Form information booklet for latest entry and course requirements. Restrictions on option choices are very few: a small number of individuals are unable to study their first choice combinations because of timetable limitations. Guidance is given to pupils about their choices. The Complementary Studies programme provides a range of opportunities to extend personal understanding and knowledge. The programme includes physical and recreational activities, experience of work and the community, careers. Further details are contained in the Sixth Form choices booklet. Students are also able to submit an Extended Project (EPQ). Both of these involve a high degree of independent research and study.
OUR VIEW ON FUTURE PROVISION AT SIXTH FORM LEVEL
At BSG we are committed to providing the widest range of educational opportunities for our Sixth Formers. In particular:
• the opportunity to study as broad a range of subjects as possible in the greatest range of combinations possible. • to be able to benefit from a range of social and academic experiences including working with boys as appropriate.
To this end we are committed to working in partnership with other schools, whilst preserving and respecting the individual identities of our partner schools. Collaboration and partnership may take the following forms:
• encouraging departments to work together and share expertise and resources to the benefit of all students; • extra-curricular and social activities across schools are encouraged; • as co-sponsor of the Bishop of Winchester Academy we are committed to supporting their newly established Sixth Form.
The curriculum is reviewed annually beginning in the autumn term. Review is undertaken at a variety of levels: a. Whole school. Discussion takes place at Heads of Department meetings and at meetings of the Senior Leadership Team in working groups and at the Governors' Staff and Student Committee to ensure that the curriculum best meets statutory needs and the needs of pupils at BSG, before the SLT make recommendations to the Governors.
b. Departmental. Following review in the autumn term, changing external needs such as those of the National Curriculum and the Examination Boards, and review of departmental work, departments prepare appropriate Schemes of Work for the following year.
ENRICHMENT OF THE FOFORMALRMAL CURRICCURRICULUM.ULUM.
The aim is to provide a wide range of opportunities for pupils. These enable pupils to develop academic understanding, personal interests and skills, to work with others as part of a team, to contribute to the school community and to the wider community, to take responsibility. Examples of such opportunities are: a. educational visits and field trips, including foreign visits, such as exchanges and the ski trip b. work experience c. the use of business and community links to add to curricular activity d. opportunities to take a responsible part in school life from form level (e.g. form captain) to whole school level (e.g. School Prefect) e. participation in the many extra-curricular activities, including music and sport f. programmes for the most able pupils (see Support for the Most Able Policy).
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 777 SUPPORT FOR THE MOST ABLE
To be read in conjunction with the Teaching and Learning Policy Statement.
INTRODUCTION AND POLICY STATEMENT
This policy is an integral part of the School’s aims of educational opportunity for all pupils and states our commitment to providing an environment where all girls are encouraged to achieve their potential. BSG would define all students as being able and therefore, the Teaching and Learning opportunities detailed in this policy will be applicable to all students, not just those who may appear on a traditional ‘Gifted and Talented’ list. It will outline a series of expectations of all lessons at BSG.
“Meeting the educational needs of the gifted and talented is about building on good general school provision, not about providing something entirely different.” Professor Deborah Eyre
The BSG school ethos states that we will:
• nurture individual talents • develop the whole person • make a commitment to achieving academic excellence.
This ethos is reflected in this policy for challenging all students to achieve their potential. Our membership of the South West Academic Trust, afford us the opportunities to extend our provision for all pupils.
AIMS
To encourage independent thinking and learning that will enable all girls to follow a personalised learning agenda throughout their school career. Girls should be able to self-assess and to set an agenda for their own learning and progress. High achievement and aspiration for all is the aim, but we also want to instil a love of learning and progress into everyone in our school community.
At BSG we believe that ability, gifts and talents need to be nurtured in order to sustain current levels and to develop them further . ‘What research shows consistently is that if you face children with intellectual challenges and then help them talk through the problems towards a solution, you almost literally stretch their minds. They become cleverer, not only in the particular topic, but across the curriculum.’ Professor Philip Adey
ENCOURAGING A LEARNING ETHOS IN SCHOOL
To encourage everyone to achieve their full potential:
• learning is to be personalised and students to receive extension work and personal challenges. The teacher should ensure they know how each child is progressing and can take action to ensure the work is at the correct level of challenge. It also enables truly personalised learning and monitoring for all.
• qualitative and quantitative data from the moment of transfer onwards is to be used to monitor all students. All staff have personalised targets for each student that have been set as challenging and based on all the evidence we hold. This assessment data is to be used by teachers in every department, to ensure challenge and monitored sustained progression of individual students.
• Assessment for learning is key if each student is to understand their own learning and progress. Classroom practice in every subject should require students to reflect on their own progress against specific targets. This is the first step towards independent learning.
• Teaching and learning strategies should be varied and challenging and appeal to all styles of learners.
• to encourage girls to take risks and move out of their comfort zone by using higher order questions and developing thinking skills.
• use the development of new technologies to engage and motivate students and ensure it is a tool for learning.
• pupils should be encouraged to give of their best and know that their best is good enough.
In order to develop our most able students as rounded individuals we must provide enrichment activities such as master classes, Oxbridge conventions, residential experiences, work experience and leadership opportunities. We need to track who participates in clubs and extra-curricular activities and encourage any students who are missing out to join in.
TO PROVIDE CHALLENGE IN THE CLASSRCLASSROOMOOM
• Plan for personalised, differentiated learning. • Encourage pupils to present more detailed/complex answers. • Encourage pupils to teach other pupils. • Encourage participation in external awards and competitions. • Provide open ended tasks. • Teach in a way which challenges all pupils and keep lessons challenging. • Have an awareness of Bloom’s taxonomy and Higher Order Questioning Techniques. • Provide reading lists to encourage a wider perspective on the subject. • Provide options for pupils to choose from. • Provide a wide and interesting range of resources and the opportunity to challenge ideas.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 888 ENTERPRISE EDUCATION
CONTEXT
Private and public sector businesses need employees with a ‘can do’ attitude, a willingness to take on responsibility, a creative and innovative approach to solving problems, and the ability to cope with uncertainty and change and make reasonable risk/reward assessments.
WRL is a significant aspect of the 14-19 curriculum which is designed to meet the need of future employees and employers. Since September 2004 it has been a statutory requirement for all schools to provide all students at KS4 with WRL, including Enterprise Education.
Enterprise Education can help to develop valuable skills for both higher education and employment.
There exists an ‘enterprise education entitlement’ that provides all KS4 pupils with the equivalent of 5 days’ enterprise experience.
Enterprise Education also contributes to young people achieving economic well-being, an aspect of ‘Every Child Matters’, underpinned by the Education Act 2004.
DEFINITION OF ENTERPRISE EDUCATION
This definition is as adopted from Ofsted: ‘ Enterprise learning is enterprise capability supported by better financial capability and economic and business understanding. Enterprise capability includes innovation, creativity, risk-managements and risk-taking, a can-do attitude and the drive to make ideas happen. This concept embraces future employees, as well as future entrepreneurs’.
AIM
Our aim for enterprise learning is:
• To create an environment where pupils are expected to take personal responsibility for their own actions. They will be given autonomy to tackle relevant problems or issues, which will involve an element of risk as well as reward for their successful resolution.
• To use effective enterprise education as a source of student motivation and improve teaching and learning across the curriculum.
• To produce students who can take responsibility, are innovative in their approach to solving problems and can work effectively in teams, as well as individually.
Enterprise learning is seen as an essential part of preparing young people for adult life, improving their employability and their future economic well-being.
MANAGEMENT
The Head of Business Education is expected to have a good understanding of what enterprise education involves; a clear vision for its development and the interpersonal skills to work with other colleagues. She will be supported by the SLT in the role and will be given adequate time and resources to do the job.
She will be responsible for producing an action plan setting out how the school intends to deliver its enterprise education entitlement.
The planning process will be supported by monitoring and evaluating.
EXTERNAL RELATIONS
• The school has formed a network with other schools to share and develop good practice. • Close relations will continue to be developed with enterprise providers. • Close ties with the local business community will be developed.
FUNDING
Expenditure will be typically spent on:
• staff development • funding ‘collapsed day’ enterprise activities • supporting enterprise activities across the curriculum • enterprise activities within the PSE programme.
IMPLEMENTING ENTERPRISE EDUCATION
There are various ways in which enterprise education will be delivered:
• Whole school approach within the curriculum. ‘Enterprise’ is relevant to a range of subjects, for example D&T where students are required to identify and analyse a problem, consider alternative solutions and develop one of them, design and make and evaluate. This is very much a part of the four stage enterprise process.
FOUR STAGE ENTERPRISE PROCESS
StStStageSt age 1 Tackling a problem, or identifying a need, by a team or groups of pupils which requires the generation and development of ideas and discussion among pupils to reach a common understanding of what is required to resolve the problem or meet the need.
Stage 2 Planning the project or activity, breaking down task, organising resources, deploying team members and allocating responsibilities.
Stage 3 Implementing the plan; solving problems, monitoring, evaluating and reviewing
Stage 4 Evaluating processes, activities and final outcomes: including reflecting on lessons learned and assessing the skills, attitudes, qualities and understanding acquired as a result of the process.
• The school will provide time for enterprise learning in PSE. By providing a core provision pupils will gain better economic and business understanding and financial capability; meet the requirements of WRL and become familiar with essential concepts.
• Extra-curricular projects such as Enterprise Challenge.
• Pupils to make effective use of their work experience placements as a vehicle for enterprise learning.
• Pupils will make good use of links with local business to solve problems associated with practical issues.
ENTERPRISE LEARNING OUTCOMES
It is recognised that one of the factors which is critical to the success of enterprise education is the identification of clear learning outcomes in terms of knowledge, understanding, skills and attributes. The following learning outcomes are the key ones that will be focussed on within the three strands of enterprise education:
ENTERPRISE Key outcomes Supportive outcomes Supportive outcomes LEARNING Enterprise Financial capability Business and Economic OUTCOMES Capability understanding Knowledge and Organisation, innovation, Money, credit, Marketing (including understanding risk, teamwork, project investment, costing competition and price), management, managing projects, personal efficiency, economic change and personal finance growth, organisation of effectiveness business, business and employment law and world of work Skills Decision making, thinking Budgeting, financial Decision-making, and learning skills, design planning, personal risk judgements, investigation and make skills, management simple hypothesis communication, leadership, managing risk, selling and team working Attributes Self-reliance, ‘can-do’ Taking responsibility for Taking an interest in approach/attitude, impact of financial economics, resources, ambition, open- decisions role of business and its mindedness, respect for responsibilities evidence, determination, flexibility, pragmatism and commitment
TEACHING AND LEARNING STYLES
At BSG the learning environment is one in which pupils are:
• set open-minded problems • safe to manage risk and take responsibility for their actions • given greater autonomy in decision making • motivated by using a range of different types of learning experiences • able to be innovative and creative in their thinking; work in teams and engage in discussion and debate • encouraged to be confident, articulate, flexible and adaptable individuals.
Teachers will be encouraged to:
• actively examine their current practice and seek ways to introduce enterprising and innovative approaches which engages pupils more actively in learning. • give pupils the opportunities to apply what they have learnt through the ‘4 stage enterprise process’.
ASSESSING AND EVALUATING ENTERPRISE LEARNING
• A school audit will identify where enterprise learning can occur in different parts of the curriculum.
• Progress files will be used for pupils to record their experience of enterprise.
• Feedback will be obtained from pupils, teachers and business partners as to what is working and not working.
• Improvements will be made as a result.
• Sufficient time should be allocated at the end of an enterprise activity to debrief the pupils and to find out what they have learned from the experience.
• Annual reviews will be held by the head teacher with the enterprise co-ordinator to review the development of enterprise education.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 999 RELIGIOUS EDUCATION
AIMS
To stimulate an interest in religion as a significant and influential feature of the lives of individuals and societies throughout the world.
To enable pupils to acquire a knowledge of the beliefs and practices of the major world faiths (Attainment Target 1). More importantly to enable pupils to consider the effects that religious beliefs and practice have upon the lifestyle of the believer (Attainment Target 2).
To promote an understanding of the nature of such beliefs and practices as ways of expressing people's attempts to explore the mystery of existence and to establish values by which to live.
To encourage pupils to reflect on their learning about religion in relation to their own spiritual, moral, cultural and social development with a view to evaluating personal beliefs and values.
OBJECTIVES
To introduce pupils to both natural and revealed religion as providing grounds for belief in the existence and nature of God.
To study the latter with particular reference to biblical teaching and the life and ministry of Jesus of Nazareth.
To study the origins and development of the Christian faith, its doctrines, practices and perspectives on a range of personal, social and world issues and distinctions to be made between different denominations of the Christian church.
To promote an understanding of religious symbolism and language and the significance of acts of worship and religious festivals in other major world faiths.
To study particular individuals and organisations whose life and work are motivated by religious ideals.
To promote an awareness of the contribution of religious traditions to cultural diversity and an appreciation of their influence in creating both harmony and discord within and between societies.
To set religious belief in the wider context of secular society and a variety of non-religious responses to the quest for a basis for moral values and an understanding of the origins and purpose of life.
To develop the ability to make reasoned and informed judgements about religious and moral issues.
PROVISION
All pupils follow a course in Religious Studies based on the Bournemouth and Poole Agreed Syllabus subject to parental right of withdrawal.
At Key Stage 3, the subject is allocated one hour per week in Years 7 and 8 and 3 hours a fortnight in Year 9. In Year 7, students are introduced to definitions and impact of religions and belief systems. Then, students study Judaism and Hinduism. In Year 8, the topics covered are Sikhism, the life of Jesus and an introduction to Ethics. In Year 9, students spend a term studying Islam, including an examination of current issues, and then begin the GCSE course in January with a study of Buddhism, including the diversity of beliefs within this belief system.
At Key Stage 4 all students are entered for GCSE Religious Studies (Eduqas). The subject is allocated 3 hours a fortnight in Year 10 and 4 hours a fortnight in Year 11.
In Years 12 and 13, the course offered for 'AS' and 'A2' level is the AQA A level Philosophy course. This is allocated 9 hours a fortnight. In Year 12, pupils study two modules with an equal weighting between philosophy of religion and epistemology, and then two further units at A2 in ethics and philosophy of mind.
Religious Studies also provides further opportunities for awareness of diversity, such as the Year 7 trip to the orthodox and reform synagogues in Bournemouth, and the Year 10 trip to Salisbury Cathedral and an evangelical church. Students have also been to a wide range of cultural and academic visits, such as conferences on the Israeli-Palestine conflict.
Review July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 101010 COLLECTIVE WORSHIP
Subject to the parental right of withdrawal, all pupils attend acts of collective worship. These are held daily between registration and the beginning of morning lessons. All members of staff are normally expected to attend Assembly with their forms unless permission not to do so has been given in advance e.g. Tutor interviews as part of the academic review process.
Responsibility for the organisation of collective worship is delegated to a member of the teaching staff. The appointed member of staff is Mr Harris.
The daily act of collective worship will include one or more of the following in order to provide stimulus, variety and reflection:
i) an outside speaker sharing something of his or her experience of life ii) drama/role play to provide support for a theme iii) pictures or slides illustrating the theme iv) music – either live or recorded music v) a reading or poem vi) a prayer or a short reflection.
Themes are selected for their relevance to life generally or reflect a particular issue in the lives of pupils. Themes are selected to cover a week at a time. Sometimes there are ‘free theme’ weeks, encouraging those taking the assembly to choose something of personal interest or importance.
Themes are chosen with the following aims to:
- encourage pupils to reflect on spiritual and moral values by presenting issues which relate to their development in the lives of individuals and of the school as a community. - enable pupils to consider spiritual and moral issues from a religious perspective by selecting interpretative and meditative passages from the works of the Bible, Christian writers and those of other faiths. - mark times and occasions in the Christian calendar and to promote an understanding of their origins and significance. - promote an awareness of causes and concerns in the contemporary world for which the school might, where practicable, provide some active support.
The spiritual aspect of the curriculum is well covered by encouraging periods of silent reflection under the guidance of those taking the assembly.
The member of staff responsible for collective worship works with others to encourage pupil participation in assemblies. With the House System there is also the opportunity through assemblies to nurture a greater House identity once a week as well. These include Form Tutors in conjunction with their form, and staff linked to other clubs or groups within the school. Pupils may also propose themes for which they provide their own material, particularly in connection with causes which they wish to draw to the school's attention. A ‘good practice’ guidance sheet is given to all tutor groups and staff taking assembly at the beginning of the academic year.
Whole school collective worship is also supported by a ‘Thought for the Week’ displayed prominently around the school which can also be used during tutor time as appropriate.
The member of staff responsible for collective worship also receives support from the Headteacher, other members of the Senior Leadership Team and colleagues on the teaching staff in presiding over, providing material for and contributing to acts of collective worship during the school year.
The occasion of the collective act of worship is also an opportunity for information and requests regarding aspects of school organisation and extra-curricular events to be disseminated.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 111111 SEX EDUCATION
AIMS AND OBJECTIVES OF SEX EDUCATION
It is intended that the School should follow the guidelines for Sex Education as outlined in the DfE document “Sex and Relationship Education Guidance”, July 2000.
The School aims to provide a comprehensive, well-planned sex education programme, one that: a) "promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society; and b) prepares such pupils for the opportunities, responsibilities and experiences of adult life."
It will be a programme that includes values and attitudes as well as knowledge. Sex education will be provided in such a manner as to encourage the pupils to have regard to moral considerations and the value of family life. What the school teaches is intended to be complementary to and supportive of the role of parents in educating their children about sexual matters. (See Appendix A – The General Aims of Sex Education.)
ORGANISATION OF SCHOSCHOOLOL SEX EDUCATION
A "whole school approach" to the teaching of sex education has been adopted. Sex education is taught as an integral part of the Health Education Programme. In the widest sense all subjects make a contribution in terms of socialisation, values, attitudes and personal relationships. It therefore involves a number of teachers particularly those specialising in Science, Physical Education, Religious Studies and English. Specialised topics not covered in subject areas are taught as part of the Personal, Social and Health Education programme which is delivered exclusively by the Heads of House. The School Nursing Team is invited, as appropriate, to contribute to the teaching of sex education lessons. The main content areas are:
Key Stage 3 Science and Health Education, which cover reproduction, puberty, menstruation, pregnancy and childbirth. In the Year 9, the Health programme includes talks from professionals on contraception and sexually transmitted infections and workshops including the link between alcohol, drugs and risky sexual behaviour.
SENSITIVE ISSUES
The Responsibility of Teachers
Facts should be presented in an objective, balanced and sensitive manner, set within a clear framework of values and an awareness of the law on sexual behaviour. Consideration of the broader, emotional and ethical dimensions of sexual attitudes should be addressed.
Teaching staff should pay particular attention to the need for sensitivity when dealing with issues relating to sex education in different areas of the curriculum. The teaching of apparently unrelated topics will occasionally lead to a discussion of aspects of sexual behaviour. In such cases, discussion should be set within the context of the subject concerned and, particularly where they involve pupils whose parents have withdrawn them from sex education as such, teachers will need to balance the need to respect pupils' and parents' sensitivities without compromising coverage of the syllabus, particularly in examination subjects.
Advice to Individual Pupils
There will be occasions when teachers giving sex education have to exercise their discretion and judgement about how to deal with particularly explicit issues raised by an individual pupil. If it appears inappropriate to deal with an issue as a whole class matter, teachers should consider whether the issue would be better dealt with by the Form Tutor, Head of House or other member of the pastoral team. Teachers are also urged to make themselves familiar with the policies relating to confidentiality, safeguarding and child protection.
Contraception
Particular care must be exercised in relation to contraceptive advice to pupils under 16, for whom sexual activity is unlawful (section 5 and section 9 Sexual Offences Act 2003). The general rule must be that giving an individual pupil advice on such matters without parental knowledge or consent would be inappropriate.
If teachers are approached by an individual pupil for specific advice on contraception or other aspects of sexual behaviour, they should, wherever possible, encourage the pupil to seek advice from her parents, and, if appropriate, from relevant health service professionals (e.g. pupil's GP, or the school doctor or nurse). Where the teacher is led to believe that the pupil has embarked upon, or is contemplating, a course of conduct which is likely to place her at risk, or is in breach of the law, the teacher has a general responsibility to ensure that the pupil is aware of the implications and is urged to seek advice as above. In such circumstances, the teacher should inform the teacher responsible for child protection.
IIINFORMATIONINFORMATION FOR PARENPARENTSTSTSTS
Availability of Policy to Parents
A copy of this policy is freely available in school for anyone who wishes to consult it. Parents are informed of this fact in the "Information for Parents and New Pupils" booklet and annually in the Headteacher's end of term newsletter.
Child Withdrawal Procedures
Parents wishing to withdraw their children from the components of Sex Education delivered in PSHE should write a letter to this effect to the Headteacher. They do not have to give a reason, but they will be invited in to discuss their reservations. Parents are informed of their right of withdrawal as above.
Alternative Arrangements for Withdrawn Pupils
Withdrawn pupils will be expected to work quietly in the Library or other suitable area of the school.
Review July 2016 Next review July 2018
Appendix A
THE GENERAL AIMS OF SEX EDUCATION
The following aims should be addressed by teachers:
1. To acknowledge and complement the role of Parents as sex educators and liaise with them.
2. To counter misleading notions and folklore.
3. To provide acceptable vocabulary for all parts of the body and encourage sensible attitudes to natural bodily functions.
4. To provide information about sexual matters in an open and frank way, being sensitive to the needs of individuals and groups.
5. To generate an atmosphere within which pupils/pupils can ask questions and discuss sexual matters without embarrassment.
6. To stress the value of family life.
7. To teach about and promote loving and caring relationships and the idea of mutual responsibility within these relationships and the consequences of one’s actions in relation to sexual activity and parenthood.
8. To increase awareness of sexual identity and develop ideas of non-stereotyped gender roles.
9. To develop skills to recognise and resist exploitation.
10. To help young people understand that they have rights and should have control over who touches their bodies and also to increase communicative skills about such matters, to build self- esteem and give pupils a clear understanding of the arguments for delaying sexual activity and resisting peer pressure.
11. To reduce guilt and anxiety.
12. To make young people aware of sources of help and information that are available to them.
13. To promote an understanding of the implications of parenthood.
14. To develop skills and promote responsible attitudes for future parents and child carers.
15. To link sex and relationship education with issues of peer pressure and other risk-taking behaviour – such as drugs, smoking and alcohol.
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 121212 LEARNING OUTSIDE THE CLASSROOM
RRROLESROLES and RESPONSIBILITIES
Headteacher (AB(AB)
• Gives permission for the visit to take place on behalf of the governing body • Approves letters to parents
EdEdEducationEd ucation Visits CoCo----ordinatorordinator (MRB(MRB))))
• Organise event on the school calendar • Check Risk Assessments • Check viability of the trip financially • Liaise with Headteacher and Bournemouth School • Forward Risk Assessments to the Local Authority • Provide excel spreadsheet of emergency contact details/ medical info • Provide base person and emergency contact if necessary • Keep up to date with legislation surrounding school trips, visits and Learning Outside the Classroom • Review systems and monitor practice • Check CRB disclosures in place for volunteers
Visit Organiser
• Complete Initial Request Form (Form 1) • Ensure preliminary visit has taken place • Organise letter to parents • Organise First Aider for visit • Complete Risk Assessment (and obtain Risk Assessment from venue or evidence of Quality Badge.) For Residential visits this must be at least 10 weeks before departure • Complete booking of transport request • Complete booking of mobile phone request • Provide list of names of pupils on trip for reception, notice board and base person • Ensure all pupils are aware of expectations • Organise parents’ meeting for Residential Visits • Check non-payment from pupils • Collect First Aid kit / mobile phone • Give EVC list of contact numbers of staff on the trip
After the Visit
• Complete Trip Budget Form (including if phone was used) • Complete Visit Evaluation Form
Administration Assistant: ((DianeDiane MorphyMorphy))))
• Keep record of finances for the trip • Provide contact details on reply slips • Ensure insurance for the trip is appropriate • Keep written quotations from coach companies • Organise payments for visits
RRRATIONALERATIONALE FOR EEDUCATIONALDUCATIONAL VISITS
At BSG we support the vision of ‘Learning Outside the Classroom’ that states:
‘We believe that every young person should experience the world beyond the classroom as an essential part of learning and personal development, whatever their age, ability or circumstances.’
It is our aim, as a school, to use educational visits to further learning and to provide a purposeful, enjoyable experience for all our students. All educational visits should be fully inclusive.
This guide aims to support you in planning the trip carefully so that you and BSG students are kept safe when you are away from school. The guidelines contained here must be followed when planning any off site visit.
You should also read the relevant information on the Learning outside the classroom website: www.lotc.org.uk and the guidelines from the Local Authority. These can be found on the school intranet, in the staff area and in the EVC office.
It will be necessary to read further guidelines if you are planning residential visits or visits near water, farmland or industrial sites.
RRRISKRISK ASSESSMENT
The purpose of Risk Assessments is to help you think through what you would do in the event of an incident when a student or group of students is in your care. The basic premise is that you find out what the hazards may be, assess who might be harmed and how, evaluate the risks and decided on precautions.
You also need to consider your ability to run the visit, the risks posed by the venue, the choice of transport and the risks posed by the staff and pupils you are taking.
As visit leader, you are legally required to take care of the young people in your charge and to manage the health and safety of employees of the school in your care. If you are not satisfied that a risk is being managed safely, you must say so. Any detail should be reported in your visit evaluation.
‘The Learning Outside the Classroom Council’ (LOtC) have introduced a Quality Badge that providers can gain. If a provider holds this badge, there is no need for a separate Risk Assessment from them.
Please use the generic Risk Assessments available but remember that they need to be re-read and amended to apply specifically to your visit. It is your legal responsibility to ensure all risks are reasonably assessed; completing the paperwork should be a process that prepares you for any foreseen eventuality and provides you with evidence that you have prepared reasonably for all risks.
Risk Assessments will be approved by the EVC. Please allow time for this process to be done with care (atat least two weeks.weeks.) Visits will not be allowed without adequate Risk Assessment. Please note the 10 week deadline for visits abroad or of a hazardous nature.
PPPARENTALPARENTAL PERMISSION
For visits that leave and return during the school day: You should tell parents when you’re going to take students off site. HASLOC state that you do not need parental consent when the group leaves and returns during the school day. However, at BSG we expect parental consent for all visits; the information letter is a good way of obtaining further medical details that you may need.
For visits that extend beyond the school day: you will need permission from parents.
HASLOC advise that it is good practice to seek parental consent for:
• Activities for which your assessment has shown a significant risk • Off-site activities that extend beyond the school day • All activities timed for a holiday period or during weekends • All activities involving remote supervision • Any activity where the duty of care will be exercised by other staff on your behalf.
LLLETTERSLETTERS TO PARENTS ––– DAY VISITS
The letter that you write to inform parents about the visit should:
• Explain the aims of the visit • Detail departure and return times • Explain the method of travel • Give the destination address • Explain expectations of dress code (uniform or BSG hoody) • Give details of any activities (including potential hazards) and parents should agree to all activities • Invite parents to make a voluntary contribution (staff should be aware that for educational visits during curriculum time, parents should not be asked to pay. They may, however, be asked to make a voluntary contribution towards costs, but any student who does not pay should not be excluded from the visit. Information about the costs should be open and detailed. For visits involving years 7-11, you should include a statement about seeking support from the Headteacher if cost is a concern for parents) • Ask for the parents’ permission for you to authorise emergency medical treatment on their behalf. If the parents do not agree to this, the Headteacher may decide to withdraw the child from the visit. Please refer to EVC for further advice should parental consent be refused. Doctors can be expected to carry out necessary emergency treatment without parental consent but it is possible that a surgeon in another country might be reluctant to operate on a pupil unless assured that the group leader had parental authorisation to agree to such treatment.
RRRESIDENTIALRESIDENTIAL VISITS ––– ADDITIONAL REQUIREMENTS
Preparation for residential visits requires advance planning. Please read the LA and HASLOC guidelines fully before organising the visit. The EVC will approve the visit and Risk Assessment.
It is necessary to ensure that a pre- visit inspection has taken place to inform an accurate Risk Assessment. Any visit will not be authorised without this.
You should run a parents’ information evening so that parents can ask any questions they need to and you can give all parents accurate information. This must include names of the Tour Company, hotel contact details and emergency contact numbers.
You should clearly define your expectations of behaviour. You should also make students aware of the laws in other countries. You are strongly advised to ask your students and parents to sign a behaviour contract before the visit. Parents will incur the cost of any student who poses a risk to themselves and others and therefore may need to be sent home. The EVC has copies of these contracts.
SSSUPERVISIONSUPERVISION
It is the responsibility of the school to decide what the ratio of students to staff will be, following the HASLOC guidelines that state:
One responsible adult for up to 20 young people in school years 7 onwards.
You should take into account:
gender, age, ability, competence and behaviour of the group general and specific competencies of the supervisors first aid requirements and knowledge of supervisors special educational and medical needs and disabilities duration and nature of the activity including any journey accommodation requirements of the venue
There should be at least one member of teaching staff in the party and organisers should aim to use volunteer helpers as far as possible.
If you are travelling with a mixed gender party, there should be male and female supervisors, especially on overnight visits.
Please ensure all volunteer helpers have been through the relevant safeguarding (CRB) procedures.
IN THE EVENT OF AN EMERGENCY A COPY OF THIS POLIPOLICYCY IS TO BE TAKEN ON ALL OFFOFF---- SITE VISITS
The School will follow the LA guidelines.
In the event of an emergency the following procedure should be observed
Visit Organiser:
• Assess the emergency and contact Emergency Services if required • Ensure the safety and well-being of ALL members of the group • Assign roles to other members of the group • Instruct all members of the party (including parents) to refrain from contacting other parties or from discussing the incident with the media • Contact the base person for trip (or Headteacher) as soon as possible with the exact details and nature of the emergency • Keep the base person (or Headteacher) informed on a regular basis of progress • Advise Headteacher when the emergency has been brought under control • On return to school, fill in any accident forms or reports that may be necessary and pass them on to the Headteacher • Revise the Risk Assessment for subsequent visits should this be necessary
The Headteacher will:
• Inform the parents of the pupils concerned and make arrangements for their care, support and privacy as required • Contact the visit leader with any support, necessary instructions and inform them of any progress • Contact tour company if appropriate • If sufficiently serious, inform the Chair of Governors and the LA • Through the Chair of Governors issue a statement to the press as necessary and thereafter, following the LA and HASLOC guidelines • Advise all parties concerned when the emergency has been brought under control • Confirm with the EVC that any accident forms or reports have been completed • Organise counselling, as appropriate
Due to the sensitive nature of any incident it is vital that only the member(s) of staff involved and the Headteacher and Chair of Governors are involved directly in the enquiries and procedures. Under no circumstances should any names or details be released to the press or media other than through the Headteacher or Chair of Governors.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 131313 HOMEWORK
AIMS
Homework is considered by the school to be work completed outside the timetabled curriculum. Any assignments or tasks set will be an integral part of the work at school, with clear curricular objectives. It will have a clear purpose and, where appropriate, assessment criteria will be clearly identified for pupils before the exercise is undertaken.
OBJECTIVES a) To encourage pupils to develop the practice of independent study. b) To develop self-discipline and perseverance. c) To allow practice of knowledge and understanding learnt in the classroom and to reinforce the concepts taught in class. d) To permit more ground to be covered and allow more rapid progress to be made. e) To extend methods of learning and research through the use of materials and sources of information not available in the classroom. f) Where appropriate, to involve parents in pupils' work.
HOMEWORK DETAILS a) Pupils in Years 7 – 9 have a homework timetable stating for each day of the week the subjects for which homework is to be set and the amount of time which should be spent on it. Girls are issued with a planner and form staff are asked to check them each week. The homework timetable is reviewed annually. Parents are asked to notify the school if workloads seem excessive or if work does not seem to be set via the pupil planner. Homework will not be set over holiday periods or on evenings when pupils are expected to be in school (e.g. parents’ evenings). b) In Years 10 and 11 the following time allocations are expected:
1-1½ hours per subject per week 10-15 hours per week 2-3 hours per night.
Tutors give advice about time management to assist individuals. c) In the Sixth Form homework is set regularly and deadlines specified, although there is no formal homework timetable. It is the pupils' responsibility to work on their own initiative, consolidating classwork, reading widely outside the standard textbooks and pursuing independent lines of inquiry. A level work, in particular, involves a heavy work load and pupils are expected to work for at least 2-3 hours each day in their own time. The examination boards suggest a minimum of 5 hours per A level subject per week.
PARENTAL INVOLVEMENT a) By ensuring, where possible, that pupils have a suitable place to work. b) By encouraging pupils to meet deadlines. c) By discussion of tasks, where appropriate. d) By identifying links between school assignments and the outside world. e) By reading and signing a pupil's planner. f) By encouraging pupil progress so that pupils are supported in their studies both at home and school and so ensuring positive progress in pupils' work.
OTHER RELEVANT POLICPOLICIESIESIESIES
1. Curriculum policy. 2. Assessment: marking of work. 3. Pastoral Care and Guidance. 4. Relations with Parents.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 141414 ASSESSMENT, RECORDING AND REPORTING
The policy aims to set down principles and provide a coherent framework which is flexible enough to:
• allow individual departments to establish formative assessment and recording practices appropriate to their subject (departmental assessment policies are included in Schemes of Work); • provide Tutors, pupils and parents with information to support the academic review process, monitor pupil progress and to set appropriate targets; • involve pupils, teachers and Tutors in monitoring progress; • provide pupils, parents and staff with reports on progress.
PPPURPOSESPURPOSES of ASSESSMENT
The purpose of assessment is to give supportive feed-back, to identify strengths and weaknesses, and to encourage progress. We hope that the assessment framework at BSG ensures that every pupil has the opportunity firstly to appreciate her potential and secondly to develop self-confidence by recognising her individual worth.
Defining the Terms
Diagnostic identifying strengths and weaknesses
Formative giving feedback to pupils to give them a sense of their own progress, giving feedback to teachers to give them evidence of a pupil’s strength and weaknesses. It is closely associated with the process of teaching
Summative summarising achievements at particular point in time
Examples include: - Progress Checks - information for academic reviews - annual report for parents - end of topic tests and end of year school examinations - external examinations.
ASSESSMENT REPORTING AND RECORDING PRINCIPLES
1. Formative assessment is important for the contribution it can make to the pupil's personal development and motivation.
2. Assessment and marking techniques must be explained to the pupils so that they know how to interpret their marks and how to improve in future
3. Much assessment should be designed to be part of the teaching process and included in schemes of work
4. Opportunities must be created for pupil and teacher and for pupil and Tutor to discuss progress
5. Pupils will be involved in setting targets and in self- assessment, encouraging individual responsibility.
6. Departments are responsible for devising effective record systems which are as workable and simple as possible. The records should be used as the evidence for reports. They must be up- dated at least annually.
7. Records of pupils’ current attainment, commitment and targets are held centrally on the school’s Progress Tracker.
ASSESSMENT IN THE EQUAL OPPORTUNITY POLICY
During the assessment process it is important that:
• neither the marks and grades obtained by the pupil nor the types of assessment tasks chosen by the teacher are influenced by unconscious expectations of gender or race
• the language used at all stages of the process e.g. when discussing progress with pupils, reporting to parents, in Progress Files is unprejudiced and sensitive.
ASSESSMENT IN LESSONS
Planning Cycle for Integrating Assessment into the Curriculum
1. Evaluate the Curriculum. Be clear about the departmental aims and the expected pupil outcomes. 2. Identify the skills, talents which are developed in pupils by the teaching methods used in the Department. 3. Devise assessments to discover whether these outcomes are being achieved. 4. Build these assessments into the scheme of work 5. Test, modify, and improve until the assessments do really achieve what is intended. By then it will be time to evaluate the curriculum again.
Marking Policy (from Information to Parents)
Each Department is very different in the skills it feels able to develop and therefore, within the school, each department has its own policy for marking and assessing work. Some work will be marked in a way with which you are familiar, perhaps with a grade or mark if appropriate. However, increasingly, some selected pieces of work will be assessed using comments.
Where grades are used the following statements should help you to interpret the standard reached.
A High quality work...... frequently achieves the highest standard that could realistically be achieved in the time set B Good.work...... a few aspects could be improved further C Inconsistent...... work shows scope for improvement in several aspects D Unacceptable standard
THE MOST IMPORTANT PRINCIPLE IS THAT WHATEVER MARKING SYSTEM IS USED THE PUPILS UNDERSTAND HOW TO INTERPRET THE MARKS AND HOW TO IMPROVE
BSG ACADEMIC REVIEW CYCLE
1. Subject teachers mark work, give feedback; help pupils identify things they can do to improve and which they can form into targets. 2. Progress Checks are carried out for Years 7-11: Grades for attainment, commitment and also target levels (KS3) or grades (KS4) are entered onto the pupil data base for each subject studied. 3. Parents and pupils meet agreed subject teachers by appointment at Subject based parents evening. 4. Tutors meet with pupil once each half term during assembly time to monitor progress.
SUMMATIVE ASASSESSMENTSESSMENT
Internal Examinations
These are set for Years 7 to 10 in the second half of the summer term to give
A summative assessment of the year's work in each subject; B experience which will help prepare for external examinations.
Papers are awarded a percentage mark.
Mock examinations are prepared for Year 11. In addition to the percentage mark, mock GCSE papers are given a grade to show parents and pupils what grade their mark would have been equivalent to in the external examination.
All examination % marks are entered onto the pupil data base. A summary of examination results is included in the pupil’s annual report and for their BSG Progress File.
External Tests and Examinations
Year 7 MiDYiS test* Year 9 Teacher assessment levels in all curriculum subjects except RS. Year 11 GCSE examinations Year 12 AS level examinations Year 13 A2 examinations
*Computer adaptive tests used for formative assessment and national baseline comparisons.
Reports
Reports are important documents and every effort should be made to ensure that they are accurate and appropriate. Detailed guidelines on the writing of reports are included in the Staff Handbook. The BSG annual report includes:
• a subject report from each teacher which includes areas for development • an overview of progress / behaviour/ contribution to school life written by the Tutor • attendance data • a summary of examination results.
RESPONSIBILITIES AND EXPECTATIONS
Pupils
Act on advice given by subject teachers and Tutors. Set targets for themselves with guidance from Tutor and subject staff. Use their pupil planner to record homework, targets and any other memos about progress. Ask parents to read and sign their pupil planner weekly. Have their planner available in all lessons. Give feedback to Tutor re progress and problems. Attend an Academic Review Day in the spring term. Attend subject staff consultation evenings with their parents.
Parents
Receive information on courses, marking policies and deadlines. Attend an Academic Review Day in the spring term. Attend subject staff consultation evenings to see teachers identified by the progress check or report. Sign pupil planners weekly. Receive an annual report. Are encouraged to get in touch with the school if there are any problems.
Subject Staff
Give encouragement to pupils using praise, merits, events, rewards postcards etc. Inform Head of Department if work is causing concern. Explain marking policy to pupils so that they know what to expect. Assess work regularly. Keep mark-book and departmental records up-to date. Invite pupils to discuss progress at appropriate or convenient time and help pupils set appropriate targets. Award commitment and attainment grades using evidence from assessments Include opportunities for assessment in planning schemes of work Develop strategies for organising lessons to include assessment or discussions with individuals Use assessment as a basis for planning the targets with pupils
Tutors
Monitor overall progress. Read and sign pupil planners and follow up any comments from parents if necessary. Meet with tutees individually informally at least once each half term during assembly time. Conduct an academic review in the spring term. Write Tutor’s report following guidelines in staff-handbook.
OTOTOTHEROT HER RELEVANT DOCUMENTS
Sixth Form Assessment, Recording and Reporting Policy Coursework policy Guidelines for Conduction of Examinations Recognising Achievement at BSG (Staff handbook). Behaviour and discipline policies Personal and Social Education programme
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 11151555 DEALING WITH COMPLAINTS ABOUT THE NATIONAL CURRICULUM
1. Section 58 (5) of the 1988 Education Reform Act and Article 14 of the school's Articles of Government require the Governing Body to have procedures for the consideration and disposal of complaints relating to matters concerning the curriculum followed within the school. The Secretary of State has approved the procedures set out below. They are comprehensive and cover all relevant complaints from the point when informal discussion becomes inadequate to a point where the next step would be complaint to the Secretary of State. The Secretary of State will not consider complaints on matters covered by the procedures until they have been exhausted.
2. The procedures do not cover complaints about the actions of individual teachers or the Headteacher. If, in the course of consideration of a complaint, it is decided that disciplinary proceedings should be initiated, separate action will be taken as appropriate. Separate arrangements apply to resolve disagreements about the curriculum requirements specified in statements for children with special educational needs.
3. The complainant may make his or her representations at each stage of the procedures in person, accompanied by a friend if so desired. Where appropriate, steps will be taken to ensure that information is available to complainants in languages other than English and arrangements made for an interpreter to be present during any oral representations.
4. The duties covered by the procedure are:
a) The provision of a curriculum which meets the general requirements of section 1 and 2 of the 1988 Act
b) The implementation of the National Curriculum and compliance with Orders and Regulations made about its requirements and exceptions to its provision
c) Provision of courses leading to external qualification, only if that qualification and the associated syllabus have been approved
d) Provision of religious education and worship as required by the 1988 Act and other enactments
e) The need to act reasonably in deciding whether to apply either with or without the National Curriculum Council for exemption from all or part of the National Curriculum in order to carry out developmental work
f) Consideration of appeals by parents about the temporary withdrawal of pupils from part or all the National Curriculum
g) Operation of charging policies in relation to the curriculum
h) Compliance with requirements relating to the provision of information
i) Compliance with any other enactments relating to the curriculum.
5. The Secretary of State expects that any concerns expressed by parents and others about the school curriculum and related matters will be dealt with in informal discussion with teachers and/or the Headteacher in the first instance. If dissatisfied, the person concerned may then submit a formal complaint to the Headteacher. He or she must do so in writing, making clear that it is a formal complaint, and specifying its nature as exactly as possible.
6. If in his/her view the complaint falls outside the scope of the procedures (see paragraphs 3 and 4), the Headteacher will advise the complainant of any other recourse he or she may have. The Headteacher will consider urgent complaints as quickly as possible. If it is clear that investigation of relevant complaint will take some time, the Headteacher will notify the complainant of the fact and of progress during consideration of the complaint. Following that consideration the Headteacher will inform the complainant of:
a) The decision he/she has reached, and the reason for it;
b) Any action taken or proposed, including details of any request made to those complained against to take particular actions to resolve the complaint.
7. If the complainant is dissatisfied with the Headteacher's response, the Headteacher must refer the matter to the Governing Body or a Committee of it via the Clerk to the Governing Body. The Clerk will write to the complainant with details of how the Governing Body or the Committee of it will consider the complaint, and of the complainant's right as explained in paragraph 3 above and in the paragraphs below.
8. If the complaint appears to be urgent, the Clerk will convene a meeting of the Governing Body or the relevant Committee to consider the complaint within 12 days of the receipt, being days on which the school is normally in session ("school days"). If the complaint is not urgent, the Clerk will convene a meeting to consider the complaint within 20 school days. The Clerk will give the complainant a minimum of 7 ordinary days’ notice of the date, time and place of the meeting; any responsible request made by the complainant for an alternative date should result in a mutually convenient alternative date being set at the earliest possible time. If the complainant does not wish to attend the meeting, he or she may present the complaint in writing to the Governing Body or Committee. The complainant must submit any such material to the Clerk no later than 2 school days before the meeting.
9. Subject to paragraphs 10 and 11, the Headteacher accompanied by a friend or representative if he/she so wishes - may be present at the meeting of the Governing Body or Committee of it which is convened to consider a complaint.
10. Where the complainant chooses to attend in person, the usual order of proceedings shall be as follows:
a) The Chairman of the Governing Body or Committee will welcome the complainant, any representative and introduce those present
b) The complainant may, if he or she chooses restate the nature of the complaint
c) The complainant may be asked questions by the Governing Body or Committee and by the Headteacher
d) The Headteacher may be asked to make a statement to the Governing Body (or Committee), regarding the matter complained of and may be asked questions by the Governing Body (or Committee) or by the complainant
e) The complainant may, if he or she chooses, summarise the complaint
f) The Headteacher, complainant and any friend or representative they have brought will be asked to leave.
11. The Governing Body (or Committee) shall consider the complaint at the meeting and any relevant information or factors. They shall only reach a decision after the Headteacher and where relevant, the complainant and any friend or representative of either individual, have withdrawn. The Governing Body (or Committee) shall decide to:
a) reject the complaint b) uphold the complaint or c) investigate the complaint further.
12. The Clerk shall inform the complainant and the Headteacher in writing within 5 school days:
a) of the decision reached by the Governing Body (or Committee) under paragraph 10 and the reasons for the decision; if the Governing Body (or Committee) decides that the complaint falls outside the scope of paragraph 4, the Clerk will inform the complainant of any further resources he or she may have
b) if the complaint was upheld, of any action taken or proposed, including details of any request to those complained against, to take particular actions to resolve the complaint; where the complainant is dissatisfied with action taken or proposed to remedy the complaint, he or she may wish to pursue the matter further with the Headteacher, the Governing Body or the Committee as appropriate
c) where the Governing Body's response has failed to satisfy the complaint, the fact that further recourse lies in a complaint to the Secretary of State under section 68 or 99 of the 1944 Act.
13. Where under paragraph 10 the Governing Body (or Committee) decides to investigate the complaint further, the Clerk shall inform the complainant of the steps to be taken and of progress made. Any subsequent meeting of the Governing Body (or Committee) shall be subject to the provisions described above in so far as they are relevant.
14. The Secretary of State may require the Governing Body to make annual returns to the Department for Education giving the number of formal complaints dealt with and their outcomes. These returns will not identify individual complainants.
15. If you have any questions about the procedures described above, you may wish to contact the Chairman of Governors who will be able to advise you further.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 11161666 ATTENDANCE AND REGISTRATION
AIMS
To encourage pupils to be punctual and maintain a high level of attendance in order to achieve their potential
To maintain accurate registers in order to: monitor pupil progress report attendance information to parents produce the termly attendance statistics for the DfE (for pupils up to 16) satisfy the legal requirements.
To provide guidelines for application of consistent procedures which are flexible enough to respond to individual exceptional circumstances..
PROCEDURES
1. Registers
Registers are important documents and must be marked promptly, accurately and clearly. Detailed instructions are fixed in each form folder.
2.2.2. Lateness
Where pupils arrive late and miss registration altogether they must sign the late book at reception. Tutors will be notified by reception of the time of arrival and reasons for lateness. In coding lateness Tutors will need to take into account the individual circumstances of each case and use appropriate authorised codes for genuinely unavoidable circumstances. BUT if pupils fail to provide an authorisable reason for arriving late they must be marked as UNAUTHORISED ABSENT for the session.
3. Requests for Leave of Absence
Good attendance at school is clearly linked to good progress at school. The Government has now introduced some significant changes to attendance regulations for pupils at school.
The most important of these is in relation to term-time family holidays. Below is a quotation directly from the Department for Education Circular:
'Amendments to the 2006 regulations remove references to family holiday and extended leave as well as the statutory threshold of ten school days. The amendments make clear that Headteachers may not grant any leave of absence during term time unless there are exceptional circumstances. '
The Headteacher draws your attention particularly to the second sentence of this paragraph. Clearly there are a number of situations which may constitute exceptional circumstances, and indeed may be unavoidable, for example attendance at a funeral. However, in general, the Headteacher will interpret 'exceptional' in this context as being of special value to the child which outweighs the loss of teaching time. This interpretation will have different parameters from one case to another, and whilst it will be important to look at the whole situation in making decisions about any individual request, requests for absence which are not ‘exceptional’ will be refused.
The Headteacher will, of course, continue to authorise participation in sporting, musical or other cultural opportunities where appropriate. However, for example, under the new regulations, a holiday in term time simply because it is cheaper would not constitute exceptional circumstances.
The Headteacher therefore asks that parents respect these regulations under which we must now work, and if parents do need to take their child out of school during term time, they make very clear in their request how the circumstances are exceptional. If this is not clear, then under the new legislation the Headteacher will not be allowed to grant leave. Requests should be made on the new form only which will be available on the school website or from reception, and should be made in good time, normally at least a fortnight in advance. Only requests that are made on this form will be considered.
In addition to this legislation, there are also regulations by which the imposition of penalty fines for parents and carers taking children out of school in unauthorised circumstances may now be imposed more strictly. If a parent does remove their child for an unauthorised absence, they may be referred to the Local Authority. This may, in exceptional circumstances, result in a Penalty Notice and fine (£60-£120 per parent/carer per child) being issued. You should be aware that continued unauthorised absence could lead to prosecution.
4. Codes for Exceptional Circumstances
Professional judgement can be exercised in individual cases and exceptional circumstances depending on:
the nature of the event the frequency whether advance notification is given (this would normally be the case in exceptional circumstances) the overall attendance pattern of the pupil.
RESPONSIBILITIES AND EXPECTATIONS
Tutors
1. Mark registers promptly and accurately. They are official documents and are used to compile statistics which we are legally required to produce. 2. Follow carefully the instructions for marking registers which are fixed inside each form folder. 3. Chase up pupils for clarification about uncoded absences. If they remain uncoded receive a note from the office. If the problem persists, ask for a letter to be sent to parents. 4. Be alert to unusual or unexplained absence and discuss with the Head of House anything which gives cause for concern. 5. Make every effort to discourage lateness – pupils arriving late will report to reception. A note will be sent to the Tutor by the Receptionist giving time of arrival and reason for lateness. 6. Keep subject staff informed by notices on special section of Staff Notice Board or at staff briefing of any particular serious reason for absence which may impair progress.
Subject Teachers
1. Be vigilant about checking for absentees. Lesson registers should be kept for all teaching groups. Ask the receptionist to check the register for you if you are suspicious. 2. Set work for pupils on leave of absence. 3. If girls have been away check that they have copied up work missed. It is their responsibility to do so. 4. Keep a check on the "pastoral" part of the Staff Notice Board for information about absent pupils. 5. Sign pupils who are very ill into medical room and inform Reception if they need to be absent from their lesson. (Yr 10 upwards only in extreme cases). 6. If you organise a school trip, leave a list of absentees with Reception before you set off.
Heads of House
1. Follow up non-attendance and take appropriate action with Tutor. 2. Keep records of letters to parents and records of any subsequent action or follow up. 3. Have overall responsibility for the registers in their House groups. 4. Monitor registers for consistency of practice. 5. Keep the SLT informed of any concerns. 6. Deputy Head to involve Education Social Worker or other agencies as appropriate where there is a persistent problem with non attendance.
Office Staff/Reception
1. Maintain the "pupil signing in and out book” on Reception. 2. Keep registers when not required for registration. 3. Maintain the late book and inform Tutors re individuals who sign it. 4. Maintain the Appointments Book of names of pupils who have been given advance permission to be off the premises. 5. Respond to requests by subject staff to check registers. 6. Check registers for uncoded absences and send reminder to Tutor. 7. Relay telephone messages re absence to Tutors. 8. Prepare statistics for annual DfE attendance returns. 9. Inform Form Tutor and Head of House about girls in the Medical Room. 10. Inform the Form Tutor about any girls who are absent for a school trip. 11. Work out half termly totals for authorised and unauthorised absence for reports to parents. Decide on who will receive a 100% attendance certificate for their Record of Achievement. 12. Contact parents/pupils on first day of absence if not already notified by parents.
Parents
1. Send pupils to school when fit and well, but make arrangements for them to stay at home if ill. 2. Send requests to attend dental or medical appointments during school hours in writing to the Form Tutor in advance of the appointment. The appointment card will be sufficient. 3. In all other cases Parents should telephone the school on the first day of absence, giving a reason for the absence. 4. Parents should send a letter of explanation to the Form Tutor on the pupil's return to school. If an absence extends beyond 3 days, parents are asked to contact the school in writing. 5. Keep requests for leave of absence to the minimum. [See procedures, paragraph 3].
Pupils
1. Be punctual and attend regularly. 2. Sign late book on Reception if arriving late. 3. Go to morning and afternoon registration AS A PRIORITY. It is a legal requirement that registers are taken at the beginning of morning and afternoon school. Tutors must know where pupils are. 4. Obtain permission in advance for dental/medical appointments then use the signing in and out book if going out of school during the day. 5. Be responsible for copying up work missed through absence and ask teachers about anything not understood.
OTHER RELEVANT DOCUMENTS
Staff Handbook Instructions for use of medical room Register Codes (inside register)
Reviewed by SLT July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 11171777 ATTENDANCE AND REGISTRATIOREGISTRATIONN ––– SIXTH FORM
AIMS
To encourage pupils to develop greater personal independence and improve time management skills as they move from Year 11 to the end of Year 13.
To maintain accurate records in order to:
monitor pupil progress report attendance information to parents, employers and admissions Tutors produce attendance data as may be required by the YPLA, LA and other bodies produce data required to support applications for bursaries.
ATTENDANCE PROCEDURES
There are TWO aspects to attendance:
1. TO INDICATE presence on the premises. This is for personal safety and to comply with Health and Safety regulations.
At BSG ALL Sixth Form students should swipe in at the time of arrival and they should swipe out if they leave the premises at any time before 15.35.
Returning to BSG before 15.35 requires a student to swipe back in.
Terminals for swiping in/out are located around the school. The personalised bar codes on BSG Library Cards are ‘read’ at the terminal. Students should check the monitor for important messages.
Any student arriving at BSG without their Library Card should report to Reception where someone will manually record them as being on the premises.
Students visiting BS should sign in and out at the main Reception.
If a student becomes unwell during the day, they must consult a member of staff and complete an Early Departure form at Reception, as well as swiping out, before they leave the premises.
Students leaving alone will be asked to contact school to confirm their safe arrival home.
2. TO INDICATE presence at timetabled sessions.
Students are expected to attend ALL timetabled lessons, Tutor time, Assembly and Core Studies. Students should be in their form rooms, to meet with Tutors, no later than 08.35 every morning.
Sixth Form subject staff will record attendance at the start of each lesson. Students should note that:
attendance information will be used in references for universities and employers; attendance information will be used to sanction or withhold Bursary payments; all holidays taken during term time will be recorded as unauthorised absence.
ABSENCE FROM SCHOOL
If a student is unwell and unable to attend school, she or her parents are expected to telephone school before 08.30 on the first day of absenceabsence. Details of name, form and, if not too personal, a brief explanation for the absence should be given. If possible, an indication of expected length of absence should be mentioned. Tutors will be informed.
If the absence exceeds 3 days, a further telephone call will be expected. On return to school, an explanatory note or a medical certificate should be handed in to the Sixth Form Office for attendance records to be updated. These will then be passed to Tutors.
For prepre----arrangedarranged absence such as hospital appointments, religious holidays, interviews and Open Day visits, students should complete a Sixth Form Leave of Absence form, at least one week prior to the date(s) of absence. These forms are available from Tutors, the Sixth Form Office, Reception and the Careers Room.
In the event of long term absence, it might be possible to arrange to have work sent home, depending on the subject. Please contact the Head of Sixth Form to discuss this.
Routine medical and dental appointments should not be arranged in school time.
Frequent or unexplained absence from school and/or lessons will lead to a ‘Cause for Concern’ form being sent to the relevant Tutor.
THE 116666----1919 BURSARY FUND
The 16 – 19 Bursary Fund is the responsibility of the education provider such as the school or college and is intended to support students in financial need through their sixth form studies. All institutions have been given guidelines on how the Bursary Fund can be distributed to students. Further details of these guidelines can be found on the EFA (The Education Funding Agency) website at:-
www.education.gov.uk/b00199952/the-education-funding-agency
The 16 – 19 Bursary Fund has two parts:
1. a guaranteed payment of £1200 to students who fall into certain specific categories 2. a discretionary fund for schools and colleges to distribute to other students in financial need.
The Guaranteed Bursary
The EFA has stated that the Fund is aimed at supporting the most vulnerable students. In order to obtain the guaranteed 16 – 19 Bursary Fund a student must be on a full time programme of study and must fulfil one of the 4 categories below:-
a.) children in care b.) care leavers c.) young people in receipt of income support d.) young people in receipt of both Disability Living Allowance and Employment Support Allowance.
The Discretionary 16 – 19 Bursary
This fund will be aimed at students whose families have a gross annual income of below £20,000. Applications for the 16 – 19 Bursary Fund must be received by Monday 19th September 2016. Students may be eligible for a contribution towards the cost of transport and essential course equipment or requirements such as school visits.
Please indicate your particular needs with estimated costs (e.g. bus fares). Any bursaries granted will be on an individual needs basis.
Further financial support
Applications for financial support towards essential course costs such as trips and other course related activities will be considered on a needs basis. These will be considered during the school year and will be subject to sufficient funds being available.
How to apply for funding
All applications for the 16 – 19 Bursary Fund must be received by Monday 19th September 2016.
Applications must be supported by appropriate evidence. Examples of evidence include: - a letter provided by Social Services stating the benefits to which the young person is entitled - written confirmation from the Local Authority of the young person’s current or previous looked after status - evidence of entitlement to free school meals - evidence of the family’s income such as benefit entitlement or P60 or Tax Credit Award Notice
How the money will be paid
Money will be paid on a half termly basis by cheque to the student during school term time only.
Conditions
All payments will be conditional upon the following: - full attendance at all timetabled sessions - any absences must be authorised. See published details in student handbooks - a satisfactory record of punctuality for registration and lessons - appropriate standards of behaviour - satisfactory standards of progress in all subjects - completion of all course related work
Any bursaries granted may be withdrawn if these conditions are not met.
Appeals
Appeals against eligibility for financial support and for non-payment should be put in writing and addressed to the Clerk to the Governors. A panel of governors will consider each appeal.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 11181888 DRUGS
THE PROCESS OF POLICY DEVELOPMENT AND CONSULTATION
The Headteacher will be responsible for monitoring the school's policy, involving and working closely with other members of the school community and updating the policy as necessary.
DRUGS POLICY
The term drug in this policy refers to any psychotropic substance and includes all legal drugs including tobacco and alcohol, all illegal drugs (cannabis, heroin, LSD or ecstasy), volatile substances (petrol, alkyl nitrites, butane or aerosols), prescription drugs and those that can be bought over the counter.
The term drug use is drug taking through which harm may occur either as a direct result of the effect of the drug on the body, or through the behaviour it may promote.
The term drug misuse is drug taking which harms health or functioning, physically, psychologically or through problematic behaviour.
A drug incident refers to evidence or suspicion of a specific event at school involving one or more unauthorised drugs and requiring immediate action by school staff (e.g. pupil(s) consuming alcohol at School or found intoxicated on the premises, discovery of tablets, reports of 'selling' cannabis etc.).
This policy also applies to all occasions - in school, school visits and when a pupil is in school uniform going to and from school.
AIMS OF THE POLICY
1. To give guidance to all those concerned with the welfare of BSG pupils. 2. To provide information on how to deal with drugs related incidents in BSG. 3. To give information on the delivery of the schools drugs education programme through the Key Stages.
AIMS OF THE DRUGS EDUCATION PROGRAMME
1. To educate pupils on the wide variety of drugs available, health related issues and possible outcomes. 2. To educate pupils so that they can grow up safely in a society where drugs are available. 3. To help young people take responsibility when making informed choices. 4. To make young people aware of sources of help and information available to them.
Throughout the PSHE programme there is a continual emphasis on developing self-esteem, so that pupils can have the confidence to say no and make informed decisions. We encourage an openness on everyone's part so that discussion takes place in a positive atmosphere based on mutual respect and trust (refer to the Equal Opportunities Policy).
As well as seeking guidance from teaching staff, pupils can also discuss personal matters with the School Nurse or School Counsellor in the weekly 'drop in' sessions. There is also a Health noticeboard and a Help noticeboard, both located in the Ascham corridor where pupils can obtain information and contact numbers for help from outside agencies.
PROCEDURES FOR INCIDENTS OF DRUGS OR ALCOHOL OFFENCES
If a member of staff or pupil has any concerns re the possible use of drugs, they should discuss them with a Head of House or a member of the SLT.
All issues should be dealt with sensitively and staff should follow the school policy on confidentiality which states:
"Confidentiality"Confidentia litylitylity It is very important for the success of the system that Tutors and Heads of House are kept informed about everything relevant to pupils in their care and that, if possible, all staff who teach a pupil are aware of any thing that may affect her progress. Professional judgement must be used to decide on the appropriate course of action. Pupils should be made aware that if they confide in a member of staff, that member of staff cannot necessarily promise them confidentiality and that their problem may have to be shared with their Tutor or Head of House and, if appropriate, their parents.
When particularly sensitive issues arise and where there is a risk that a teacher might be compromised, it would be wise for them to interview the pupil in the company of another member of staff. Teachers should not leave themselves open to misinterpretation of intention, particularly in their dealings with the girls on a one to one basis."
Drugs education and counselling of individuals are regarded as of paramount importance. However, in order to continue to provide a safe environment, strong action will always be taken whenever the use of drugs or alcohol on school premises is suspected.
The Headteacher will immediately be informed.
A thorough investigation will be undertaken to find the extent of the problem. Bags, desks and lockers will be searched.
Two members of staff will be present when pupils are interviewed.
Records of interviews will be kept and these will include a summary of what the pupil said, normally to be agreed and signed by her before the interview ends.
The members of staff will ask the pupil if they can search her. (Pupils may only be searched if they give consent). Any drugs found will be confiscated, sealed and deposited in the school safe.
Parents will be contacted; this includes the Parents of those girls whose involvement with drugs is believed to be confined to occasions away from school premises.
The Chairman of Governors will be informed of any incidents involving drugs on school premises.
The school will consult with the Police.
An individual counselling session will normally be arranged for any girl who admits to involvement with drugs.
Any pupil found to be selling drugs in school, or involving other pupils in drug taking, even if no money changes hands, will automatically be permanently excluded from school.
Blatant use of drugs on school premises is also likely to result in permanent exclusion.
Other cases will be considered individually, with possible punishments including exclusion, or the depriving of the pupils concerned of freedom during lunch hours and after school.
Following any drugs investigation all drugs will be disposed of safely with a witness present. A record will be kept.
PROCEDURES FOR INCIDENTS ININVOLVINGVOLVING SMOKING
Bournemouth School for Girls is a non-smoking establishment and no staff, pupils or visitors are allowed to smoke anywhere in the building or grounds. E-cigarettes are included in this.
Any pupil found smoking is reported to the Head of House and given work to do in detention which reinforces the health problems caused by smoking. Parents are informed in writing and asked to support our efforts to encourage girls not to smoke.
THE ORGANISATION OF SCHOOL DRUGS EDUCATION
Heads of House are responsible for the organisation of Drugs Education within the PSHE programme.
The majority of Drugs Education is taught as an integral part of the Health Education input to the PSHE programme, but it is also taught within the PE 'A' level course and in Science.
Teaching methods include didactic methods, class and group discussions, brain storming, role play, drama and questionnaires.
Outside agencies are used for much of the Health Education input in the PSHE programme.
PSHE issues are taught in Tutor groups although classes may join to form either half year or whole year groups for some topics. Smaller groups will be used within the class for discussion or role play work. All resources come from recognised sources and aim to be informative, lively, interesting and stimulating and are evaluated from past sessions.
Parents are informed in the annual Parents’ Curriculum Booklet of the content of the PSHE sessions.
DRUGS EDUCATION PROGRAMME
Where outside speakers are not made reference to, topics are covered by teachers using worksheets, videos etc.
Year 7 Smoking
Year 8 Alcohol Drugs
Year 9 Drugs Solvent Abuse
Year 10 Drugs
These topics are taught as part of the whole school package of developing self-esteem, keeping safe, developing good relationships and making informed decisions.
OTHER RELEVANT DOCUMENTS
Equal Opportunities Policy Behaviour and Discipline Policy School Prospectus Code of Conduct Staff Handbook Pastoral Care and Guidance Policy
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 11191999 HEALTHY EATING
TTTHETHE PROCESS OF POLICY DEVELOPMENT AND CONSULTATION
The policy was drawn up by the Health Education Coordinator, and members of the school councils after consultation with a Healthy Eating Working Party set up in February 2004. This Working Party comprised members of staff, school councils, a governor, the Bursar and the School Chef. The aim of the Working Party was to look at ways of improving the diet and provision of foods for our pupils.
MISSION
At Bournemouth School for Girls we aim to educate pupils about nutrition and healthy eating and the advantages of a healthy diet.
AIMS
1. To improve the health of the school community by helping to influence eating habits through increasing knowledge and awareness of food issues, including what constitutes a healthy and environmentally sustainable diet and hygienic food preparation and storage methods.
2. To increase pupils’ knowledge of food production, manufacturing, distribution and marketing practices, and their impact on both health and the environment.
3. To ensure pupils have access to safe, tasty and nutritious food, and a safe, easily available water supply during the school day.
4. To ensure that food provision in the school reflects the ethical and health requirements of pupils and staff.
5. To make eating an enjoyable, sociable and safe experience.
6. To introduce and promote practices within the school to reinforce these aims, and to remove or discourage practices that negate them.
OBJECTIVES
1. To work towards ensuring that this policy is both accepted and embraced by
Governors School leadership Teachers and support staff Food providers Pupils Parents The school’s wider community
2. To integrate these aims into all aspects of school life particularly
Food provision within the school The curriculum Pastoral and social activities
METHODS
The School Council oversees the development, implementation and monitoring of this policy. The School Chef oversees the provision of food in the canteen. Staff set a good example in the selection of food. Staff and pupils establish good eating habits.
Food topics covered within the curriculum are: a) Design and Technology e.g. nutrition, menu planning skills, food hygiene, food preparation and product development b) Geography, e.g. what food grows where, food miles, transporting food, waste and Fair Trade issues c) Information Technology, e.g. recording results of a food survey, website review d) Physical Education, e.g. links between eating and exercise e) Science, e.g. effects of heat on food, plant growth, nutrition, food and digestion.
To create an environment that supports the aims of the healthy eating policy.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 202020 SPECIAL EDUCATIONAL NEEDS AND DISABILITIES (SEN(SENDDDD))))
SEND COORDINATOR
Specific overall responsibility lies with Ms Collins. Mrs Bowley is the Governor with responsibility for monitoring special needs provision at the school. The SENCO works closely with Heads of House, Form Tutors, subject teachers and Teaching Assistants.
BSG DEFINITION OF SPECIAL EDUCATIONAL NEEDS
Pupils with special educational needs at BSG are those girls with particular learning difficulties in the general context of a selective grammar school which caters for girls in the upper ability range. Such difficulties may result from specific learning difficulties, such as dyslexia, dyspraxia, visual or hearing impairment; from health issues; or from social and emotional health problems.
THE IDENTIFICATION OF PUPILS WITH SPECIAL EDUCATIONAL NEEDS
• Through specific reports from feeder schools on admission, which may identify educational or medical details, through visits to feeder primary schools and information given on pupil admission forms and from contact with parents.
• Through the monitoring of pupil work and progress by subject teachers. The subject teacher then consults with the SENCO if there is a particular cause for concern.
• Through regular consultation between Heads of House and the SENCO.
• Through medical reports made by health professionals.
• Through assessment made by the Learning Support Service and Educational Psychologist.
• Through contact made by the social services or CAMHS.
INFORMATION GATHERING
Where there is cause for concern, the SENCO, or HLTA (Higher Level Teaching Assistant), will collect and record information. This may include:
i. reports on school work: levels of attainment, completion of homework, organisation, evidence from written work, evidence from subject teachers ii. observations about attendance iii. known health, family or other social circumstances iv. contact with parents and discussions with the individual pupil.
INITIAL STEPS: ASSESSMENT AND PLANNING
• In the first instance the pupil will meet with the SENCO or HLTA and appropriate action taken to provide supportive help. Attempts will be made to help the pupil to address her difficulties, so that a way forward can be planned jointly, with suitable targets. This may include a recommendation for additional organised help for pupils who have difficulties.
• If a serious or recurrent problem is identified, then contact is made with parents by the SENCO or in some instances the HLTA or Head of House.
• In the light of information collected and progress made with the pupil’s programme, the SENCO, will decide whether it is necessary, with the consent of parents, to seek further guidance from relevant people or organisations. These include:
• School Doctor or the pupil’s GP • Social Services, the Education Social Work Service, the Educational Psychologist • Learning Support Service, EMTAS, CAMHS • any other appropriate agencies.
• After considering all of the relevant information, the SENCO, in consultation with the pupil and parents will decide whether to continue current educational arrangements, to seek further advice or to draw up an educational plan using expertise within the school. Whatever course of action is decided, arrangements for a regular review of pupil progress will take place and the parents will be informed.
• Following parental contact, a programme of help will be devised, in consultation with parents and pupil. This is recorded in the pupil’s Individual Education Plan (IEP). Where appropriate particular staff expertise may be called upon.
Any such interventions in support of a pupil are designated ‘SEN Support’ in accordance with The Special Educational Needs and Disabilities Code of Practice: 0-25 years (January 2015).
FURTHER STEPS
Some pupils with more complex needs such as severe autism, severe learning difficulties or severe physical or sensory difficulties might need to undergo a full assessment for an Education, Health and Care Plan (EHC plan). EHC plans replaced ‘Statements’ from September 2014. Any young person currently with a ‘Statement’ will be transferred to an EHC plan by September 2018. These pupils might require more specialist provision, enabling enhanced access to the curriculum.
RECORDING OF INFORMATION
The Register of Pupils with Special Educational Needs is held by the SENCO. All pupils on the register will have IEPs. Pupil targets will be recorded in the normal way in the pupil's planner. A copy is filed with their IEP.
All staff will be informed of any particular pupil concerns at the beginning of the school year and then as appropriate during the year. These are recorded in the Pupil Needs Register (includes both SEND register and medical concerns). Copies of Individual Education Plans (IEPs) for pupils on the SEND register are kept on the school’s information system.
REVIEW AND MONITORING OF PROVISION FOR SPECIAL EDUCATIONAL NEEDS
Provision for individual pupils will be reviewed three times a year – in the autumn, spring and again at the end of the Summer Term. Pupils and parents will be consulted at each review when one of the following decisions may be reached to: i. remove the pupil from the Register of Special Educational Needs ii. maintain the current level of support iii. increase the level of support for example by involving outside agencies.
Monitoring of whole school provision takes place at a variety of levels: i. an Annual Inclusion and Development Meeting’ (AID) held early in the summer term with pastoral staff, the Educational Psychologist and other outside agency representatives as appropriate and the Governor with responsibility for monitoring special needs provision. The Governor then reports back to the whole Governing Body ii. meetings with individual officers of the local authority during the year.
PROVISION FOR PUPILS WITH PHYSICAL DISABILITIES
The school is developing its provision for any such pupils who may have permanent or temporary physical disabilities which may impair their access to the curriculum. There are disabled toilet facilities throughout the school. With the exception of the library and some technology facilities all areas of the curriculum are accessible on the ground floor, where necessary by use of room swaps. There are a number of rooms that have been adapted for hearing impaired students.
EXAMINATION ACCESS ARRANGEMENTS
The school will follow the Joint Council for Qualifications (JCQ) guidelines for examination access arrangements. These guidelines are updated annually.
The following principles will be adhered to: i. the intention of an access arrangement is to meet the needs of an individual pupil without effecting the integrity of the assessment ii. Access arrangements are the principle way the awarding bodies comply with the requirement of the Equality Act (2010) to make reasonable adjustments iii. Any access arrangement must be the candidate’s ‘usual way of working’ iv. Rest breaks must always be considered before extra time is suggested v. An access arrangement such as extra time or use of a lap top may not be required in all subjects that the pupil is examined in vi. Access arrangements must be supported by evidence of need both in school and by a suitably qualified professional.
Laptop Policy following JCQ Guidelines: A word processor cannot simply be granted to a student simply because they prefer to type rather than write or can work faster on a keyboard, or because she uses a laptop at home. The use of a word processor must reflect the candidate’s normal way of working within the centre and be appropriate to the candidates’s needs. For example:
• A learning difficulty which has a substantial and long term adverse effect on their ability to write legibly; • A medical condition; • A physical disability; • A sensory impairment; • Planning and organisational problems when writing by hand; • Poor handwriting.
The SENCO and the HLTA will work together to support pupils in school and to monitor the effectiveness of the support. Subject teachers will contribute to this monitoring process as required.
The SENCO will decide upon the appropriate access arrangements in consultation with external professionals and subject teachers and will ensure that the Examinations Officer has all the relevant documentation by the deadline determined by JCQ.
The SENCO will ensure that appropriate evidence and paperwork is available for inspection by JCQ at any time during the examination series.
Reviewed July 2016 Next review: July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 212121 LOOKED AFTER CHILDREN (LAC)
AAAtAt Bournemouth School for Girls we are committed to doing all that we can to promote the educational achievement and wellbeing of Looked After Children.
OUR DESIDESIGNATEDGNATED TEACHER FOR LAC IS:IS:---- Ms A Collins OUR DESIGNATED GOVERNOR FOR LAC IS:IS:---- Mrs J Bowley
In line with our school ethos and principles, our policy is to promote the learning, progress and well-being of Looked After Children.
This policy was developed with support from Bournemouth Children’s Services Looked After Children’s Team and the LAC Designated Teacher Network.
111.1... Governing Body and School commitment to enhanced susupportpport for LAC
• We will ensure equality of access to opportunities and learning outcomes for all. • We aim to support all pupils in achieving across the five outcome areas of Every Child Matters, whatever their background or circumstances. • At BSG we recognise that Looked After Children can be especially vulnerable and are sometimes ‘at risk’ of failure in the learning context.
2. Aims for our Looked After Children
• To ensure all school policies and procedures are followed sensitively for LAC. • To ensure that all LAC have access to a broad, balanced and stimulating curriculum. • To ensure that LAC pupils take as full a part as possible in all school activities. • To ensure that Carers, Social Workers and Parents (as appropriate) of Looked After pupils are involved and kept fully informed of their child’s progress and attainment. • To ensure that wherever possible Looked After pupils are involved in decisions affecting their learning, the plans for progress and future provision. • To ensure that success is appropriately recognised and reinforced. • To ensure that any emerging concerns are followed up in a timely way with skill and sensitivity (e.g. changes in patterns of behaviour and attendance).
3. Admissions to oourur School
• The Governing Body supports Bournemouth LA’s approach to admissions giving Looked After Children the highest priority for admission to the school (subject to passing the entrance tests). • Our school will ensure Looked After Children are named as first priority within our school written admissions criteria. • Sometimes care placement changes lead to Looked After Children entering school mid-term or mid- year. As necessary, we will give a positive welcome, plan entry, offer additional support and pre- entry visits to help pupil’s settle in school.
4. Inclusion and Allocation of Resources
• For Looked After Children there can often be a need to develop learning opportunities emphasising personalised planning and planned inclusive approaches. • The Governing Body will ensure our school makes all appropriate learning provision for LAC pupils. Resources are allocated to support LAC in line with this policy and with our wider school teaching and learning policies and good practice.
5. Monitoring the Progress of LAC
• Progress for Looked After Children in school is monitored and supported via best practice guided by school policies for teaching and learning • We will monitor and track the achievement and attainment of Looked After Children at regular intervals • We will ensure that the school makes an assessment of the pupil’s needs and attainment on entry, to ensure continuity of learning • We will ensure that the statutory Personal Education Plan (PEP) processes are supported systematically delivered within appropriate timescales • The Social Worker for each LAC will initiate a Personal Education Plan in partnership with our Designated Teacher for LAC. This takes place within 20 days of the pupil joining the school or entering care. • Each PEP will be reviewed according to the needs of the pupil, but at least every term (initiated by the Social Worker or Reviewing Officer) • The pupil’s views are actively and sensitively sought by the appropriate key partner (Designated Teacher, Social Worker, Carer, Education Caseworker). • The views of the pupil and Carers are noted within the PEP Form and shared sensitively at the meeting. The pupil is as actively involved as possible in selecting appropriate targets and with decisions relating to school and learning.
6. Record Keeping and Information Sharing
• Our Designated Teacher will coordinate record keeping for of all LAC in school • Records will include individual learning plans, up to date progress and attainment records, PEP planning records and personalised information relating to care context as appropriate • LAC status is appropriately ’flagged’ in school information management systems, ensuring information and planning records are readily available as required • We will ensure there is ready access to information and up to date contact details for Carers, Parents (where appropriate), and Social Worker. • All appropriate records will be forwarded to receiving school promptly if there is a transfer to another school. • Sensitivity is a priority in sharing information with members of school staff team. We are guided by best practice and on the ‘need to know’. Wherever possible pupils’ wishes are taken into account in sharing information within the staff team.
7. Staff and Governors’ Development and Training
• We encourage ongoing engagement with relevant CPD to maintain and extend individual and team expertise in supporting Looked After Children to progress. • Our Designated Teacher makes particular efforts to develop good awareness and understanding of issues, guidance and developments associated with the Looked After Children context. The DT disseminates knowledge and skills to colleagues in school as appropriate and necessary. Partnership working and collaboration with the LA and Virtual School for LAC is essential here. • Our designated Governor will attend appropriate briefings and relevant development opportunities provided by the LA and Virtual School for LAC.
8. Partnership Working
• Our school values the views of Carers and Parents. We firmly believe in developing strong partnerships with Carers/Parents and Residential Care Workers to enable Looked After Children to achieve to their potential. • We will develop close relationships and collaborative work to promote the learning and well-being of individual Looked After Children, both in and out of school. • PEP meetings, other school liaison and consultation processes and informal day to day dialogue are all seen as good opportunities to enhance our partnerships. • We recognise the essential contributions that external support services make in supporting Looked After Children. We commit to developing positive partnerships with all involved.
9. School LAC Policy Review and Evaluation
• Our LAC policy is of highest importance and we will undertake a review of both policy and relevant best practices regularly and report on progress made at our Annual Inclusion and Development meeting. The Governor responsible for LAC will then report back to the full governing body on the outcomes of this review. • The outcomes of this review are linked directly to school development processes and the School Development and Improvement Plan.
Our partnerships with community partners are extensive; some of our key partners for Looked After Children include :-
LAC Team (Social Workers, Family Support Workers, Education Caseworkers); Educational Psychologists; SEN Team; Behaviour Support; Learning Support; Other Local Authority Services; Medical Officers; School Nurses; CAMHS; Education Welfare Officers; Social Care Sessional Staff/ Community Care Worker/ Residential Care Staff; Youth Offending Service; Locality Team Workers; Independent Review Officers; Advocacy Services.
Reviewed July 2016 Next review July 2018
APPENDIX 1 --- SCHOOL ROLES AND RESPONSIBILITIES FOR LOOKED AFTER CHILDREN
Rationale for Roles and Responsibilities
Looked After Children are one of the most vulnerable groups in society and it is widely recognised that they underachieve in education and learning contexts compared to their peers. Evidence strongly suggests that poor outcomes and qualifications impact significantly on subsequent life chances. They experience:
- high level of instability, disruption and change in school placements - poor involvement in extra curricular activities/positive activity out of school - inconsistent attention paid to out of school learning and homework.
This can often result in:
• underachievement, poor attainment, exam success and qualifications gained in comparison with other pupils • low self-esteem and confidence, disengagement from learning.
Many children who remain in care are there because they have suffered abuse or neglect. To date the outcomes achieved by LAC have been unacceptably poor. Government, Bournemouth LA and schools are committed to addressing this disparity. Our role as corporate parents means that in school we all have a part to play mindfully applying the principles of good parenting by:
• Prioritising learning and achievement, and raising standards • Ensuring we have high expectations and aspirations for each young person • Skilled listening to children, ensuring young person involvement in decision making • Promoting inclusion and personalised approaches to learning • Providing stability, continuity, consistency and building meaningful relationships across school and home contexts • Taking our corporate responsibilities seriously • Intervening early to support success and solve difficulties • Celebrating success, reinforcing achievements, providing timely incentives and rewards.
. SSSchoolSchool SSStaffStaff RRRolesRolesoles/R/R/R/Responsibilitiesesponsibilitiesesponsibilities::
• To keep the Designated Teacher informed about a LAC’s progress. • To have high expectations of the educational and personal achievements of LAC. • To positively promote the raising of a LAC’s self-esteem. • To ensure any LAC is supported sensitively and that confidentiality is maintained. • To be familiar with the school’s policy and guidance on LAC and respond appropriately to requests for information to support PEPs and review meetings. • To liaise closely with the Designated Teacher where a LAC is experiencing difficulties. • To contribute to regular liaison with social care colleagues and other appropriate professionals and keep carers fully informed at all times. • To keep appropriate records and maintain appropriate confidentially; to make these available to the Designated Teacher, other professionals, parents/carers and young person as appropriate.
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 222222 SAFEGUARDING and CHILD PROTECTION
CONTENTS
INTRODUCTION AND POLICY SSTATEMENTTATEMENT
Aims of Policy Framework
PART ONE: SAFESAFEGUARDINGGUARDING INFORMATION FOR ALL STAFF
What all staff should know and do E-safety Cyber-bullying
Recognition of Child Abuse Child sexual exploitation Definitions of abuse Further information about FGM and Radicalisation Indicators of Abuse
Taking Appropriate Action Confidentiality Responding to disclosures Sharing concerns with parents Sharing concerns with professionals
PART TWO: THE MANAGEMENT OF SAFEGUARDING
Roles and RResponsibilitiesesponsibilities Good practice guidelines Safety Curriculum Children with Special Educational Needs or Disabilities After school activities Offsite visits Whistle blowing and allegations against staff Records and monitoring Support
A FLOW CHART FOR REFFERAL ––– APPENDIX 1 ESSENTIAL CONTACTS LISLISTT ––– APPENDIX 2 GOOD PRACTICE GUIDELINES ––– USE OF BLADES AND SHARPS ––– APPENDIX 3
The Named Designated Staff for Child Protection is Ms A Collins The Back-up Designated Staff for Child Protection is Mrs M Braye The Lead Safeguarding and Child Protection Governors is Mrs J Bowley
INTRODUCTION AND POLICY STATEMENT
The purpose of this policy is to:
• afford protection for our pupils/students • enable staff and volunteers to safeguard and promote the welfare of children • promote a culture which makes the school a safe place to learn.
This policy has been developed, in accordance with the Local Children’s Safeguarding Board’s (LSCB) inter-agency procedures, so that the governing body can ensure compliance with the following legislation and documents: Section 175, Education Act 2002; Section 11 Children’s Act 2004; Statutory Guidance issued in April 2014, Keeping Children safe in education and in march 2013 Working Together to Safeguard Children .
The Governors recognise that children have a fundamental right to be protected from harm or exploitation and that pupils cannot learn effectively unless they feel secure. The Governors will, therefore, provide a school environment which promotes self-confidence, a feeling of worth and the knowledge that there is always someone to listen to and act upon a pupil’s concerns and take any appropriate action.
Governors, all staff and volunteers in this school understand the importance of working in partnership with children, their parents/carers and other agencies in order to promote children’s welfare.
The Governors will also ensure that the school carries out its statutory duties to report suspected child abuse to the Bournemouth Children’s Services Directorate (Social Care) and to assist that Directorate acting on behalf of children in need or enquiring into allegations of child abuse. The School recognises the contribution it can make to protect and support pupils in its care.
This Safeguarding and Child Protection Policy applies to all governors, employees (including supply staff), volunteers and people using the school. They must all acknowledge that:
• the child’s welfare is of paramount importance and all children have the right to be protected from abuse • all employees and volunteers will receive child protection training appropriate to their designation. This is to ensure all staff are aware of the signs and symptoms of abuse • children who are being abused will only tell people they trust and with whom they feel safe and that any member of staff needs to be able to respond appropriately to a child who discloses evidence of abuse • it is essential that member of staff’s own practice and behaviour puts children’s welfare first and cannot be misconstrued in any way and does not contravene accepted good practice.
Aims of the Policy
• To raise the awareness of all school staff of the importance of safeguarding pupils and of their responsibilities for identifying and reporting actual or suspected abuse. • To contribute to the Every Child Matters outcomes: be healthy; stay safe; enjoy and achieve; make a positive contribution; achieve economic well-being. • To support pupils’ development in ways that will foster security, confidence and independence. • To ensure pupils and parents are aware that the school takes the safeguarding agenda seriously and will follow the appropriate procedures for identifying and reporting abuse and for dealing with allegations against staff. • To integrate a safeguarding curriculum within the existing curriculum allowing for continuity and progress through all key stages. • To promote effective liaison with other agencies in order to work together for the protection of all pupils. • To take account of policies in related areas such as discipline, bullying and e-safety.
There are three main elements to the school’s Safeguarding and Child Protection policy:-
1. PREVENTION (positive and safe school environment, safer recruitment procedures, careful and vigilant teaching, accessible pastoral care, support to pupils, good adult role models). 2. PROTECTION (agreed procedures are followed, staff are trained and supported to respond appropriately and sensitively to child protection concerns). 3. SUPPORT (to pupils and staff who may have been abused).
Framework
The school does not operate in isolation. Safeguarding and child protection is the responsibility of all adults and especially those working with children. The school aims to help protect the children in its care by working consistently and appropriately with all agencies to reduce risk and promote the welfare of children. All professionals work within the same child protection procedures.
PART ONE: SAFEGUARDING INFORMATION FOR ALL STAFF
What all staff should know and do
E-Safety
(Taken from the school’s E-safety Policy document) Pupils sign an acceptable use policy and staff work within the policy guidelines some of which (relating specifically to safeguarding and child protection) are listed below.
E-safety should be a focus in all areas of the curriculum and staff should reinforce e-safety messages in the use of ICT across the curriculum.
• Staff should act as good role models in their use of ICT, the internet and mobile devices. • In lessons where internet use is pre-planned, it is best practice that pupils/students should be guided to sites checked as suitable for their use. • Where pupils/students are allowed to freely search the internet, e.g. using search engines, staff should be vigilant. • Pupils/students should be taught in all lessons to be critically aware of the materials/ content they access on-line and be guided to validate the accuracy of information.
E-Safety education will be provided.
Use of digital and video images
Staff and pupils/students need to be aware of the risks associated with sharing images and with posting digital images on the internet. Those images may remain available on the internet forever and may cause harm or embarrassment to individuals in the short or longer term.
When using digital images, staff should inform and educate students/pupils about the risks associated with the taking, use, sharing, publication and distribution of images. In particular they should recognise the risks attached to publishing their own images on the internet e.g. on social networking sites.
• Staff are allowed to take digital/video images to support educational aims, but must follow school policies concerning the sharing, distribution and publication of those images. Those images should only be taken on school equipment; the personal equipment of staff should not be used for such purposes. • Pupils/students full names will not be used anywhere on a website or blog, particularly in association with photographs. • Written permission from parents or carers will be obtained before photographs of pupils/students are published on the school website and work can only be published externally with the permission of the pupils/students and parents or carers.
Pupil Staff Communication Protocol
In the light of the explosion in communication technologies and as a result the ease of access to data of many forms and types it is important that staff are not put in a position whereby they, the school or pupils can be comprised in any way. As a result it is important that communication between pupils and adults, by whatever method should take place within clear and explicit professional boundaries. Adults should be circumspect in their communications with children so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as grooming.
This means adults should:
• Carefully review all Internet sites where you have recorded any personal information that could be accessed by students, parents or employers. Do not post information/photographs about yourself publicly that could be potentially damaging to your career or could bring the school into disrepute or breach the integrity of the ethos of the school if seen by employers, pupils, parents or colleagues. Ensure that privacy levels on social networking sites are set to protect yourself as fully as possible i.e. do not accept ‘friends of friends’. Do not add current pupils to contact lists. Relationships with ex-pupils can cause a problem with the potential suggestion that contact was made before the student left.
• Not give their personal contact details to children or young people, including their mobile telephone number (even on school visits) and details of any blogs or personal websites.
• Only use equipment e.g. mobile phones, provided by the organisation to communicate with children.
• Only make contact with children for professional reasons and in accordance with any organisation policy.
• Recognise that text messaging is rarely an appropriate response to a child in a crisis situation or at risk of harm. It should only be used as a last resort when other forms of communication are not possible.
• Not use internet or web-based communication channels, other than the school’s Virtual learning Environment and email server to send messages to students/pupils.
• Ensure that if a social networking site is used, details are not shared with students/pupils and privacy settings are set at maximum.
• Ensure that they do NOT give their personal contact details to children and young people including personal e-mail, home or mobile telephone numbers, unless the need to do so is agreed with senior management and parents/carers.
• EEE-E---mailmail or text communications between an adult and a child or young person outside agreed protocols may lead to disciplinary and/or criminal investigations. This also includes communications through interinternetnet based web sites.
Staff are encouraged to use the school’s VLE, Its Learning as a resource to support students’ learning and to communicate directly with students if required. With the exception of Twitter accounts (see below), staff should not use other software (such as Facebook, Edmodo, Instagram) to communicate with students.
Use of Twitter as a tool for school communication
All the posts made by a user are displayed on their ‘Twitter feed’ which is a webpage that can be accessed, if it is made public, by anyone, regardless of whether they have a Twitter account or not. Users can decide to have their Twitter feed private, in which case only people who have their own Twitter accounts, and have been ‘allowed’ to see your feed, can access it.
Should you wish to set up a school twitter account you must discuss this with the Headteacher first ...
Facts you should be aware of:
• Unless you make your updates private, your ‘tweets’ can be seen by anyone online. • Children under 13 (Years 7 -9) should not be using Twitter. For school use, this is a tool for teachers to use to communicate with parents and GCSE and A Level students. • You should give your Twitter account an official BSG name to keep it formal. Account names should be approved by the Headteacher. • You should not follow students from your official school account. People may follow you, but do not follow them back. • Other users of Twitter around the world may post inappropriate content, use inappropriate language etc. This will not be displayed as anything to do with you, but users may come across this when using the service, just as with most public web-based communication tools. These must be deleted and the user responsible blocked. • Tweets should generally be of a factual nature e.g. links to websites, revision tips, deadline reminders etc.
Advice about personal Facebook pages and conduct on other social media
Colleagues are strongly advised to follow the advice given by their unions with regard to their use of personal Facebook pages e.g. the ASCL Social Networking and Social Media Guidance is freely available on the internet.
Unsuitable / inappropriate activities
Some internet activity e.g. accessing child abuse images or distributing racist material is illegal and is obviously banned from school and all other ICT systems. Other activities e.g. Cyber-bullying are banned and could lead to criminal prosecution. The school believes that the activities referred to in the following section would be inappropriate in a school context and those users, as defined below, should not engage in these activities in school or outside school when using school equipment or systems.
Users shall not visit Internet sites, make, post, download, upload, data transfer, communicate or pass on, material, remarks, proposals or comments that contain or relate to:
• Child sexual abuse images. • Promotion or conduct of illegal acts, e.g. under the child protection, obscenity, computer misuse and fraud legislation. • Adult material that potentially breaches the Obscene Publications Act in the UK. • Criminally racist material in UK. • Pornography. • Promotion of any kind of discrimination. • Promotion of racial or religious hatred. • Threatening behaviour, including promotion of physical violence or mental harm. • Any other information which may be offensive to colleagues or breaches the integrity of the ethos of the school or brings the school into disrepute.
Cyber-bullying
This may become a safeguarding concern if the girl is at significant risk of emotional abuse.
Always discuss instances of cyber-bullying should be discussed with your Head of House in the first instance.
The rapid development of, and widespread access to, technology has provided a new medium for ‘virtual’ bullying, which can occur in or outside school. Cyber-bullying is a different form of bullying and can happen at all times of the day, with a potentially bigger audience, and more accessories as people forward on content at a click. Cyberbullying includes things such as sending nasty text messages or emails, or setting up a hate group on a social networking site.
The internet is an amazing resource and can be used in a number of positive ways. However, content posted online can be easily misunderstood by others and taken out of context. It is important for young people to recognise the importance of 'thinking before you post' and the need to respect their friends' and peers' thoughts and feelings online.
Please note the following 3 pieces of advice for all pupils who are being bullied:
1. Don’t reply: most of the time the bully is looking for a reaction when they’re teasing or calling someone nasty names. Remind young people not to reply, if they do they’re giving the bully exactly what they want. 2. Save the evidence: encourage young people to save the evidence of any emails or text messages they receive. This is so they have something to show when they do report the cyberbullying. 3. Tell someone: encourage young people to tell a trusted adult if they are being cyberbullied, and to tell them as soon as they can. Cases may be a criminal offence and reported to the police.
RECOGNITION OF CHILD ABUSE
Child Sexual Exploitation (CSE)
This involves exploitative situations, contexts and relationships where young people receive something (for example food, accommodation, drugs, alcohol, gifts, money or in some cases simply affection) as a result of engaging in sexual activities.
Sexual exploitation can take many forms ranging from the seemingly ‘consensual’ relationship where sex is exchanged for affection or gifts, to serious organised crime by gangs and groups. What marks out exploitation is an imbalance of power in the relationship. The perpetrator always holds some kind of power over the victim which increases as the exploitative relationship develops.
Sexual exploitation involves varying degrees of coercion, intimidation or enticement, including unwanted pressure from peers to have sex, sexual bullying including cyberbullying and grooming. However, it also important to recognise that some young people who are being sexually exploited do not exhibit any external signs of this abuse.
The local authority have a risk assessment for use to determine the level of risk for young people. If you have any concerns please discuss with the Designated Safeguarding Lead.
What are abuse and neglect?
Abuse and neglect are forms of maltreatment of a child. Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institutional or community setting, by those known to them or, more rarely, by a stranger, for example, via the internet. They may be abused by an adult or adults, or another child or children. There are four defined types of abuse:
• Physical abuse may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating, or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces, illness in a child.
• Sexual abuse involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve assault by penetration (e.g. rape or oral sex), or non- penetrative acts (e.g. kissing, rubbing and touching outside clothing). They may include non- contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways or grooming a child in preparation for abuse (including via the internet). Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
• EEEmotionalEmotional abuse is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving a child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child, though it may occur alone.
• Neglect is the persistent failure to meet a child’s basic physical and/or psychological needs, likely to result in the serious impairment of the child’s health or development. Neglect may occur during pregnancy as a result of maternal substance abuse. Once a child is born, neglect may involve a parent or carer failing to:
o provide adequate food, clothing and shelter (including exclusion from home or abandonment) o protect a child from physical and emotional harm or danger o ensure adequate supervision (including the use of inadequate care-givers) o ensure access to appropriate medical care or treatment. o it may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.
NB: Domestic Abuse (Violence). Whilst this is not a stand-alone category, domestic abuse has a significant impact on pupils who experience it in their home. This is any incident of threatening behaviour, violence or abuse (psychological, physical, sexual, financial or emotional) between those who are or have been intimate partners and adults aged 18 or over, who are or have been family members regardless of gender or sexuality.
Further information on Female Genital Mutilation and Radicalisation
Female Genital Mutilation (FGM): professionals in all agencies, and individuals and groups in relevant communities, need to be alert to the possibility of a girl being at risk of FGM, or already having suffered FGM.
Preventing Radicalisation
The Counter-Terrorism and Security Act, which received Royal Assent on 12 February 2015, places a duty on specified authorities, including local authorities and childcare, education and other children’s services providers, in the exercise of their functions, to have due regard to the need to prevent people from being drawn into terrorism (“the Prevent duty”).
Prevent is a Government strategy designed to stop people becoming terrorists or supporting terrorist or extremist causes. The prevent strategy covers all types of terrorism and extremism, including political and religious extremism. Since July 2015, all schools have a legal duty to safeguard children from radicalisation and extremism.
At BSG, we take this duty seriously and seek to prevent young people in our care from being drawn into all forms of extremism. The school actively promotes diversity and shared values between the school community and the wider global community.
Many of the things that we already do within the academic and pastoral curriculum to help pupils become positive, happy members of society, also contribute to the prevent strategy. These include:
• exploring other cultures and religions and promoting diversity; the school seeks to promote tolerance • challenging prejudices and racist comments; we have an anti- bullying policy that seeks to ensure that all pupils feel safe in school. • encouraging independent and active learning • developing critical thinking skills and a strong, positive self-identity • promoting the spiritual, moral, social and cultural development of pupils.
Our curriculum provides opportunities for pupils to discuss, in a safe way, issues of concern and British Values such as: democracy, the rule of law, individual liberty and mutual respect and tolerance of different faiths and beliefs.
Our safeguarding procedures are thorough. Our school ICT network is carefully monitored. The South West Grid for Learning protects our pupils by filtering all unsafe content and pupils will not be able to access extremist content on the school network. We practice due diligence in our visitors policy and use an open source check on all external lettings. We will continue to review our policies and practice. Governors and school staff have been briefed about their responsibility to ensure that the school continues to be a safe place for all our pupils to learn.
INDICATORS OF ABUSE
Physical Abuse
Physical indicators; repeated injuries, pattern of unexplained injuries or bruising, marks or injuries especially on areas of the body where accidental injuries are unlikely, bruises which reflect hand or fingertip marks, cigarette burns, scalds, broken bones (especially in children under 2 years).
Behavioural indicators; delay in seeking medical help, account of injury is vague and varies with each separate telling, reluctance to get changed, wearing clothing that covers arms/legs, even in hot weather, changes in behaviour, withdrawn behaviour, flinching when approached or touched, fear of going home, fear of parents being contacted, running away, parent’s behaviour is hostile or more concerned with own needs rather than those of the child, child looks sad, withdrawn or fearful in presence of parent/adult.
Sexual Abuse
Physical indicators; infections to genitalia, anus or mouth, bruising or injuries to breasts or genital area, discomfort when walking or sitting down, regular stomach pains with no medical reason or reasonable explanation, pregnancy, eating disorders, self-harm.
Behavioural indicators; inappropriate sexual knowledge which is beyond their age or developmental level (perhaps conveyed through drawings or writing), re-enactment of explicit sexual activities through play, wetting or soiling, nightmares, emotional disturbance – may be continually or unusually anxious, fretful, tearful, unexplained large sums of money or gifts, not allowed to have friends.
Emotional Abuse
Physical indicators include a failure to grow or thrive, sudden onset of speech disorders, developmental delay.
Behavioural indicators; indiscriminate friendliness, seeking physical contact from strangers, indifference to parents, passive acceptance of change of carer, a fear of parents being contacted, excessive fear of making mistakes, unwillingness to play or take part, neurotic behaviour (e.g. hair twisting, rocking), self-harm, overactive, aggressive, impulsive, anxious, clingy, whiny, lack of self-esteem and poor coping skills.
Neglect
Physical indicators include being unkempt, dirty, poor hygiene, inappropriate clothing, persistent minor infections (skin sores and untreated head lice), weight loss/underweight, constant hunger, chronic tiredness. Behavioural indicators; frequent lateness, non-attendance, truancy, missing doctor or hospital appointments, stealing food, few friends, regularly left alone and unsupervised.
Domestic violence has a significant impact on children and young people. The impact may be emotional or physical.
Young people who present sexually problematic behaviour to others, violent behaviour or self-harm
Concerns about inappropriate sexual behaviour should be reported to the DSL immediately and a referral made to the Children’s Social Care Assessment Team who will advise on the appropriate action to take.
For all categories schools must use the School Risk ManagemeManagementnt Process. The risk to other pupils must be assessed and the school must risk assess the level of support and school action needed to protect other pupils in the school.
TAKING APPROPRIATE ACTION
Confidentiality
Child Protection raises issues of confidentiality which should be clearly understood by all staff. The Governors expect all staff to follow the guidance on confidentiality in accordance with data protection and Local Authority guidance on information sharing.
Responding to Disclosures
If a child wishes to confide in you the following guidelines should be adhered to.
• Be honest o Do not make promises that you cannot keep. Never guarantee confidentiality to a pupil as this may not be in the child’s best interests. o Explain that you are likely to have to tell other people in order to stop what is happening (when asked or after disclosure).
• Create a safe environment o Stay calm. o Reassure the child and stress that she is not to blame. o Listen carefully to the child and tell them that you believe them and are taking what is being said seriously. o Try not to appear shocked or upset.
• Be clear about what the child says and what you say o Do not interview the child and keep questions to a minimum. o Clarify the facts with open questions (e.g. Tell me… Explain to me… Describe to me….) but do not try to investigate. o Encourage the child to use his/her own words and do not try to lead them into giving particular answers. o Don’t make judgements about whether the child is telling the truth.
• Record exactly what the cchildhild has said to you and include:include: o Child’s name, date and time of any incident. o What the child said and what you said. o Your observations e.g. child’s behaviour and emotional state. o Any action you took as a result of your concerns - specific information about who you spoke to, names, phone numbers and resulting actions. o Sign and date the record and provide a copy for the DSL records.
• Maintain confidentiality • Confidentiality must be maintained and information relating to individual pupils and families to be shared with others on a strictly ‘need to know’ basis.
• Do not take sole responsibility o Immediately consult your Designated Safeguarding Lead (DSL) so that any appropriate action can be taken to protect the pupil if necessary. o The DSL decides who is going to report these concerns to the Social Care Assessment Team before the child goes home if still in school. A decision will be made by Social Care whether to convene a strategy meeting, undertake a social care or joint investigation.
Sharing concerns with parents
There is a commitment to work in partnership with parents or carers and in most situations it may be appropriate to discuss initial concerns with them. There are circumstances however, where it would be inappropriate to discuss concerns with parents or carers and may in fact put the child at greater risk. This may include identification of sexual abuse, physical abuse cases where a parent may be responsible for the abuse and parents who may not be able to respond reasonably to the situation (consult your DSL first if in doubt).
Sharing concerns with professionals
In situations where it is inappropriate to discuss concerns with parents you should immediately discuss your concerns with the Designated Safeguarding Lead who will refer to the Child Care Assessment Team, Children’s Social Care where appropriate. The DSL will:
• inform the duty officer in the Child Care Assessment Team or the police and explain the nature of the child protection concern. Give accurate details of the child and what you have observed and/or what the child has said, as well as the action that has been taken • the Social Care Assessment Team will advise what to do next, how and when to involve parents and will take responsibility for ensuring appropriate investigations are carried out • record carefully what they have heard, seen and action taken. Follow up the referral using the agreed referral forms. • If unsure what to do and cannot speak directly to one of the lead professionals in Education, they can obtain advice by telephoning; • Referral to DBS if appropriate (regulated activity)
The duty officer in the Child Care Assessment Team (Bournemouth) - Telephone 01202 458101 or ‘Out of hours’ 01202 657279 or Police Safeguarding referral unit 01202 552099.
PART TWO: THE MANAGEMANAGEMENTMENT OF SAFEGUARDING
Roles and Responsibilities
The school will:
• appoint a lead governor responsible for Child Protection and Safeguarding practice within the school • appoint a Designated Safeguarding Lead who is a member of the Senior Leadership Team (Anna Collins). A Deputy will also be appointed. (Sandra Kapoor) • require teachers, staff and volunteers to implement the Bournemouth and Poole LSCB procedures, school policy and good practice guidelines • ensure that the relevant staff have undertaken safer recruitment training • ensure that teachers, staff, and volunteers have completed DBS checks as per safer recruitment guidance and that contacts within extended services are safer recruitment and safeguarding compliant • ensure it maintains a Single Central Record (SCR) according to DfE guidelines showing in relation to each teacher, member of staff, and volunteer working in the school, whether various checks, including eligibility to teach (if applicable), have been carried out and the date on which each check was completed or the relevant certificate obtained • ensure any external organisations using or on school premises are committed to Safeguarding and Child Protection Procedures and ensure they follow guidelines and comply with the safeguarding requirements • ensure that the relevant staff have undertaken Common Assessment Framework training and lead professional training • ensure management of allegation procedures are implemented by the appropriate staff • have and use an Anti-Bullying Policy responding to any complaint of bullying within the school • have an e-safety policy in line with LSCB requirements • have a whistle blowing policy where it is safe to discuss concerns • treat all pupils with respect regardless of age, sex, ethnicity, disability or sexual orientation • be aware of the needs of vulnerable groups.
The Designated Safeguarding Lead will:
• complete the Borough Training Pathway and attend update training every 2 years.
Manage all referrals:
• Refer all cases of suspected abuse to the local authority children’s social care; the local authority designated officer (LADO, in all cases which concern a staff member); the Disclosure and Barring Service (cases where a person is dismissed or left due to risk/harm to a child); and/or the Police (cases where a crime may have been committed). • act as a point of reference for child protection concerns • take responsibility for collating and securely storing records of incidents and concerns • attend Child Protection Case Conferences and Core Groups on pupils in the school and provide written reports. Where this is not possible, another member of staff must act on their behalf and be fully briefed prior to attending • attend strategy meetings on children from the school • attend the designated staff safeguarding forum as appropriate • update the Essential Contacts sheet • ensure that chronologies are on the files of all LAC, CIN, CP pupils and those of young people with mental health issues where harm (actual or potential) to themselves or others is a factor and all other pupils as agreed/advised • provide the School’s Safeguarding and Child Protection policy to any parent upon request and publish it on the website • ensure work experience related placements follow the agreed safeguarding guidelines • collate information for participation in the Multi Agency Risk Assessment Conference (MARAC) process • complete the MARAC form as requested ensuring that information is sought from all school records and return the information to the Local Authority.
Train Staff
• circulate the Safeguarding and Child Protection PolicyPolicy to all adults and volunteers workworkinging within the school and to the extended services of the school • ensure that all new staff including supply teachers receive safeguarding induction • ensure whole school safeguarding training every 3 years • support teachers, volunteers and governing body members on matters of child protection
Raise awareness
• ensure that pupils, staff and parents/carers are aware who the DSL is and how she can be contacted • ensure that the School’s Policy and procedures are reviewed annually by the Governors’ Staff and Student Committee and provide an Annual Safeguarding Report to school Governors • link with the local LSCB to make sure staff are aware of training opportunities and the latest local policies on safeguarding • where children leave school ensure their child protection file is copied for any new school or college as soon as possible but transferred separately from the main pupil file
GOOD PRACTICE GUIDELINES (Code of Conduct)
The role of the teacher is:
• to identify and meet the needs of all pupils • to improve achievement through a progressive programme of safe, guided practice and measured performance • to ensure that children feel secure and are encouraged to talk and share concerns and that they are listened to.
Teachers have a responsibility to:
• establish and maintain a safe area in which to educate and ensure the safety of pupils/minimise risk (within the limits of their control) • ensure the activities that they offer are appropriate for the age, maturity, experience and ability of the individual • promote fair play, observation of rules, and the positive aspects of sport • encourage and guide participants to take responsibility for their own behaviour and performance • protect children from harm and abuse • treat all young people equally, and with respect and dignity • are aware of and follow the government guidelines of ‘What to do if you’re worried a child is being abused’ • adhere to DfE guidelines on teacher behaviour and code of conduct.
To ensure good practice and to safeguard individuals, teachers should:
• adhere to safer working practice guidelines and pupil e-mailing and texting policies • avoid spending time alone with individual children (keep doors open if this is unavoidable) • avoid taking children alone on car journeys • explain actions clearly when physical guidance is necessary to teach new skills • provide a good role model by displaying high personal standards • dress appropriately (wear clothing that promotes a positive and professional image – it is inappropriate to wear revealing or provocative clothing) • follow restraint guidelines • follow the intimate care guidelines when undertaking personal care of a pupil.
Teachers should not:
• participate in, or allow sexually provocative activities • make sexual or other inappropriate remarks to or about a pupil; teachers should never discuss their own sexual relationships with or in the presence of pupils or discuss a pupil’s sexual relationships • allow or engage in inappropriate touching • breach professional boundaries e.g. personal contact outside school (including via personal email, text message, use of social networking sites or by telephone) • allow use of inappropriate language or bullying behaviour by pupils or adults • tolerate or minimise any bullying behaviour • ignore allegations made by a child • do things of a personal nature that a girl can do for herself.
Safety
• The school must ensure that the site is a clean and safe environment for children. • All staff must have an up-to-date copy of the Safeguarding and Child Protection policy and know who the Designated Safeguarding Lead (DSL) and deputy are. • The school must ensure that it has an accurate and up-to-date database detailing contact numbers and medical information. These databases are confidential and stored safely. • The school must ensure that all accidents are recorded in the accident book. • The school must ensure that a responsible adult is on site when children arrive and ensure the full safety of children whilst on site.
Curriculum
The Governors believe that the school curriculum is important in the protection of children. They will aim to ensure that curriculum development meets the following objectives:
• developing pupil self-esteem • developing communication skills • informing about all aspects of risk • developing strategies for self-protection • developing a sense of the boundaries between appropriate and inappropriate behaviour in adults, children and young people • developing non-abusive behaviour between pupils and in relationships • how to respond to and report bullying behaviour • use Social and Emotional Aspects of Learning to promote well-being.
Children with Special Educational Needs or disabilities
Children with Special Educational Needs or disabilities may be especially vulnerable to abuse and staff are expected to take extra care to interpret correctly apparent signs of abuse or neglect. Indications of abuse will be reported, as for other pupils.
After School Activities
Where the Governing Body provides services or activities directly under the supervision or management of school staff, the school’s arrangements for Safeguarding and Child Protection apply. Where services or activities are provided by another body, using the school as a venue, the Governing Body will seek assurance that the body concerned has appropriate policies and procedures in place to safeguard children and there are arrangements to liaise with the school on these matters as appropriate.
Offsite Visits
Off site visits will be the subject of a risk assessment. Child protection concerns or allegations will be responded to following the LSCB procedures as above.
Whistle Blowing and allegations against staff
Whistle blowing is the mechanism by which adults can voice their concerns, made in good faith, without fear of repercussion. All staff and volunteers should be aware of their duty to report any behaviour by colleagues that raises concern regardless of source. Any report of concern about the behaviour of a member of staff or allegation of abuse against a member of staff must immediately be reported to the Headteacher who will refer to the appropriate LADO (Jean Haslett or Chris Harvey 01202 456187 for Bournemouth). Any concern or allegation against a Headteacher will be reported to the Chair of Governors. The Managing Allegations Schools Guidance October 2012 and LSCB procedures will be followed for both the investigation and support for the member(s) of staff.
Records and monitoring
Pupils who are the subject of a child protection conference will have either an agreed multi-disciplinary action plan or child protection plan. The Designated Safeguarding Lead will attend planning meetings and core group specified in the plan. The school will:
• notify social care if there is an unexplained absence of more than two days of a pupil who is subject to a Child Protection Plan • keep written records of concerns about children, even where there is no need to refer the matter immediately • ensure records are kept securely; separate from the main pupil file, and in a locked location • ensure that when a pupil subject to a Child Protection Plan leaves, their information is transferred to the new school immediately (either by hand or by recorded delivery) and for the school to retain duplicate records which should be kept securely for 10 years. Also ensure the child’s social worker is informed.
SUPPORT
Pupils
The School recognises that pupils who are the subject of abuse or who live in situations of domestic violence may exhibit distressed or challenging behaviour and are likely to underachieve. Staff must be careful to ensure appropriate support mechanisms are in place. The school will endeavour to support the pupil through:
• the content of the curriculum • the school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued • the school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupil knows that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred • liaison with other agencies that support the pupil such as Social Care, Child and Adult Mental Health Service, Education Welfare Service and Educational Psychology Service.
Staff
Staff who are the subject of a complaint or allegation of abuse will be offered support from the school, Local Authority, staff welfare officer or can access counselling via their GP, Union or Professional Association. The school will ensure that any allegation of abuse made against a teacher or other member of staff or volunteer in school is dealt with fairly, quickly, and consistently, in a way that provides effective protection for the child and, at the same time, supports the person who is the subject of the allegation.
The Local Authority will offer support, guidance and training to support the school to enable them to meet their safeguarding responsibilities.
The policy will be monitored and reviewed by governors annually; a report will be given to the Governors’ Staff and Student Committee regularly. The designated governor for Safeguarding will meet with the DSL each term.
OTHER RELEVANT DOCUMENTS. This policy should be read in conjunction with: Behaviour and Discipline (including Bullying) Pastoral Care and Guidance E-safety (the full policy) Whistle Blowing policy Health and Safety policy
Reviewed July 2016 Next Review July 2017
APPENDIX 1
SAFEGUARDING AND CHILD PROTECTION IN SCHOOLS
A FLOW CHART FOR REFERRAL
MEMBER OF STAFF HAS CONCERNS ABOUT CHILD’S WELFARE
MEMBER OF STAFF DISCUSSES CONCERNS WITH DESIGNATED SAFEGUARDING AND CHILD PROTECTION PERSON (DSL)*
STILL HAS CONCERNS NO LONGER HAS CONCERNS
NO FURTHER CHILD PROTECTION ACTION, DSL REFERS TO SOCIAL SERVICES, ALTHOUGH MAY NEED TO ACT TO FOLLOWING UP IN WRITING ENSURE OTHER SERVICES PROVIDED WITHIN 48 HOURS E.G. ENSURE REFERRAL TO CAMHS, SCHOOL NURSE OR SCHOOL COUNSELLOR
SO CIAL WORKER AND MANAGER ACKNOWLEDGE RECEIPT OF REFERRAL
AND DECIDE ON NEXT COURSE OF FEEDBACK TO REFERRER ON NEXT ACTION WITHIN ONE WORKING DAY COURSE OF ACTION
NO FURTHER SOCIAL SERVICES INVOLVEMENT AT THIS STAGE,
ALTHOUGH OTHER SECTION MAY
INITIAL ASSESSMENT REQUIRED BE NECESSARY, E.G. ONWARD REFERRAL TO APPROPRIATE AGENCY
CONCERNS ABOUT CHILD’S IMMEDIATE SAFETY
* DSL Ms A Collins DECISION MADE THAT EMERGENCY ACTION
MAYBE NECESSARY TO SAFEGARD CHILD
APPENDIX 2
ESSENTIAL CONTACTS LIST
Local Contacts
Local Authority Linda Clifford-Hayes (interim LADO) 01202 456187 Designated Officer [email protected] 07990 080144 (LADO) Social Care Assessment 01202 458101 Team Bournemouth Out of Hours 01202 657279
LSCB which can be LSCB Administrator contacted via the local Children’s Social Care authority, Business Bournemouth Learning Manager Administrative Centre, Officer Ensbury Avenue, Bournemouth Dorset BH10 4HG
Tel: 01202 458873 Fax: 01202 458020
Designated Lead Mrs J Bowley 01202 418381 Governor for 76 Meon Road Safeguarding and Child Bournemouth Protection BH7 6PR Chair of Governors Mrs Jane Stichbury Contact via school: 01202 526289
National Contacts
The NSPCC National Centre Tel: 020 7825 2500 42 Curtain Road, Helpline: 0800 800 500 London EC2A 3NH Website:www.nspcc.org.uk
Childline UK Freepost 1111 Tel: 0800 11111 London N1 0BR Website:www.childline.org.uk
APPENDIX 3
BSG GOOD PRACTICE GUIDELINES
Use of Sharps, Knives and Blades
• All blades and sharps should be in staff areas and not easily accessible to students • Stanley knives and scalpels should be numbered • If the equipment is being used by a whole class, blades are counted out and in again, before the class leave the room • If individual students wish to use blades, they are to sign for the blade and return it to a member of staff
Use of scisscissors/sors/ pencil sharpeners/ chisels
All of the above can potentially be used to self-harm and all staff should be aware of this. These objects should not be left out in class rooms that are unlocked or that the girls are allowed to spend time in unsupervised. They may be in cupboards or drawers out of sight.
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 232323 EEE-E---SAFETYSAFETY
CONTENTS
INTRODUCTION AND POLICY STATEMENT
Aims of Policy Framework Responsibilities
GOOD PRACTICE GUIDELINES
Curriculum Education – pupils/students Use of digital and video images - photographic, video Pupil/student acceptable use policy Acceptable use policy agreement Responding to incidents of misuse Communications Pupil Staff Communication protocol Unsuitable / inappropriate activities
Links to other organisations or documents Appendix 1
INTRODUCTION AND POLICY STATEMENT
Aims of Policy
• To raise the awareness of all school staff of the importance of e-safety and of their responsibilities. • To ensure pupils and parents are aware of the importance of e-safety. • To ensure that both staff and pupils/students are protected from both accidental and malicious misuse of ICT.
Responsibilities
The school will:
• appoint a lead governor responsible for e-safety within the school (who will ordinarily be the governor responsibility for Safeguarding and Child Protection) • appoint a designated e-safety officer who is a member of the Senior Leadership Team (David Sims). A deputy will also be appointed (Ms A Collins) • require teachers, staff and volunteers to implement the e-safety procedures, school policy and good practice guidelines • ensure that staff have undertaken e-safety training.
Designated e-safety Person will:
• circulate the e-safety Policy to all staff and governors • provide the school’s e-safety policy to any parent upon request and publish it on the website • ensure that all new staff including supply teachers receive e-safety induction • ensure whole school e-safety training every 3 years (as part of Safeguarding training) • act as a point of reference for e-safety concerns • take responsibility for collating and securely storing records of incidents and concerns.
Curriculum
E-safety should be a focus in all areas of the curriculum and staff should reinforce e-safety messages in the use of ICT across the curriculum.
• Staff should act as good role models in their use of ICT, the internet and mobile devices. • In lessons where internet use is pre-planned, it is best practice that pupils/students should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches. • Where pupils/students are allowed to freely search the internet, e.g. using search engines, staff should be vigilant in monitoring the content of the websites the young people visit. • It is accepted that from time to time, for good educational reasons, students may need to research topics (e.g. racism, drugs, and discrimination) that would normally result in internet searches being blocked. In such a situation, staff can request that the Network Manager can temporarily remove those sites from the filtered list for the period of study. Any request to do so, should be auditable, with clear reasons for the need. • Pupils/students should be taught in all lessons to be critically aware of the materials/ content they access on-line and be guided to validate the accuracy of information. • Pupils/students should be taught to acknowledge the source of information used and to respect copyright when using material accessed on the internet.
Education – pupils/students
E-Safety education will be provided in the following ways:
• a planned e-safety programme is provided as part of ICT/PHSE/other lessons and should be regularly revisited – this will cover both the use of ICT and new technologies in school and outside school • key e-safety messages should be reinforced as part of a planned programme of assemblies and tutorial/pastoral activities • rules for use of ICT systems/internet will be posted in all ICT rooms.
Use of digital and video images - photographic, video
The development of digital imaging technologies has created significant benefits to learning, allowing staff and pupils/students, instant use of images that they have recorded themselves or downloaded from the internet.
However, staff and pupils/students need to be aware of the risks associated with sharing images and with posting digital images on the internet. Those images may remain available on the internet forever and may cause harm or embarrassment to individuals in the short or longer term. There are many reported incidents of employers carrying out internet searches for information about potential and existing employees.
The school will inform and educate users about these risks and will implement policies to reduce the likelihood of the potential for harm:
• When using digital images, staff should inform and educate students/pupils about the risks associated with the taking, use, sharing, publication and distribution of images. In particular they should recognise the risks attached to publishing their own images on the internet e.g. on social networking sites. • Staff are allowed to take digital/video images to support educational aims, but must follow school policies concerning the sharing, distribution and publication of those images. Those images should only be taken on school equipment; the personal equipment of staff should not be used for such purposes. • Care should be taken when taking digital/video images that pupils/students are appropriately dressed and are not participating in activities that might bring the individuals or the school into disrepute. • Pupils/students must not take, use, share, publish or distribute images of others without their permission. • Photographs published on the website, or elsewhere that include pupils/students will be selected carefully and will comply with good practice guidance on the use of such images. • Pupils/students full names will not be used anywhere on a website or blog, particularly in association with photographs. • Written permission from parents or carers will be obtained before photographs of pupils/students are published on the school website. • Pupils/students work can only be published externally with the permission of the pupils/students and parents or carers.
PPPUPILPUPIL / STUDENT ACCEPTABLE USE POLICY
This Acceptable Use Policy is intended to ensure:
• That young people will be responsible users and stay safe while using the internet and other communications technologies for educational, personal and recreational use. • That school ICT systems and users are protected from accidental or deliberate misuse that could put the security of the systems and users at risk.
The school will try to ensure that pupils will have good access to ICT to enhance their learning and will, in return, expect the pupils to agree to be responsible users.
ICT AACCEPTABLECCEPTABLE USE POLICY FOR PUPILS
I understand that I must use school ICT systems in a responsible way to ensure that there is no risk to my safety or to the safety and security of the ICT systems and other users.
For my own personal safety:
• I understand that the school will monitor my use of the ICT systems, email and other digital communications. • I will treat my username and password with secrecy – I will not share it, nor will I try to use any other person’s username and password. • I will be aware of “stranger danger” when I am communicating online. • I will not disclose or share personal information about myself or others when online. • I will immediately report any unpleasant or inappropriate material or messages or anything that makes me feel uncomfortable when I see it online.
I understand that everyone has equal rights to use technology as a resource:
• I understand that the school ICT systems (including e-mail) are intended for educational use and that I will not use the systems for personal or recreational use unless I have permission to do so. • I will not try (unless I have permission) to make large downloads or uploads that might take up internet capacity and prevent other users from being able to carry out their work. • I will not use the school ICT systems for playing games, file sharing, or video broadcasting, e.g. You Tube.
I will act as I expect others to act toward me:
• I will respect others’ work and property and will not access, copy, remove or otherwise alter any other users’ files without the owners’ knowledge and permission. • I will be polite and responsible when I communicate with others. I will not use strong, aggressive or inappropriate language, and I appreciate that others may have different opinions. • I will not take or distribute images, e.g. photos or videos of anyone without their permission.
I recognise that the school has a responsibility to maintain the security and integrity of the technology it offers me and to ensure the smooth running of the school:
• I will only use my personal hand held/external devices (e.g. mobile phones) in school if I have permission and never in an IT Suite. I understand that if I do use my own devices (e.g. USB devices) in school I will follow the rules set out in this agreement in the same way as if I were using school equipment. • I understand the risks and will not try to upload, download or access any materials which are illegal or inappropriate or may cause harm or distress to others, nor will I try to use any programs or software that might allow me to bypass the filtering/security systems in place to prevent access to such materials. • I will immediately report any damage or faults involving equipment or software, however this may have happened.
• I will not open any attachments to emails unless I know and trust the person/organisation that sent the email, because of the risk of the attachments containing viruses or other harmful programs. • I will not install or attempt to install programs of any type on a machine or store programs on a computer, nor will I try to alter computer settings. • I will not attempt to use web based e-mail, chat and social networking sites in school.
When using the internet for research or recreation, I recognise that:
• I should ensure that I have permission to use the original work of others in my own work. • Where work is protected by copyright I will not try to download copies including music and videos. • When I am using the internet to find information I should take care to check that the information that I access is accurate, as I understand that the work of others may not be truthful and may be a deliberate attempt to mislead me.
I understand that I am responsible for my actions, both in and out of school:
• I understand that the school also has the right to take action against me if I am involved in incidents of inappropriate behaviour, covered in this agreement, when I am in school and where they involve my membership of the school community (examples would be cyber-bullying, use of images or personal information). • I understand that if I fail to comply with this Acceptable Use Policy Agreement I will be subject to disciplinary action. This may include loss of access to the school network/internet, detentions, suspensions, contact with parents and in the event of illegal activities, involvement of the police.
Please complete the sections below to show that you have read, understood and agree to the rules included in the Acceptable Use Agreement. If you do not sign and return this agreement access will not be granted to school ICT systems.
I have read and understand the above and agree to follow these guidelines when:
• I use the school ICT systems and equipment (both in and out of school) • I use my own equipment in school (when allowed) e.g. mobile phones, PDAs, cameras etc. • I use my own equipment out of school in a way that is related to my being a member of this school, e.g. communicating with other members of the school, accessing school email, VLE, websites etc.
Name of Pupil
Form:
Signed Date
RRRESPONDINGRESPONDING TO INCIDENTS OF MISUSE
It is hoped that all members of the school community will be responsible users of ICT, who understand and follow this policy. However, there may be times when infringements of the policy could take place, through careless or irresponsible or, very rarely, through deliberate misuse. Listed below are the responses that may be made to any apparent or actual incidents of misuse:
Students / Pupils Actions / Sanctions
Incidents:
to Police
Refer to teacher / class tutor Refer to Head of Department / Head of House / other Refer to Headteacher Refer Refer to support technical staff for re action filtering / security etc Inform parents / carers Removal of network / internet rights access Warning Further e.g. sanction detention / exclusion
Deliberately accessing or trying to access material that could be considered illegal (see list in earlier section on unsuitable / inappropriate activities).
Unauthorised use of non -educational sites during lessons
Unauthorised use of mobile phone / digital camera / other handheld device
Unauthorised use of social networking / instant messaging / personal email
Unauthorised downloading or uploading of files
Allowing others to access school network by sharing username and passwords
Attempting to access or accessing the school network, using another student’s / pupil’s account
Attempting to access or accessing the school network, using the account of a member of staff
Corrupting or destroying the data of other users
Sending an email, text or instant message that is regarded as offensive, harassment or of a bullying nature
Actions which could bring the school into disrepute or breach the integrity of the ethos of the school
Using proxy sites or other means to subvert the school’s filtering system
Deliberately accessing or trying to access offensive or pornographic material
Communications
A wide range of rapidly developing communications technologies has the potential to enhance learning. The following table shows how the school currently considers the benefit of using these technologies for education outweighs their risks / disadvantages:
Staff and other adults Students / Pupi ls
Allowed Allowed at certain Allowed for selected Allowed Allowed at certain Allowed with staff Communication Technologies times staff Not allowed times permission Not allowed
Mobile phones may be brought to school
Use of mobile phones in lessons for calls/texts
Use of mobile phones for other functions, e.g. internet
Use of mobile phones in social time
Taking photos on mobile phones or other camera devices
Use of hand held devices e.g. PDA’s, PSP’s
Use of personal email addresses in school, or on school network
Use of school email for personal emails
Use of chat rooms / facilities
Use of instant messaging
Use of social networking sites
Use of blogs
When using communication technologies the school considers the following as good practice:
• The official school email service may be regarded as safe and secure and is monitored. Staff and students / pupils should therefore use only the school email service to communicate with others when in school, or on school systems (e.g. by remote access). • Users must immediately report, to David Sims (staff users) or to a teacher (student users) – in accordance with the school policy, the receipt of any email that makes them feel uncomfortable, is offensive, threatening or bullying in nature and must not respond to any such email.
Any digital communication between staff and students / pupils or parents / carers (email, VLE etc) must be professional in tone and content. These communications may only take place on official (monitored) school systems. Personal email addresses, text messaging or public chat / social networking programmes must not be used for these communications.
PPPUPILPUPILUPIL/S/S/S/STAFFTAFF CCOMMUNICATIONOMMUNICATION PROTOCOL
Context
In the light of the explosion in communication technologies and as a result the ease of access to data of many forms and types it is important that staff are not put in a position whereby they, the school or pupils can be comprised in any way. As a result it is important that communication between pupils and adults, by whatever method should take place within clear and explicit professional boundaries. Adults should be circumspect in their communications with children so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as grooming.
General
• All portable or other computers brought on-site or attached to the Bournemouth School for Girls network remotely must be covered by anti-virus software. Anti-virus software must be kept up to date and operational.
• Staff must not copy software illegally. All copyright restrictions must be observed. Staff must not bring portable or other computers on site that have illegal software loaded onto them.
• Staff must not load or modify software on the Boumemouth School for Girls computers without authorisation from the Network Manager. Staff must not copy data or software from the network without proper authorisation.
• Staff must not use the Boumemouth School for Girls computers for unauthorised purposes.
• Each staff member is allocated a work area on the network, which must be protected by them using their own password. This password is to remain confidential and should be changed on a regular basis.
• Staff must not knowingly access, or attempt to access another individual’s data or information without proper authorisation.
• Although every care will be taken to ensure adequate backing up of data held on the Boumemouth School for Girls network, Boumemouth School for Girls cannot accept responsibility for loss of data and software.
• It is the responsibility of staff using portables to arrange their own backing up of data and software. It may be appropriate to backup data only on a weekly basis to your individual network area. Advice can be sought from the Head of ICT or the Network Manager.
This means adults should:
1. Carefully review all Internet sites where you have recorded any personal information that could be accessed by students, parents or employers. Do not post information/photographs about yourself publicly that could be potentially damaging to your career or could bring the school into disrepute or breach the integrity of the ethos of the school if seen by employers, pupils, parents or colleagues. Ensure that privacy levels on social networking sites are set to protect yourself as fully as possible i.e. do not accept ‘friends of friends’. Do not add current pupils to contact lists. Relationships with ex- pupils can cause a problem with the potential suggestion that contact was made before the student left.
2. Not give their personal contact details to children or young people, including their mobile telephone number and details of any blogs or personal websites.
3. Only use equipment e.g. mobile phones, provided by the organisation to communicate with children.
4. Only make contact with children for professional reasons and in accordance with any organisation policy.
5. Recognise that text messaging is rarely an appropriate response to a child in a crisis situation or at risk of harm. It should only be used as a last resort when other forms of communication are not possible.
6. Not use internet or web-based communication channels, other than the school’s Virtual learning Environment and email server to send messages to students/pupils.
7. Ensure that if a social networking site is used, details are not shared with students/pupils and privacy settings are set at maximum.
8. Ensure that they do NOT give their personal contact details to children and young people including personal e-mail, home or mobile telephone numbers, unless the need to do so is agreed with senior management and parents/carers.
E-mail or text communications between an adult and a child or young person outside agreed protocols may lead to disciplinary and/or criminal investigations. This also includes communications through internet based web sites.
Unsuitable / Inappropriate Activities
Some internet activity e.g. accessing child abuse images or distributing racist material is illegal and is obviously banned from school and all other ICT systems. Other activities e.g. Cyber-bullying are banned and could lead to criminal prosecution. There are however a range of activities which may, generally, be legal but are inappropriate in a school context, either because of the age of the users or the nature of those activities.
The school believes that the activities referred to in the following section would be inappropriate in a school context and those users, as defined below, should not engage in these activities in school or outside school when using school equipment or systems. The school policy restricts certain internet usage as follows:
Users shall not visit Internet sites, make, post, download, upload, data transfer, communicate or pass on, material, remarks, proposals or comments that contain or relate to:
• Child sexual abuse images. • Promotion or conduct of illegal acts, e.g. under the child protection, obscenity, computer misuse and fraud legislation. • Adult material that potentially breaches the Obscene Publications Act in the UK. • Criminally racist material in UK. • Pornography. • Promotion of any kind of discrimination. • Promotion of racial or religious hatred. • Threatening behaviour, including promotion of physical violence or mental harm. • Any other information which may be offensive to colleagues or breaches the integrity of the ethos of the school or brings the school into disrepute.
The following activities are prohibited:
• Using school systems to run a private business. • Use systems, applications, websites or other mechanisms that bypass the filtering or other safeguards employed by SWGFL and/or the school. • Uploading, downloading or transmitting commercial software or any copyrighted materials belonging to third parties, without the necessary licensing permissions. • Revealing or publicising confidential or proprietary information (e.g. financial/personal information, databases, computer/network access codes and passwords.) • Creating or propagating computer viruses or other harmful files. • Carrying out sustained or instantaneous high volume network traffic (downloading/uploading files) that causes network congestion and hinders others in their use of the internet. • On-line gaming (non educational). • File sharing of copyrighted material. • Use of social networking sites.
Appendix 1
Links to other organisations or documents
SOUTH WEST GRID FOR LEARNING: “SWGfL Safe” --- http://www.swgfl.org.uk/safety/default.asp
Child Exploitation and Online Protection Centre (CEOP) http://www.ceop.gov.uk/
ThinkUKnow http://www.thinkuknow.co.uk/
CHILDNET http://www.childnet-int.org/
INSAFE http://www.saferinternet.org/ww/en/pub/insafe/index.htm
BYRON REVIEW (“Safer Children in a Digital World”) http://www.dcsf.gov.uk/byronreview/
Becta Website e-safety section - http://schools.becta.org.uk/index.php?section=is
Developing whole school policies to support effective practice: http://publications.becta.org.uk/display.cfm?resID=25934&page=1835
Signposts to safety: Teaching e-safety at Key Stages 1 and 2 and at Key Stages 3 and 4: http://publications.becta.org.uk/display.cfm?resID=32422&page=1835
“Safeguarding Children in a Digital World” http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_tl_rs_03&rid=13344
NATIONAL EDUCATION NETWORK NEN E-Safety Audit Tool: http://www.nen.gov.uk/hot_topic/13/nen-e-safety-audit-tool.html
CYBER-BULLYING DCSF - Cyberbullying guidance http://publications.teachernet.gov.uk/default.aspx?PageFunction=productdetails&PageMode=spectrum&ProductId =DCSF-00658-2007
Teachernet http://www.teachernet.gov.uk/wholeschool/behaviour/tacklingbullying/cyberbullying/
Teachernet “Safe to Learn – embedding anti-bullying work in schools” http://www.teachers.gov.uk/wholeschool/behaviour/tacklingbullying/safetolearn/ Anti-Bullying Network - http://www.antibullying.net/cyberbullying1.htm Cyberbullying.org - http://www.cyberbullying.org/
East Sussex Council – Cyberbullying - A Guide for Schools: https://czone.eastsussex.gov.uk/supportingchildren/healthwelfare/bullying/Pages/eastsussexandnationalguidance.aspx
References to other relevant anti-bullying organisations can be found in the appendix to the DfE publication “Safe to Learn” (see above)
SOCIAL NETWORKING
Home Office Task Force - Social Networking Guidance - http://police.homeoffice.gov.uk/operational-policing/crime-disorder/child-protection-taskforce Digizen – “Young People and Social Networking Services”: http://www.digizen.org.uk/socialnetworking/ Ofcom Report: http://www.ofcom.org.uk/advice/media_literacy/medlitpub/medlitpubrss/socialnetworking/summary/
MOBILE TECHNOLOGIES “How mobile phones help learning in secondary schools”: http://partners.becta.org.uk/index.php?section=rh&catcode=_re_rp_02_a&rid=15482 Mobile phones and cameras: http://schools.becta.org.uk/index.php?section=is&catcode=ss_to_es_pp_mob_03
DATA PROTECTION AND INFORMATION HANDLING Information Commissioners Office - Data Protection: http://www.ico.gov.uk/Home/what_we_cover/data_protection.aspx BECTA - Data Protection: http://schools.becta.org.uk/index.php?section=lv&catcode=ss_lv_saf_dp_03
PARENTS GUIDES TO NEW TECHNOLOGIES AND SOCIAL NETWORKING: http://www.iab.ie/
To be read in conjunction with the Communication Policy and Email Protocol.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 22242444 WHOLE SCSCHOOLHOOL PAY
The Whole School Pay Policy is provided in two parts, Part A – Teaching employees and Part B – Support Staff.
PART A ––– Teaching Employees
111 INTRODUCTION
1.1 The School Teachers’ Pay and Conditions Document (STPCD) places a statutory duty on schools to have a pay policy in place which establishes the basis on which the school determines teachers’ pay. The policy also provides a mechanism for teachers to appeal against any decision taken in respect of their pay.
1.2 The aim of establishing a pay policy is to ensure fair and equitable treatment for all teachers in the school.
1.3 The statutory pay arrangements for teachers give significant discretion to “relevant bodies”, normally Governing Bodies, to make pay decisions. From September 2014 this will include pay progression which will no longer be automatic and will depend on the outcome of appraisal . When taking decisions regarding pay, the school must have regard to both the pay policy and to the teacher’s particular post within the staffing structure of the school. (A copy of the school’s staffing structure is attached to this policy.)
1.4 This pay policy has been adapted from the recommended pay policy as published by the DfE and is recommended to all schools and their Governing Bodies for adoption by Dorset County Council.
1.5 This policy has been consulted upon locally with the recognised Trade Unions, although it has not been agreed. School Staff have been consulted.
1.6 This pay policy makes reference to relevant areas of the current STPCD throughout. The current STPCD should be referred to accordingly.
222 SCOPE
2.1 This policy applies to all school based teaching employees in Bournemouth School for Girls. It applies the framework recommended to Governing Bodies by the Local Authority and covers all key areas of pay determination that the school/Governing Body need to consider.
2.2 The Local Authority will not accept liability for any actions, claims, costs or expenses arising out of a decision not to follow this recommended policy or procedure or where it is found that the school’s Governing Body has been negligent or acted in an unfair or discriminatory manner.
2.3 The arrangements for determining pay in respect of school based non-teaching employees are outlined in the school’s ‘Pay Policy for School Based Non-Teaching Employees’.
3 POLICY STATEMENT
3.1 All decisions relating to pay determination shall be taken in compliance with the STPCD.
3.2 The Governing Body will comply with relevant employment legislation: Employment Relations Act 1999, Part-Time Worker (Prevention of Less Favourable Treatment) Regulations 2000, Fixed Term Employees (Prevention of Less Favourable Treatment) Regulations 2002 and the Equalities Act 2010.
3.3 The school will take decisions about pay in respect of all teachers, in a fair, transparent and equitable manner.
3.4 The school will review its policy each year and consult with staff and Trade Unions, as appropriate, to ensure that the policy reflects the latest statutory position as determined by the STPCD.
3.5 Dorset County Council will provide advice to schools on amendments that may need to be made to the recommended schools pay policy to ensure that the policy reflects the latest statutory position as determined by the STPCD and other legislation as appropriate.
444 PAY REVIEWS
4.1 Pay reviews may take place at other times of the year (i.e. other than 1 Sept) to reflect changes in circumstances or job description that lead to a change in the basis for calculating an individual’s pay.
4.2 A written pay statement will be given no later than one month after the determination, and where applicable, will give information about the basis on which the determination was made.
4.3 Where a pay determination leads, or may lead, to the start of a period of safeguarding, the Governing Body will give the required notification as soon as possible and no later than one month after the date of the determination.
The Pay Committee
4.4 The Governing Body will establish a committee to make determinations of pay in accordance with the pay policy and the STPCD. This committee has fully delegated responsibilities from the Governing Body. The Headteacher will make recommendations of pay in accordance with the school’s pay policy and the current STPCD to the Governors’ Pay Committee.
4.5 Decisions of the Pay Committee will be communicated, in writing, to each member of staff by the Headteacher. Decisions taken in respect of the Headteacher will be communicated to them, in writing, by the Chair of Governors.
The Professional Standards
4.6 The Teachers’ Standards set a clear baseline of expectations for the professional practice and conduct of teachers, from the point of qualification. They replace the existing standards for Qualified Teacher Status (QTS) and Core, and the GTCE’s Code of Conduct and Practice for Registered Teachers in England.
The Teachers’ Standards will be used to assess all trainees working towards QTS, and all those completing their statutory induction period. They will also be used to assess the performance of all teachers subject to the Education (School Teachers’ Appraisal) (England) Regulations 2012. This framework is intended to help teachers as they plan their careers and discuss their future development with their line mangers. The standards provide a backdrop to discussions about how a teacher’s performance should be viewed in relation to their current career and the career stage they are approaching.
4.7 The Governing Body recognises that within the framework the standards are designed to be cumulative and progressive. The teacher standards underpin all the subsequent standards and continue to apply at all subsequent career stages. Each set of standards builds on the previous set, so that a teacher being assessed against the post-threshold standards must also meet the teacher standards. Where teachers are subject to appraisal, assessment that a teacher meets the teacher standards is carried out through the appraisal process.
4.8 Decisions on basic pay determination in respect of part time employees; those employees employed on fixed term contracts; those employees on maternity leave and those on long term sick leave will be taken in accordance with the same timescales and processes as for all other employees, so as to ensure equitable treatment of all groups of employees.
4.9 Appropriate differentials will be created and maintained between posts within the school, recognising accountability, job weight and the school’s need to recruit, retain and motivate employees at all levels.
Basic Pay Determination on Appointment
4.10 The Governing Body will determine the pay range for a vacancy prior to advertising it which will depend upon the level of qualifications, skills and experience required. On appointment it will determine the starting salary within that range to be offered to the successful candidate.
4.11 When placing a qualified classroom teacher on the main scale (i.e. M1 – M6) pay range, the Governing Body will normally award a point on the scale in recognition of relevant experience as set out below:
4.12 One point for each one year of service as a qualified teacher in a maintained school, Academy, City Technology College or independent school;
4.13 One point for each one year of service as a qualified teacher in higher education or further education including sixth form colleges, or in a school within the European Economic Area of Switzerland, Australia, Canada, New Zealand and the USA.
4.14 One point may be awarded for each period of one year’s service as a qualified teacher outside of the countries named in para 4.13 (above).
4.15 One point may be awarded for each period of one year’s teaching in higher education and further education including sixth form colleges
4.16 On a case by case basis, the Governing Body may consider the award of an additional point on the scale for each period spent outside teaching but working in an area relevant to their subject. This might include industrial or commercial training and experience with young people up to a maximum of two years.
4.17 When determining the starting pay for a classroom teacher who has previously gone through the threshold and is paid on the Upper Pay Scale, the Governing Body may decide to pay on the Upper Pay Scale. The decision will depend upon the post having been assessed at the UPS pay level and the level of skills and experience of the candidate.
Classroom Teacher Posts
4.18 The Governing Body has established the following pay scales for classroom teacher posts paid on the Main Pay Range and Upper Pay Range
Main Pay Scale
1 £22,917 2 £24,728 3 £26,716 4 £28,772 5 £31,039 6 £33,824
Upper Pay Scale
1 £35,927 2 £37,258 3 £38,633
4.19 The Governing Body has decided not to have any Leading Practitioner posts in the school.
Unqualified Teachers
4.20 The Governing Body has established the following pay scale for unqualified teachers employed in classroom teacher posts:
Unqualified Teacher Payscale
1 £16,626 2 £18,560 3 £20,492 4 £22,427 5 £24,362 6 £26,295
Discretionary experience points --- Unqualified teachers
4.21 The Governing Body, can determine on which point to place unqualified teachers on the unqualified teachers’ pay scale when they are appointed, taking account of any relevant qualifications and experience. Unqualified teachers will be appointed above the minimum in the following circumstances:
Qualifications:
4.22 One point for a recognised overseas teaching qualification.
4.23 One point for a recognised post-16 teaching qualification.
4.24 One point for a recognised qualification relevant to their subject area.
4.25 One point on the unqualified teachers’ scale for each year of full time experience as an overseas- trained teacher.
4.26 One point on the unqualified teachers’ scale for each period of one year of service teaching in further education, including sixth form colleges.
4.27 One point on the unqualified teachers’ scale for each period of one year of service teaching in higher education.
4.28 The Governing Body will consider awarding on a case by case basis, a maximum of 3 points on the unqualified teachers’ scale for each complete period of two years spent outside teaching but working in a relevant area. This might include industrial or commercial training, time spent working in an occupation relevant to the teacher’s work at the school, and experience with children/young people.
Unqualified teachers’ allowance
4.29 The Governing Body may pay an unqualified teachers’ allowance to unqualified teachers where the Governing Body consider either that the teacher has taken on a sustained additional responsibility which is focused on teaching and learning and requires the exercise of a teachers’ professional skills and judgement or the teacher has qualifications or experience which bring added value to the role he/she is undertaking.
Leadership teacher posts (Headteacher, Deputy and Assistant Headteacher(s))
4.30 The pay ranges for the Headteacher, Deputy Headteacher(s) and Assistant Headteacher(s) will be determined in accordance with the criteria specified in the 2016 STPCD and ensuring fair pay relativities.
4.31 The Governing Body has established the following pay ranges for the Headteacher, Deputy Headteacher(s) and Assistant Headteacher(s):
HeaHeadteacherdteacher pay rangerange:
4.32 Pay range is 37-43.
Deputy Headteacher pay range:
4.33 Pay range is 20-27.
Assistant Headteacher pay range:
4.34 Pay range is 12-16.
4.35 Discretionary payments to the Headteacher will be determined in accordance with the STPCD and will be reviewed annually.
4.36 The Governing Body will normally appoint new leadership teachers at the bottom point of the relevant pay range.
4.37 The Deputy Headteachers will have the responsibility for discharging, in full, the responsibilities of the Head in the absence of the Headteacher.
Part time teachers
4.38 Teachers employed at the school on an ongoing basis but who work less than a full working day or week are deemed to be part time.
4.39 Teachers employed on a part time basis have the right to not be treated less favourably than full time employees as outlined in the Part Time Workers (Prevention of Less Favourable Treatment) Regulations, 2000.
4.40 The Governing Body will provide part time teachers with a written statement in the form of their contract, detailing their working time obligations and the mechanism used to determine their pay, subject to the provisions of the statutory pay arrangements. The Governing Body will ensure this information is maintained and updated accordingly.
4.41 Part time teachers shall be paid a proportion of the remuneration that would be paid if they were employed on a full time basis.
4.42 Part time teachers are entitled to PPA time pro rata to full time teachers.
Short notice/supply teachers
4.43 Teachers who work on a day-to-day or other short notice basis have their pay determined in the same way as other teachers. Teachers paid on a daily basis will have their salary assessed as an annual amount, divided by 195 and multiplied by the number of days worked.
4.44 A teacher engaged by a school specifically for thethe full day is entitled to claim payment calculated by reference to 1/195 th of the aggregate annual salary of an equivalent full time teacher. A full day’s engagement would not ordinarily be limited to the duration of the school’s sessional period and the teacher will be expected to undertake work other than the teaching of pupils, as directed, i.e. to undertake on that day the full range of work of the regularly employed teacher, for whom (s)he is substituting.
4.45 A teacher engaged on a particular day by a school specifically for a period or periods which amount to less than a full day, is entitled to claim payment for the time worked calculated pro rata to that of an equivalent full time teacher.
4.46 In this case payment will be claimed by reference to the hours agreed between the school and the teacher at the outset of the engagement or as subsequently modified, by agreement, for additional work undertaken. Normal mid session breaks will be included as part of the hours offered.
4.47 The hourly rate of payment will be determined by reference to the average directed time of an equivalent full time teacher – i.e. 6.5 hours per day.
4.48 The school will, in contracting the teacher, make clear at the outset the terms of the engagement including the number of hours to be worked and the level of pay. Where following acceptance of these terms the teacher requests confirmation of the details, this will be confirmed by the school in writing as soon as possible thereafter.
555 PAY PROGRESSION BASED ON PERFORMANCE
5.1 The Governing Body agrees the school budget and will ensure that appropriate funding is allocated for performance pay progression at all levels. [The Governing Body recognises that funding cannot be used as a criterion to determine UPS progression.]
5.2 The arrangements for teacher appraisal are set out in the school’s Appraisal Policy.
5.3 Decisions regarding pay progression will be made with reference to the teachers’ appraisal reports and the pay recommendations they contain. [In the case of NQTs, pay decisions will be made by means of the statutory induction process.] Final decisions about whether or not to accept a pay recommendation will be made by the Governing Body having regard to the appraisal report and taking into account advice from the senior leadership team.
5.4 All teachers can expect progression to the top of their pay range as a result of successful appraisal reviews.
5.5 To be fair and transparent, assessments of performance will be based on evidence. Fairness and equity will be assured by annual monitoring by the Governing Body of the applications of the pay policy and pay decisions.
Headteacher
5.6 The Headteacher must demonstrate sustained high quality of performance, with particular regard to leadership, management and pupil progress at the school and will be subject to a review of performance (in accordance with the school’s Performance Management Policy) against performance objectives before any performance points will be awarded. The clarification of the application of the criteria for Leadership Group progression will be taken fully into account.
5.7 The Governing Body will consider movement by more than one point in the following circumstances: outstanding performance with regard to leadership, management and pupil progress at the school.
5.8 The Headteacher’s salary shall not be increased by more than two points in the course of one school year.
Deputies and Assistant HeadHeadssss
5.9 Deputies and Assistant Heads must demonstrate sustained high quality of performance in respect of school leadership, management and pupil progress and will be subject to a review of performance against their performance objectives before any performance points will be awarded. The clarification of the criteria for Leadership Group progression will be taken fully into account.
5.10 The Governing Body will consider movement by more than one point in the following circumstances: Outstanding performance with regard to leadership, management and pupil progress at the school.
5.11 The Deputy and Assistant Heads’ salary shall not be increased by more than two points in the course of any school year.
Post Threshold Teachers
5.12 Post Threshold teachers will be subject to an annual review of performance. Progression up the UPS will normally be at two-yearly intervals and is subject to two consecutive successful appraisals and the Governing Body being satisfied that the teacher’s achievements and contribution to the school have been substantial and sustained. For annual progression to be awarded, teachers will be expected to have achieved.
5.13 Where the appraisal review does not demonstrate successful achievement of achievement of objectives, pupil progress and meeting teacher standards no pay progression will be awarded. The appraiser must tell the appraisee during the course of the year if performance is falling short and should be given assistance to achieve the standards required.
Classroom Teachers on the Main SScalecale
5.14 Main scale classroom teachers will be awarded pay progression on the Main Pay Range following each successful appraisal review.
5.15 A classroom teacher may be awarded an extra point on the main scale for excellent performance over the previous academic year, having regard to all aspects of their professional duties, but in particular classroom teaching. The Governing Body will only exercise this discretion on the recommendation of the reviewer, where the outcomes of the performance review demonstrate that such an award is clearly merited.
5.16 Where the appraisal review does not demonstrate successful achievement of e.g. achievement of objectives, pupil progress, meeting teacher standards, etc. no pay progression will be awarded. The appraiser must tell the appraisee during the course of the year if performance is falling short and should be given assistance to achieve the standards required.
Moving from the Main Pay Range to the Upper Pay Range
5.17 Refer to para 8.
666 DISCRETIONARY ALALLOWANCESLOWANCES AND PAYMENTS
Teaching and Learning Responsibility Payments (TLRs)
6.1 TLRs will be awarded to the holders of the posts indicated in the attached staffing structure.
6.2 The values of the TLRs to be awarded are set out below:
TLR2s will be awarded to the following values:
2.1 £2667 2.2 £4442 2.3 £6515
TLR1s will be awarded to the following values:
1.1 £7699 1.2 £9473 1.3 11250 1.4 13027
6.3 Before awarding any TLR1 or TLR2 payment, the Governing Body must be satisfied that the teacher’s duties include a significant responsibility that is not required of all classroom teachers and that:
6.4 A, is focused on teaching and learning
6.5 B, requires the exercise of a teacher’s professional skills and judgement
6.6 C, requires the teacher to lead, manage and develop a subject or curriculum area; or to lead and manage pupil development across the curriculum;
6.7 D, has an impact on the educational progress of pupils other than the teacher’s assigned classes or groups of pupils; and
6.8 E, involves leading, developing and enhancing the teaching practice of other staff
6.9 In addition before awarding a TLR1 payment, the Governing Body must be satisfied that the significant responsibility referred to above include line management responsibility for a significant number of people.
6.10 Teachers will not be expected to undertake permanent or additional responsibilities without payment of an appropriate permanent TLR1 or TLR 2 payment.
6.11 The Governors can award a fixed term TLR3 payment to a teacher for clearly time-limited school improvement projects or one-off externally driven responsibilities. The duration of the fixed term must be established at the outset and payment will be made on a monthly basis for the duration of the fixed term. Where a TLR3 is paid to a part time teacher it must be paid on a pro-rata basis. TLR3 payments do not attract safeguarding.
TLR3s will be awarded to the following value:
3.1 £529 3.2 £1531 3.3 £2630
Special Educational Needs Allowance
6.12 The annual value of an SEN allowance is set within the range of no less than £2106 and no more than £4158
6.13 SEN allowances will be paid in the following circumstances:
(i) in any post that requires a mandatory SEN qualification;
(ii) involves a substantial element of working directly with children with special educational needs;
(iii) requires the exercise of a teacher’s professional skills and judgement in the teaching of children with special educational needs;
(iv) has a greater level of involvement in the teaching of children with special educational needs than is the normal requirement of teachers throughout the school or unit within the school.
6.14 The annual value of SEN allowances paid in the school will be based on the following criteria:
• The structure of the school’s SEN provision • Whether any mandatory qualifications are required for the post • The qualifications or expertise of the teacher relevant to the post and • The relative demands of the post.
6.15 The decision to make SEN awards to teachers and the value of those awards will be made on a rational, transparent and fair basis.
6.16 The value of SEN allowances in payment will be reviewed each year to ensure that the appropriate amount is paid. If payments are reduced, safeguarding will be paid in the usual way.
777 OTHER DISCRETIONADISCRETIONARYRY PAYMENTS
Continuing Professional Development
7.1 Teachers (including the Headteacher) who undertake voluntary continuing professional development outside the school day will not be entitled to an additional payment.
INITIAL TEACHER TRAINING ACTIVITACTIVITIESIESIESIES
7.2 Teachers (including the Headteacher) who undertake voluntarily school-based initial teacher training activities will not be entitled to an additional payment.
7.3 Activities that will attract payment include Assistant Examinations Officer.
7.4 Teachers who undertake initial teacher training activities which are not seen as part of the ordinary running of the school will be given separate contracts of employment to cover areas of work that are not part of their substantive teaching job or contract of employment.
OutOut----ofofofof----schoolschool Learning Activities
7.5 Teachers (including the Headteacher) who are requested to provide learning activities outside of the normal school hours and activities and whose salary range does not take account of such activity will not be entitled to an additional payment.
Recruitment and Retention Incentives and Benefits
7.6 The Governing Body will have discretion to pay recruitment awards of £1,000 in the following circumstances – posts difficult to fill. This payment will be reviewed and may be extended.
7.7 The Governing Body will have discretion to pay retention awards of £1,000 for posts difficult to fill. This may be extended.
7.8 The Governing Body will review the level of payment/benefits annually or as set out above.
Discretionary Payments for Headteachers
7.9 The Governing Body may award discretionary payments to Headteachers which must not exceed 25% of the Headteacher’s salary point within the ISR. These payments can be based on the following reasons:
a) The school is causing concern
b) The Governing Body believes that there would be substantial recruitment difficulties
c) The Governing Body believes that there would be substantial retention difficulties
d) The Headteacher is appointed as a temporary Headteacher of one or more additional schools, temporary being defined as a maximum duration of 2 years.
7.10 Other discretionary payments can be made under the other provisions of paragraph 8 as set out above which are included in the 25% pay limit.
7.11 Payments in respect of residential working are not included in the 25% limit.
7.12 Discretionary payments can be permanent or temporary (except where stated that the reason is temporary, i.e. STPCD paragraph 12.5 (d) and paragraph 50). Where payments are temporary, they will not be subject to safeguarding.
7.13 The Governing Body may pay a discretionary payment to the Headteacher in the following circumstances: responsibilities in addition to those normally expected of a Headteacher e.g. consultancy to other schools.
7.14 The reason(s) for this payment is/are not already included in the assessment of the Headteacher’s salary range.
7.15 (Refer to STPCD paragraphs 12.4, 49 and 50)
888 PROGRESSION TO THE UPPER PAY SCALE
8.1 A qualified teacher may apply once a year to the Headteacher for threshold assessment when, or at any time after, they are placed on M6. Applications should be received by 31 st December 2016.
8.2 The evidence used in assessing whether the teacher meets the criteria set out below will be the Appraisal Review statements covering the 2 year period up to and ending at the date of the teacher’s application.
8.3 An application from a qualified teacher will be successful where the Governing Body is satisfied that:
a) the teacher is highly competent in all elements of the relevant standards; and b) the teacher’s achievements and contribution to the school are substantial and sustained.
For the purposes of this pay policy
8.4 Highly competent means
performance which is not only good but also good enough to provide coaching and mentoring to other teachers, give advice to them and demonstrate to them effective teaching practice and how to make a wider contribution to the work of the school in order to help them meet the relevant standards and develop their teaching practice)
8.5 Substantial means
work of real importance, validity or value to the school, play a critical role in the life of the school, provide a role model for teaching and learning; make a distinctive contribution to the raising of pupil standards; take advantage of appropriate opportunities for professional development and use the outcomes effectively to improve pupils’ learning and
8.6 Sustained means maintained continuously over a long period, e.g. 2 school years.
8.7 Where the Governing Body is satisfied that the teacher meets the criteria set out above the teacher will move to U1 from 1 September.
8.8 Where the Governing Body is not satisfied that the teacher has met the standards set out above the application will be rejected and the applicant informed in writing giving reasons for the decision and advice about those aspects of performance which need to be improved in order to meet the standards.
8.9 The assessment will be made within 10 working days of the receipt of the application or the conclusion of the appraisal process whichever is later. If unsuccessful the teacher will be advised of their right of appeal against the decision. Appeals will be heard under the school’s general appeals arrangements.
8.10 If a teacher is simultaneously employed at another school(s), they may submit separate applications if they wish to apply to be paid on the Upper Pay Range in that school or schools. This school will not be bound by any pay decision made by another school.
8.11 An application form is available as an appendix to this policy.
999 APPEALS AGAINST DECISIONS OF PAY
9.1 A teacher has a right to seek a review of any determination in relation to their pay or any other decision taken by the Governing Body (or a committee acting with delegated authority) that affects their pay.
9.2 At specified points in the appraisal process teachers and Headteachers also have a right of appeal against any of the entries in their planning and review statements, including changes made to the statement during the cycle.
9.3 Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.
9.4 Any appeal should be deferred until after the moderation process is complete where the Headteacher has indicated an intention to moderate the statements.
9.5 Initially, the teacher should seek to resolve any appeal against a decision informally, with the Headteacher (or in the case of the Headteacher, the Chair of Governors, or representative) within 10 working days of receiving written confirmation of the decision.
9.6 Where this is not possible, or in cases where the teacher is dissatisfied with any informal resolution, they may follow a formal appeals process.
9.7 The order of proceedings for appeals will be as follows:
1 Having not resolved matters via informal means, the teacher/Headteacher should set down, in writing, the grounds for questioning the pay decision and send it to the person (or committee) who made the determination, within ten working days of the notification of the decision being challenged or of the outcome of the discussion referred to above.
2 The committee or person who made the determination should provide a hearing within ten working days of receipt of the written grounds for questioning the pay decision to consider this and give the teacher an opportunity to make representations in person. Following the hearing the employee should be informed in writing of the decision and the right to appeal.
3 Any appeal should be heard by a panel of three governors who were not involved in the original determination normally within 20 working days of the receipt of the written appeal notification. The teacher will be given the opportunity to make representations in person. The decision of the appeal panel will be given in writing, and where the appeal is rejected will include a note of the evidence considered and the reasons for the decision.
9.8 The teacher is entitled to be accompanied by a colleague or Trade Union representative, at each of the formal stages of the appeals procedure.
9.9 The guidance note attached as Appendix 1 provides further information about the process for appealing against a pay determination.
PART B ––– Support Staff
1 INTRODUCTION
1.1 All school based non-teaching employees are employed on terms and conditions of employment covered by existing Collective Agreements negotiated and agreed with the trade unions recognised by Dorset County Council for collective bargaining purposes. These agreements are embodied in the NJC Agreement on pay and Conditions of Service for Local Government Services, the Collective Agreement concerning Job Evaluation and the Collective Agreement concerning the Harmonisation of Conditions of Service.
1.2 The principles for job evaluation in schools are outlined in detail in the Schools’ Job Evaluation Portfolio.
1.3 When taking decisions regarding pay, the school must have regard to both the Pay policy and to the Dorset Job Evaluation Scheme and resultant pay and grading structure.
1.4 The aim of establishing a Pay policy is to ensure fair and equitable treatment for all employees of the school.
1.5 This Pay policy incorporates the principles of Job Evaluation in Dorset.
1.6 This Pay policy makes reference to relevant areas of the Schools Job Evaluation Portfolio throughout. The Schools’ JE Portfolio should be referred to accordingly.
2 SCOPE
2.1 This policy applies to all school based non-teaching employees in Bournemouth School for Girls. It applies the framework recommended to school Governing Bodies by the Local Authority and covers all key areas of pay determination that schools/Governing Bodies need to consider.
2.2 The Local Authority will not accept liability for any actions, claims, costs or expenses arising out of a decision not to follow this recommended policy or procedure, where it is found that the school’s Governing Body has been negligent or acted in an unfair or discriminatory manner.
2.3 The arrangements for determining pay in respect of school based teaching employees are outlined in the school’s ‘Pay Policy for School Based Teaching Employees’.
3 POLICY STATEMENT
3.1 All decisions relating to pay determination shall be taken in compliance with the Dorset Job Evaluation Scheme.
3.2 The Governing Body will comply with relevant employment legislation: Race Relations Act 1976, Sex Discrimination Acts 1975 and 1986, Equal Pay Act 1970, Employment Relations Act 1999, Disability Discrimination Act 1995, Part - Time Workers (Prevention of Less Favourable Treatment) Regulations 2000, Fixed Term Employees (Prevention of Less Favourable Treatment) Regulations 2002, Employment Equality (Sexual Orientation) Regulations 2003, Employment Equality (Religion and Belief) Regulations 2003 and Employment Equality (Age) Regulations 2006.
3.3 The school will take decisions of pay in respect of all non-teaching employees in a fair and equitable manner.
3.4 The school will review its policy each year to ensure that the policy reflects the latest position as determined by the Dorset Job Evaluation Scheme.
3.5 The Local Authority will provide advice to schools on amendments that may need to be made to the recommended policy to ensure that it reflects the latest position as determined by the Dorset Job Evaluation Scheme and employment legislation as appropriate.
4 JOB DESCRIPTIONS
4.1 The Schools’ JE portfolio reflects a range of properly specified and evaluated job descriptions for school based non-teaching employees from which job descriptions shall be selected so as to ensure parity and consistency.
4.2 School based non-teaching employees will be allocated a job description from the JE schools’ portfolio which reflects the generic nature of their role and responsibilities.
4.3 Where one of the generic job descriptions selected from the portfolio does not fully reflect the range of responsibilities of the post holder, a supplementary duties proforma may be completed to reflect these additional duties.
4.4 In cases where a generic job description (or generic job description and supplementary duties proforma) does not properly reflect the nature of the role, the school may create an individual job description.
4.5 Where an employee has been allocated a job description and their duties and responsibilities have significantly altered over time, it may be appropriate to revise the allocation, in consultation with the employee. The employee can be re-allocated to a job description that more appropriately reflects their duties and level of responsibility.
5 PAY AND GRADING
5.1 School based non-teaching employees will be paid in accordance with the evaluated grade for their allocated job description. (See section 3 of the Schools JE Portfolio.)
5.2 Upon appointment, new members of staff will normally commence at the minimum of the grade relating to that discrete post. Thereafter, normal timescales will apply in relation to normal incremental progression.
5.3 Headteachers/Governing Bodies have the authority to appoint exceptionally on any service increment within the grade. Extraordinarily a Headteacher/Governing Body may appoint to a competence-related increment if there is evidence and an assessment that the appropriate level of competence has been achieved, and therefore withstand any challenge of equal pay.
5.4 Upon promotion to a higher graded post, the starting salary shall be the minimum of the new grade or one increment increase within the new grade if the post holder was previously,` prior to promotion, on the preceding grade.
6 INCREMENTAL PAY PROGRESSION
6.1 All grades in the Dorset pay and grading structure comprise of both service- based and competence-based increments.
6.2 Service and competence increments are payable on 1 April. In cases where an employee has less than 6 months’ service in the grade by the 1 April, they shall be granted their first service increment six months following the date that their employment commenced.
6.3 Service increments will usually be paid automatically. However, the Performance and Development Review (PDR) 1 process shall be applied to all school based support staff regardless of whether the top of the grade has been reached or, a service or competence increment is due.
6.4 Where posts carry pay progression points, which are dependent on competence in role, the PDR process will provide the mechanism for assessing this.
6.5 Competence increments will be paid where a positive recommendation is made to do so, by the Headteacher or the line manager.
6.6 Consideration of withholding competence increments will only occur in circumstances where a member of staff is subject to formal capability or disciplinary procedures. In this event the Headteacher will make such a recommendation, supported by documentary evidence.
7 OTHER PAYMENTS
Market Forces Payments 2 7.1 The labour market adjustment scheme provides for additional payment over and above that determined by the JE evaluated grade.
7.2 The payment of market forces increments under the Labour Market Adjustment Scheme will be considered for a post/discrete post group, where there is evidence to suggest that the current Dorset grade maximum is insufficient to recruit or retain employees of the appropriate skill or mix. (Refer to section 5 of the schools JE portfolio).
1 Refer to recommended policy for Performance and Development Review for School Based Support staff for further details. 2 The Labour Market Adjustment Scheme is outlined in detail in the Schools JE Portfolio under Section 5.
7.3 A range of schools’ posts will be included in the Local Authority Key Benchmarked Posts to be tested against market data by Croner Reward (Dorset County Council’s external market data provider) every six months.
7.4 The results obtained on Key Benchmarked Schools Posts will enable the Local Authority Pay and Rewards Manager to produce a market intelligence report for Headteachers highlighting problem areas. Schools will be encouraged to adopt Dorset County Council recommendations for Labour Market Adjustment Increments.
Overtime Payments
7.5 In the event that a non-teaching employee works over 37 hours in a working week, they will be entitled to overtime at the rate of time and a half, in accordance with the National (Green Book) Conditions of Service.
7.6 In the event that a non-teaching employee works additional hours over and above their contracted hours, they shall be entitled to be paid for those hours, at plain time, up to and including a total of 37 hours.
7.7 With regards to training days, non-teaching employees shall be reimbursed for attendance at such events. (This may be as additional payment calculated within their contracted weeks per year, time off in lieu or a payment over and above their contracted hours.)
Additional Payments ––– ActingActing----up/Honorariaup/Honoraria
7.8 A policy and procedure for payment of non-teaching employees undertaking additional duties has been developed and is attached as Appendix 11.
888 APPEALS AGAINST DECISIONS OF JOB DESCRIPTION/PAY ANDAND GRADING
8.1 An employee may challenge a determination in relation to their pay, and or allocated job description if they feel their job description allocation does not fairly reflect the level of their current duties and responsibilities.
8.2 Initially, the employee should seek to resolve any appeal against a decision informally, with the Headteacher.
8.3 Where this is not possible or in cases where the employee is dissatisfied with any informal resolution, they may follow the formal appeals process:
1 The employee should set down in writing their grounds for questioning the pay decision/job description allocation and send it in writing to the Headteacher, within 10 working days of the notification of the decision, or the outcome of the discussion referred to above.
2 The Headteacher should arrange a meeting within 10 working days of receipt of the written grounds for questioning the pay decision to consider this and give the member of staff an opportunity to make representations in person. Following the meeting the employee should be informed in writing of the decision and the right to appeal.
3 Any appeal should be heard by a panel of three Governors within 20 working days of the receipt of the written appeal notification. The employee will be given the opportunity to make representations in person. The decision of the appeal panel will be given in writing.
Reviewed: October 2017
Appendix 1
BBBOURNEMOUTHBOURNEMOUTH SCHOOL FOR GIRLS
Policy and Procedure for Payment of Employees UndertakiUndertakingng Additional Duties
1 Scope
1.1 This policy and procedure applies in respect of all non-teaching employees in Bournemouth School for Girls employed within the purview of Green Book terms and conditions of service.
2 Policy Statement
2.1 In selecting employees to undertake additional duties, due consideration will be given to ensuring a fair and consistent process.
2.2 Employees covered by this policy and procedure will be fairly rewarded for taking on additional duties, as set out in this document.
2.3 In all cases consideration will be given to the impact on the individual of agreeing to undertake additional duties over an extended period of time. This will include the need for any training, support or access to guidance and to the impact of undertaking the additional duties on any individual, due to the increase in demands, either through undertaking work of a higher level of responsibility or undertaking a greater volume of work to cover for an absent colleague(s). The impact on the individual of undertaking the additional duties will be regularly monitored by the Headteacher/line manager.
2.4 Additional payments may be payable where:
a) an employee is called upon to undertake the full range of duties of a higher graded post for at least four consecutive weeks
or
b) an employee performs duties outside the scope of his/her post over an extended period, or where the additional duties and responsibilities are exceptionally onerous
2.5 The following paragraphs detail how these provisions are to be applied.
3 Full ActingActing----upupupup
3.1 Full acting up is where a member of staff undertakes the full range of duties and responsibilities of a higher graded post.
3.2 Acting up generally includes circumstances relating to cover for sickness, maternity leave, vacancies and periods of extended unpaid leave.
3.3 A continuous period of four weeks must be covered before an additional payment will be considered. Once the four weeks has been met payment, if agreed, will start from the beginning of the period of cover.
3.4 Full acting up should not normally exceed a period in excess of 48 weeks. Where it is expected that the arrangements will need to continue beyond 48 weeks advice should be sought from HR Employee Relations.
3.5 To receive such a payment the employee must be undertaking ALL of the duties and responsibilities of the higher graded post.
3.6 A full acting up allowance cannot be paid where the duties of a higher graded post are shared between two or more employees but an honorarium under paragraph 4 may be paid.
3.7 The acting up allowance will be calculated as the difference between the salary of the employee acting up and the minimum point of the grade of the post being covered. Where an employee is already paid on a point within the higher grade, due to the overlapping of grades within the pay and grading structure, the allowance will be calculated against the point that would apply if the employee was promoted to the post. This would normally be the next point within the grade.
3.8 Where an employee is currently in receipt of salary protection, in accordance with the Salary Protection Policy, the acting up allowance will be calculated against the point that would apply if the employee was promoted to the post (i.e. the minimum pay point of the grade or the next pay point above the protected point, whichever is the higher). Where the employee is protected on a pay point above the maximum pay point of the substantive grade of the higher post no additional payment will be made. Any refusal to agree a reasonable request to undertake additional duties may result in the withdrawal of any protection arrangements. Advice must be sought from the Head of HR or his/her representative before any withdrawal of protection takes place.
3.9 Payment of an acting up allowance is a contractual variation and must be implemented by way of a contractual variation letter. The contractual variation letter should clearly state the duration of the payment, reason for payment and amount of the payment.
3.10 The acting up allowance must be terminated immediately the circumstances giving rise to it cease in order to avoid overpayments.
3.11 Authority to approve a full acting up allowance is delegated to the Headteacher. Advice should be sought from HR Employee Relations before agreeing to any payments
4 Honoraria
4.1 The payment of an honorarium applies where more than one member of staff cover the duties of a higher grade post or alternatively where one person covers a proportion of the duties of a higher grade post.
4.2 Honorarium payments generally includes circumstances relating to cover for sickness, maternity leave, vacancies and periods of extended unpaid leave.
4.3 A continuous period of four weeks must be covered before an honoraria payment will be considered. Once the four weeks has been met payment, if agreed, will start from the beginning of the period of cover.
4.4 Payments under this heading should be viewed as a ‘thank you’ for the work done.
4.5 Payments under this heading should not ordinarily exceed 26 weeks. Where it is necessary to continue payment for a period exceeding 26 weeks advice should be sought from HR Employee Relations before agreeing the payment.
4.6 Where the full duties of a higher grade post are shared equally between two people the honoraria will be calculated by paying 50% of the difference in salary of each employee providing cover and the minimum of the substantive grade of the post being covered. Where an employee is paid on a point within the higher grade, due to the overlapping grades within the pay and grading structure, or in receipt of permanent salary protection, in accordance with the Salary Protection Policy, the allowance should be calculated in line with the approach outlined for cases of full acting up.
4.7 Where this produces different levels of payment which are clearly inequitable then the total amount produced by the application of the formula will be shared equally between the two employees. Similar principles should be applied in cases where more than two people share the higher grade duties although such circumstances should be viewed as exceptional.
4.8 Where a member of staff is carrying out a proportion of the duties of a higher grade post the honorarium should be calculated as follows:-
i) Assess the proportion of the higher grade duties being covered and express it in percentage terms, e.g. 60% ii) Assess the difference in salary in accordance with the principles set out above, e.g. £1,500 iii) Apply the percentage of the duties undertaken and divide by 12 to calculate the monthly value of the payment. iv) In keeping with the general principles behind honoraria payments this calculation should then be rounded to give an appropriate level of payment.
60 Example: 100 x £1,500 = £900 / 12 = £75
4.9 An honorarium may also be granted to an employee who performs duties outside the scope of their post over an extended period of time, or where duties and responsibilities involved are exceptionally onerous. The amount will be dependent on the circumstances of each case but will generally not exceed £200.
4.10 The Governing Body will approve honoraria payments .
555 Other Circumstances
5.1 Where there is a need to recognise exceptional effort/performance through circumstances which do not meet the guidelines set out above the Headteacher should seek advice from the HR Employee Relations in the first instance. A number of methods are available, including the payment of overtime or the award of merit increments.
5.2 One, or exceptionally, two increments may be awarded to an employee to recognise performance which has been consistently well above average for a period of at least one year in their current post. In considering the award of merit increments, it has to borne in mind that the effect/benefit/cost will continue only until the top of the scale is reached.
5.3 Merit increments should not be used to reward individual pieces of work as this would be covered by the arrangements for payment of honoraria.
5.4 The maximum of the grade of the post should not be exceeded.
5.5 The employee must be notified in writing of the award of a merit increment(s) by means of a contract variation letter, and a statement of the reason for the award must be placed on the employee’s personal file.
5.6 Decisions regarding the award of merit increments will be made by the governing body.
Reviewed: October 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 22252555 LEAVE OF ABSENCE FFOROR TEACHING AND SUPPORT STAFF
Leave of absence for staff at Bournemouth School for Girls may be granted in accordance with the following scales and subject to the following conditions:
LEAVE OF ABSENCE WITH PAY
a) The Headteacher may at his/her discretion, grant to members of staff leave of absence in the following circumstances, subject to being satisfied that the request is fully justified:
LEAVE OF ABSENCE REASON (Working Days) 1 Death of a near relative Up to 5 days 2 Serious illness of a near relative Up to 5 days 3 Death of a spouse/partner Up to 10 days 4 Funeral of other than a near relative Up to 3 days 5 Wedding of a near relative Up to 2 days 6 Maternity, Adoption, Paternity, Please refer to the Parental and time off for dependants Maternity/Adoption/Paternity/Parental time off for dependants Policy 7 Attendance at court As necessary 8 As a member of a local authority or With pay up to 18 school days or 36 half days other public body per school year subject to exigencies of service (see paragraph IV) 9 Delegated to teachers' organisations With pay 10 TA and Auxiliary Forces With pay with limit of 10 school days per school year 11 Sporting activities (national level) With pay for participation at national level subject to limit of 10 school days in any one school year. Any extension of this period to be at discretion of the Headteacher 12 Religious observance days With pay for limit of 3 school days per school year 13 Interview leave With pay but Headteacher to exercise discretion as to frequency and level 14 External examiner (for meetings) With pay 15 Magistrates With pay up to 18 school days each school year (to be taken in full days) plus 5 school days for compulsory training per year (see paragraph IV ) 16 House removal One day with pay (but two days with pay if the Headteacher considers it justified) 17 Study Leave a) for revision One day with pay for each day of examination to a maximum of 5 days. b) for examination Paid absence for examinations that are considered to be beneficial to the employee’s career. 18 Visiting school when appointment With pay secured under another authority (e.g. to deal with appointment of staff to new school)
b) The Headteacher may also at his/her discretion, grant leave of absence with pay to members of staff for one school day each school year for any other reason.
c) The definition of a near relative shall normally be taken to include spouse, son or daughter, parent. It may be extended to include other relatives at the discretion of the Headteacher.
d) The Chair of Governors may approve leave of absence with pay for the Headteacher.
e) The Chair of Governors may approve extensions of leave of absence with pay in excess of the scales set out above subject to special cases being submitted by the Headteacher.
f) Routine medical appointments should be made wherever possible outside of contracted hours. They will not attract paid leave. Pay will either be docked or the time missed will need to be worked at another suitable time by mutual agreement. However, medical appointments for serious conditions may attract paid leave at the Headteacher’s discretion.
g) Leave of Absence without Pay
a) The Headteacher may grant up to three days leave of absence without pay per school year for whatever good reason he/she may think fit and the Governors shall be informed of all approvals so given.
b) The Chairman of Governors may approve leave of absence without pay for the Headteacher and may approve leave of absence without pay for staff in excess of three days subject to special cases being submitted to the Governing Body.
c) The Governors will approve leave of absence without pay to staff standing as Parliamentary Election candidates from either the date of the issue of the Writ or the dissolution of Parliament until the declaration of the poll. The contract of service of a successful candidate will be deemed to have been terminated from the date of election.
GENERAL CONDITIONS a) Leave of absence without pay will be calculated on the basis that one day equals 1/365th of annual salary. b) In cases of leave of absence without pay extending both sides of a weekend e.g. Thursday to Tuesday inclusive, the weekend shall be included in the calculation. c) In cases of leave of absence without pay for one week, Monday to Friday, the calculation shall be 7 days i.e. one week.
NOTES REGARDING LEAVE FOR PUBLIC DUTIES a) Public Bodies Where a member of staff undertakes public duties as a member of a public body the Governors have agreed that paid leave may be granted for up to 18 days or 36 half day less any attendance or loss of earnings allowance. b) Justice of the Peace Similarly, for Justices of the Peace up to 18 days or 36 half days paid leave may be granted less any loss of earnings allowance. c) Approval The prior approval of the Chairman of Governors is required to undertake these activities and the Headteacher should also be informed. d) Financial Adjustment The Bursar should be consulted regarding procedural arrangements prior to the duties being undertaken. e) Superannuation Rights Superannuation rights and accruing benefits are not affected by this arrangement.
Reviewed July 2016 New review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 22262666 LEAVE OF ABSENCE FOR PUBLIC DUTIES ––– FINANCIAL ADJUSTMENT
PROCEDURE
The following procedure should be followed where employees undertake public duties. i) Public Bodies
For service on a public body during working hours when paid time off is involved, the maximum attendance allowance or loss of earnings allowance should be claimed and retained by the employee. A written statement of all loss of earnings received and a written statement of the gross amount of the attendance allowance claimed prior to tax should be given by the employee to the Bursar to enable recovery to be made from the next pay period. No statement is necessary when the attendance allowance is received for attendance outside working hours. ii) Justice of the Peace
All employees should claim and retain the maximum earnings allowance for service as a Justice of the Peace. A written statement of all "loss of earnings" received should be given by the employee to the Bursar for the appropriate deduction to be made from his or her salary.
CALCULATION OF PAY
Employees' pay will be calculated as follows: i) For full-time staff or part-time staff who work the same hours each day of the week, a full day's pay is calculated by dividing the gross annual salary by 52.14 to obtain a weekly rate then dividing that by 5 to obtain a daily rate or by 10 to obtain a 0.5 day rate. ii) For other part-time staff the actual salary paid on day of absence is used.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 272727 MATERNITY, ADOPTION, PAPATERNITY,TERNITY, PARENTAL LEAVE & TIMETIME OFF FOR DEPENDANTS ––– TEACHING STAFF
1.1.1. Introduction
The purpose of this guide is to explain your entitlements to maternity, adoption, paternity and parental leave and pay. It will also tell you what to do to ensure that you don’t lose any of your rights or entitlements.
The information in this guide applies to you if you are a teacher within schools supported by Dorset County Council’s HR team. Please note that non-teaching staff have their own guide to these entitlements which is available from Human Resources (Children’s Services) or your school can download a copy for you from the Schools’ Pages on the intranet (Staff net).
This document reflects the latest statutory provisions. Any conflicting advice between that contained within the “Burgundy Book” conditions and statutory provisions will revert to statutory provisions.
The right for parents of young and disabled children to request flexible working was first introduced in 2003, was extended to include carers of certain adults from 6 April 2007 and extended to carers of children up to age 16 in April 2009. Separate guidance on the right to request flexible working is available from your school.
This guidance does not preclude schools from developing their own family friendly provisions to augment the ones outlined in this policy. Your school will inform you if this is the case.
2.2.2. Explanation of Terms
AAL Additional Adoption Leave
ADC Actual Date of Childbirth
AML Additional Maternity Leave
BABABA Benefits Agency
Burgundy Book National terms and conditions of employment document for teachers (available through your school)
Continuous This relates to either your employment with your current employer or with previous Service LAs
CAP Contractual Adoption Pay
CMP Contractual Maternity Pay
EDC Expected Date of Childbirth.
EDP Expected Date of Placement. Expected Week of Childbirth. EWC The week in which the baby is expected to be born. (For calculation purposes the EWC always commences at midnight on a Saturday/Sunday). KIT ‘Keeping in touch’ days
LALALA Local Authority
MAMAMA Maternity Allowance. May be paid by the Benefits Agency where there is no entitlement to Statutory Maternity Pay.
MAT.B1 Confirmation of the EDC obtained from a doctor or midwife. Not usually issued until after the 20th week of pregnancy. MCMCMC Matching Certificate. Certificate issued by approved adoption agencies. SAP will not be paid without the certificate. MLP Maternity Leave Period.
The period during which you will be on paid and/or unpaid maternity leave, statutory or contractual.
MPP Maternity Pay Period.
The period during which you will receive maternity pay, statutory or contractual. MWMWMW Matching Week. Week adoption agency informs employee that they (or notification they have been) matched with a child. NININI National Insurance.
OAL Ordinary Adoption Leave.
OML Ordinary Maternity Leave. QWQWQW Qualifying Week. The beginning (i.e. midnight Saturday/Sunday) of the 15 th week before the EWC. SAL Statutory Adoption Leave.
SAP Statutory Adoption Pay.
SML Statutory Maternity Leave SMP Statutory Maternity Pay. Pay will start from any day you choose to coincide with your first day of maternity leave. SPL Statutory Paternity Leave. SPP Statutory Paternity Pay. Pay week can start on any day of the week. SSP Statutory Sick Pay.
333.3 Statutory and/or Contractual Maternity Scheme
3.13.13.1 General Information on Statutory and or Contractual Maternity
Your right to maternity pay and leave is determined by legislation and conditions of service.
The following guidance provides supplementary advice to that already provided in the Burgundy Book for teachers on the current entitlements to statutory and occupational maternity leave and pay. This is based on different periods of service that a teacher might have with their current employer or with a number of Local Authorities.
3.23.23.2 The Two Maternity Schemes
There are two maternity schemes in operation for teachers: • The Statutory Maternity Scheme which is funded through the government but operated through your employer; • The Contractual Maternity Scheme which applies to teachers and includes the provisions within the burgundy book.
You may be entitled to the provisions of one or both of these schemes although in practice some of the entitlements may overlap. The table on the following page will help you to work out what your entitlements will be.
3.33.33.3 Surrogate parents
If you and your husband, wife or partner are having a child through surrogacy you will not normally be eligible for statutory or contractual maternity leave. However you will be eligible for unpaid parental leave once you have got a parental order (please refer to the parental leave section).
3.43.43.4 AnteAnte- ---natalnatal Care
All pregnant employees have the right to paid time off to attend ante-natal care. This may include relaxation classes or parent craft classes. Your Headteacher may wish to see evidence of your appointments and you should aim to provide as much notice as possible. See also paragraph 3.12 for guidance on fathers to be / partners / nominated carers and ante-natal care.
3.53.53.5 Maternity Leave
You are entitled to 26 weeks ordinary maternity leave (OML) and 26 weeks additional maternity leave (AML) regardless of your length of service.
Your maternity leave can start at any time after the 11 th week before the expected week of childbirth (EWC).
Any sickness absence for a pregnancy related reason after the 4 th week before the EWC where maternity leave has not already started will automatically trigger the start of your maternity leave.
You are not allowed to work for the 2 weeks following the birth.
3.63.63.6 Maternity Pay
3.6.1 Statutory Maternity Pay
You are entitled to 39 weeks SMP if you have 26 weeks’ continuous service with your current employer by the qualifying week (15 th week before the EWC) and your average earnings are at least as much as the lower earnings limit for NI contributions at the end of your qualifying week (although you don’t necessarily have to pay NI). NB You may not meet the limit for NI if you become pregnant again whilst in a period of AML.
The 39 weeks comprises 6 weeks at 90% of your average pay at the end of the qualifying week and then 33 weeks at the lower rate of SMP (which is reviewed by the Government each year) or 90% of your average weekly salary whichever is lower. At no time will you be able to earn more than your normal full pay whilst in receipt of statutory and/or contractual maternity pay.
3.6.1.1 Leaving employment voluntarily/at the end of a fixed term contract
If you leave your job voluntarily for a reason not connected with your pregnancy after the 11 th week before the EWC you will still be eligible for SMP (or MA if not eligible to receive SMP). If you leave before the 11 th week, you will not be eligible.
If you are on a fixed term contract which is due to end after the start of the 15 th week before the EWC, and you remain employed during the qualifying week you will still be entitled to receive SMP (or MA if not eligible to receive SMP) so you must notify your employer of your intention to take maternity leave.
3.6.2 Contractual Maternity Pay
If you have at least one year’s continuous service with 1 or more LAs at the 11 th week before the EWC you will be entitled to 4 weeks at full pay followed by 2 weeks at 90% of pay followed by 12 weeks of half pay.
In order to be eligible for the half pay element, you must return to work for a period of at least 13 weeks following your maternity leave. If you are unsure about whether you will be returning you can ask for the half pay to be held until you do return. If you take the half pay and subsequently decide to leave or you do not return to work for at least 13 weeks, your employer may take back the payment(s).
3.6.3 Maternity Allowance
This is paid by the Benefits Agency (BA) for women who meet the criteria for MA but do not qualify for SMP. This situation may arise for example where periods of maternity leave overlap or are concurrent and the new qualifying week falls in the unpaid part of maternity leave. The BA will base their assessment on your recent earnings and employment record. In order to get MA you will need to complete an MA1 form (which you can get from your BA). If you are excluded from SMP your employer will provide you with an SMP1 form which you should submit to your BA together with the MA1 form. If you are not eligible for MA you may be eligible for incapacity benefit during part of your pregnancy.
If you have 1 or more years’ continuous service with 1 or more LA at the beginning of the 11 ththth week before your EEWCWCWCWC
And you have at least 26 weeks continuous service with your current But you have less than 26 employer by the end of the 15 th week before your EWC weeks continuous service with your current employer by the end of the 15 th week before your EWC
And your National Insurance But your NI contributions are not contributions are high enough high enough 3.73.73.7 Entitlement to maternity pay and leave ready reckoner
39 wks SMP No entitlement to SMP. No entitlement to SMP. 18 wks CMP May be entitled to MA. May be entitled to MA. • first 4 weeks of absence, on 18 wks CMP 18 wks CMP • full pay, inclusive of SMP; • first 4 weeks of absence, on full first 4 weeks on full pay, inclusive of MA if • next 2 weeks on 90% of a pay, inclusive of MA if eligible; • eligible; week’s salary, inclusive of next 2 weeks on 90% of a • next 2 weeks on 90% SMP; week’s salary, inclusive of MA if of a week’s salary, • next 12 weeks, on half pay eligible; inclusive of MA if plus lower rate SMP; • next 12 weeks, on half pay plus eligible; • • next 21 weeks, paid at lower MA if eligible; next 12 weeks on rate SMP • next 21 weeks of MA if eligible half pay plus MA if • • eligible; Additional 13 wks unpaid Additional 13 wks unpaid leave • next 21 weeks on leave • Paid time off for ante-natal care MA if eligible. • Paid time off for ante-natal • Additional 13 wks care unpaid leave • Paid time off for ante-natal care
If you have less than 1 year’s continuous service with 1 or more LA at the beginning of the 11 ththth week before your EWC
And you have at least 26 weeks continuous service with your But you have less than 26 weeks current employer by the end of the 15 th week before your EWC continuous service with your current employer by the end of the 15 th week before your EWC
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SMP No entitentitlementlement to SMP or CMP. No entitlement to SMP or CMP. No CMP May be entitled to MA. May be entitled to MA. • • • first 6 weeks of absence 52 wks unpaid leave 52 wks unpaid leave • on SMP of 90% of a Paid time off for ante-natal care Paid time off for ante-natal week’s salary; care • next 33 weeks paid at lower rate SMP; • Additional 13 wks unpaid leave • Paid time off for ante- natal care
3.83.83.8 Notification Requirements
3.8.1 NotiNotification fication prior to maternity leave
Approximately 20 weeks before your EDC you must supply your Headteacher with a copy of your MATB1 form. This form can be obtained from your midwife or GP.
You can start your maternity leave at any time from the 11 th week before the EWC.
You must notify your Headteacher of your intention to start maternity leave at least 15 weeks before thethe EWC unless you have good reason not to do so. Your HR Support Services contact will give you a form to complete to ensure that you are providing the correct information which includes the following:- • A statement to say that you are pregnant • Confirmation of your EWC • The date on which you want your maternity leave and pay to start If you are eligible and intend to take half pay whilst on maternity leave, this form also includes a statement saying that you are intending to return to work for 3 months following your maternity leave period.
You can change your mind about the date on which you want your maternity leave to start but you must give your Headteacher at least 28 days’ notice of the new date unless you have a good reason not to do so.
Your Headteacher will ensure that the HR Support Services team provide you with details of your pay and leave entitlements at this point if this has not already happened.
3.8.2 Notification following the birth
You should notify your Headteacher of the date of the birth as soon as you can after the event. Your Headteacher will then notify HR.
3.8.3 Notification prior to returning to work
If you are intending to return at the end of your full 52 week entitlement to maternity leave, you do not need to give any notice but it would be helpful to your Headteacher if you can, so that they are clear about your intentions. If you intend to return to work sooner, you need to give at least 21 days’ notice in writing. If you don’t give this amount of notice your employer can postpone your return for 21 days (as long as this doesn’t take you past the end of your 52 week leave period).
3.93.93.9 Keeping in touch Days/Contact whilst on Maternity/AdoptionMaternity/Adoption leave
Employees are able to ‘work’ for up to 10 days during their ordinary or additional maternity or adoption leave if this is agreed. These are known as keeping in touch or KIT days. Any KIT days taken will not extend your maternity or adoption leave period nor bring it to an end.
Schools cannot insist that these days are worked and they are not under any obligation to offer you such work; they must be mutually agreed.
For these purposes, ‘work’ may include training or any other activity undertaken to assist you in keeping in touch with the workplace, such as attending conferences, appraisals or team meetings. The provisions apply to the entire period of ordinary and additional maternity leave, except during the first 2 weeks from the day of childbirth.
Payment can be made subject to agreement for such work. You will be paid at your contractual rate for any hours worked under the KIT days scheme. Childcare costs arising from KIT days will not be paid by the school.
An employee may choose to work only a few hours on each occasion, for example a three-hour training session, however this will count as a ‘day’ under the scheme.
No SMP or Maternity Allowance will be lost if up to 10 days work is undertaken. Any statutory or contractual payments for maternity or adoption purposes made during this period will be off-set against any pay due. Where payment for KIT days is agreed by your Headteacher, you should complete the ‘Supply Claim Form’ for teachers making it clear on the form that you are claiming for KIT days worked.
You are advised to consider the impact of the payment on additional pension contributions prior to agreeing to undertake any paid work on this basis.
Schools need to ensure that you are kept informed of vacancies, any significant workplace developments and training opportunities whilst you are on maternity or adoption leave. Contact by your employer with you whilst you are on maternity or adoption leave will not be counted as work and as such will not form part of the 10 KIT days.
3.10 Annual Leave and Maternity or Adoption Leave
You are entitled to accrue annual leave whilst on maternity/adoption leave (both in the paid and unpaid periods) in accordance with the Working Time Regulations. The current statutory entitlement is 28 days per annum.
The accrued annual leave must be taken at a time outside of your maternity / adoption leave period but will be off-set by school closures either before or after the maternity leave during your leave year (which for a school is 1 September to 31 August). In the unlikely event that the statutory leave cannot be covered during school closures in that school year, any outstanding balance must be taken during term time on your return to work. If there is not sufficient time left in a school term for all leave to be taken, the balance will be carried over to the new leave year (although once again the balance will be taken from school closure periods where possible).
Payment in lieu of annual leave will only be made where you don’t return to work following maternity leave.
3.11 Sickness and Maternity or Adoption Leave
You are not entitled to receive Statutory Sick Pay (SSP) whilst in the 39 week period of entitlement to SMP, MA or SAP.
If you are sick when you are due to return to work, you should notify the school in the normal way and will receive sick pay in line with your entitlements.
3.12 Guidance on other Maternity Related Issues
National guidance has been used as the basis for recommendations made to your school for Burgundy Book teachers but you should check with your school if these provisions will apply to you.
• Fertility Treatment
Your school has been recommended to provide reasonable time off arrangements if you are undergoing fertility treatment.
• AnteAnte----natalnatal Care for Fathers, Partners and Nominated CareCarersrs
Your school may grant time off for antenatal care to fathers to be, partners, or nominated carers. A nominated carer is the person nominated by the mother to assist in the care of the child and to provide support to the mother at or around the time of the birth. Examples could include time off to attend parent-craft classes or to accompany the expectant mother when undergoing a medical examination. Schools may request that evidence of appointments is produced.
• Miscarriage, Termination, StillStill----birthbirth and Death of a Baby
If your baby dies or is stillborn after 24 weeks’ pregnancy the maternity scheme still applies to you. Where this occurs before 24 weeks (miscarriage) or there is a termination, your school should give you sympathetic consideration according to the circumstances and where necessary grant special leave or sick leave, as appropriate. The decision should be based on your needs and medical opinion.
• Premature Birth
If your baby is born prematurely, your school should consider your circumstances to decide what action is required. For example, extension of the maternity leave period might be appropriate. The necessary discretion already exists under the scheme.
3.13 ReturReturning ning to Work after Maternity or Adoption Leave
3.13.1 Returning to work in School Holidays (Maternity)
If you intend to return to work from maternity leave for pay purposes during the school holidays, you must discuss and agree this with your Headteacher and you must also provide a medical certificate to indicate that you are fit to return.
3.13.2 Returning to your previous job
When you return to work you have the right to return to the job you left before you went on leave unless it is not practical for the school to do so, for example because the job no longer exists. If this is the case you should be offered another suitable role with the same terms and conditions where one exists.
3.13.3 Flexible Working Requests
If you have 26 weeks continuous service, you may request to work more flexibly on return to work. There is no automatic right for requests to be accepted, however, but your Headteacher must give the request serious consideration. Please refer to the Flexible Working Policy for more information.
3.13.4 Resigning from work prior to the return to work datdatee
If you do not intend to return to work, you should submit a written resignation and the normal process for termination of employment and notice periods will apply. Under the provisions of the Burgundy Book, the school has the discretion to recover any half pay in these circumstances. You will not, however, need to repay any SMP or MA.
3.14 Taking parental leave after maternity leave
If you need more time off to look after your child(ren) following maternity leave, it may be possible for you to take unpaid parental leave. Up to four weeks parental leave can be taken at the end of maternity leave without affecting the right to return. For more information, refer to the parental leave section of this guidance.
3.15 Health and Safety Provisions
If you are pregnant (and have notified your school) or you are a recent mother who is returning or has returned to work, you are protected by health and safety provisions over and above those provided to other employees. The additional protection applies from the time you notify your Headteacher of your pregnancy and ends 6 months from the date of the birth of your child or until you stop breastfeeding (whichever is the later date).
Risk assessments will be undertaken by your Headteacher in order to assess whether there is an increased risk to you and to take safety precautions where needed. The risk assessments must be carried out as soon as your Headteacher has been notified of your pregnancy and after your return to work following maternity leave. These assessments will be kept under review whilst you are working.
Rest facilities should be provided for you if you are a new or expectant mother so that you can avoid fatigue where possible. Schools may also be able to provide suitable facilities for you to breastfeed or express milk and store it hygienically.
3.16 Important Dates/Checklist for Maternity
This section tells you what dates are most important to you. Insert your dates here
1.1.1. Your baby’s due date
Expected week of childbirth (EWC) 2.2.2. Insert the date of the Sunday prior to the date in row 1 above (if that is the Sunday, the two dates will be the same).
20 weeks before the EWC The date of the Sunday 20 weeks before the date in row 2 above 3.3.3. From this date you should have passed your MATB1 form from your midwife or GP to your HR Support Service contact. You will not be entitled to maternity pay until this has been received.
The 15 ththth week before the EWC The date of the Sunday 15 weeks before the date in row 2 above. 4.4.4. You must have 26 weeks’ continuous employment with Dorset LA to get SMP. This is latest date that you can inform your employer of your pregnancy.
The 11 ththth week before the EWC The date of the Sunday 11 weeks before the date in row 2 above This date is used to calculate your entitlement to contractual maternity pay. 5.5.5. You must still be pregnant or have had your baby by this date to qualify for maternity entitlements. You can start your maternity leave from this week as long as you have given at least 28 days’ notice.
The 4 ththth week before the EWC The date of the Sunday 4 weeks before the date in row 2 above. If you are 6.6.6. sick for a pregnancy relate reason after this date you maternity leave and pay will automatically begin.
Actual birth date Please inform your Headteacher of this date as soon as you can. 7.7.7. You need to give at least 21 days’ notice to return to work unless you return at the end of the 52 week period.
2 weeks from actual birth date 8.8.8. You are not able to work during these 2 weeks compulsory maternity leave
26 weeks after you started your maternity leave 9.9.9. This is the end of the OML period
52 weeks after you started your maternity leave This is the end of the AML period and you will be due back to work on the 10. following day at the latest unless you are sick, on school holidays, taking parental leave or you have decided to resign. Don’t forget that you don’t need to give notice to return on this date but it is helpful if you do.
4.4.4. Adoption LLeaveeave and PPPayPayayay
4.14.14.1 Eligibility for Adoption Leave and Pay
To be eligible you must:
• be the child’s adopter • have notified the adoption agency that you agree that the child should be placed with you and the date of the placement.
Both adoption leave and pay will cease at the end of the week in which either:
• the child reaches 18 • the adopter dies • the adopter is given a custodial sentence.
If you are in a couple, you must decide who will take the adoption leave. The partner not taking adoption leave will be entitled to paternity leave/pay ( see Section 5 ). There is an entitlement to only one period of adoption leave regardless of the number of children being placed at any one time during a placement.
You won’t normally be able to get statutory adoption leave or pay if you are becoming a special guardian, adopting a stepchild or having a child through surrogacy or a private adoption agreement. A child is defined as a person under 18 years of age.
If you have 26 weeks’ continuous local government service at the time of the matching week, you will be entitled to 26 weeks’ ordinary adoption leave and 26 weeks’ additional adoption leave making a total of 52 weeks. Additional adoption leave must be taken immediately following the period of adoption leave and will be unpaid on the expiry of any statutory adoption pay applicable.
4.24.24.2 Starting Adoption Leave
Adoption leave can commence either on (but not after) the date the child is placed with you or another pre-determined date, no more than 14 days before the date the child is expected to be placed with you. Leave can start on any day of the week.
If you have commenced your adoption leave and then notified that the child will not be placed or after the child is placed, the child dies or is returned to the adoption agency, you will not be entitled to the full adoption period. In these circumstances adoption leave will end 8 weeks after the end of the week in which the disruption occurred.
4.34.34.3 Adoption Pay
If you have 26 weeks’ continuous local government service (as outlined in paragraph 4.4), entitlement to pay during the period of adoption leave will consist of full statutory pay entitlement applicable from 1 April 2007 and, after 52 weeks continuous service, to contractual entitlement as for maternity pay specified in the Burgundy Book (August 2000 edition) 1, as set out below.
1This entitlement goes beyond adoption pay entitlement provided by statute. The agreement to match adoption pay entitlement to maternity pay entitlement as provided in the Burgundy Book (2000) for teachers was agreed by the Schools HR Review Group in June 2007.
4.44.44.4 Adoption Pay and Leave Eligibility Ready Reckoner
If you have 1 or more years’ continuocontinuousus service withwith 1 or more LA at the matching week
And you have at least 26 weeks continuous service with your But you have less than 26 weeks current employer by the end of the matching week continuous service with your current employer by the end of the matching week
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SAP No entitlement to SAP. No entitlement to SAP. 18 wks CAP 18 wks CAP • • first 4 weeks of absence, 18 wks CAP first 4 weeks on full pay; on full pay, inclusive of • first 4 weeks of absence, on • SAP; full pay; next 2 weeks on 90% of a • • week’s salary; next 2 weeks on 90% of next 2 weeks on 90% of a a week’s salary, inclusive week’s salary; • next 12 weeks on half pay; of SAP; • next 12 weeks, on half pay; • • next 12 weeks, on half • Additional 13 wks unpaid next 21 weeks’ on no pay pay plus lower rate SAP; leave • • next 21 weeks, paid at Additional 13 wks unpaid leave lower rate SAP • Additional 13 wks unpaid leave If you have leslesss than 1 year’s continuous service withwith 1 or more LLAA at the beginning of the matching weekweek
And you have at least 26 weeks continuous service with your And you have less than 26 weeks current employer by the end of the matching week continuous service with your current employer by the end of the matching week
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SAP No entitlement to SAP or CAP. No entitlement to SAP or CAP. No CAP • 52 wks unpaid leave No entitlement to unpaid leave • first 6 weeks of absence on SAP of 90% of a week’s salary; • next 33 weeks paid at lower rate SAP; • Additional 13 wks unpaid leave
4.54.54.5 Notification
4.5.1 Notification prior to commencing Adoption Leaveea veveve
As soon as you are notified of a match you should confirm to the adoption agency that you agree to take the child and the date of the placement, providing a copy of this letter to the Headteacher who will forward it to Human Resources.
No more than 7 days after being matched you must notify the school of:
• the date the child is expected to be placed for adoption • the date you wish to commence your period of adoption leave • whether you wish to take additional adoption leave as well.
You should also provide a copy of the matching certificate.
If you subsequently wish to commence adoption leave on a different date you must give at least 28 days’ notice.
4.5.2 Notification of Adoption Placement
You should confirm to their Headteacher that the placement has taken place.
4.5.3 Notification of Return to Work
If you return to work at the end of either the OAL or AAL period you are not required to give any notice but it is helpful for payroll purposes for you to do so.
If the period of adoption leave is cut short due to the disruption of the placement or you wish to return at the expiry date of the additional adoption leave period, you are required to give 28 days’ notice prior to your early return in writing.
4.64.64.6 Important Dates/Checklist for Adoption
MMMatchingMatching Week 1.1.1. Week in which adoption agency supplies notification that you have been matched with a child Expected Date of Placement (EDP) 2.2.2. Week your child is expected to be placed with you 7 Days after MW Inform your Headteacher by this date of your intention to take AL, the 3.3.3. EDP, the date you want to start leave and whether you will be taking additional leave (AAL) 14 Days before EDP 4.4.4. The earliest date you can start your AL
Actual Date of Placement 5.5.5. The latest date you can start your AL
26 weeks after you started your Adoption Leave 6.6.6. This is the end of the OAL period
52 weeks after you started your AL This is the end of the AAL period and you will be due back to work on the 7.7.7. following day at the latest unless you are sick, on school holidays, taking parental leave or you have decided to resign. Don’t forget that you don’t need to give notice to return on this date but it is helpful if you do.
5.5.5. Paternity Leave and Pay
5.15.15.1 Paternity Leave Eligibility
In order to be entitled to statutory paternity leave/pay you must:
• be the biological father of the child or you are the mother's husband or partner (including same-sex relationships); or you are the child's adopter or the partner of the adopter; and
• will be fully involved in the child's upbringing and are taking the time off to support the mother or care for the baby
To qualify for pay you must also earn at least the lower earnings limit (LEL) for National Insurance contributions
5.25.25.2 Paternity Leave Entitlement
The entitlement is to only one period of leave/pay regardless of how many children are born in a given period of confinement or adopted per placement.
NB: The definition of a partner is a non-blood relative living with the mother/adopter in a family relationship regardless of gender.
You qualify for paternity leave if you have 26 weeks’ continuous service by the start of the week when the baby's due; or by the end of the week in which you are notified of being matched with your child. All teachers are entitled to take a block of either one week or two to be taken before 56 days after the birth or placement for adoption.
5.35.35.3 Paternity Pay
Paternity leave will be paid at the rate of Statutory Paternity Pay (SPP) or 90% of your average weekly earnings whichever is the lower.
If you choose to commence your paternity leave on the day that the baby is born and you are at work on this day, your entitlement to SPP will commence on the following day.
Under the provisions for paid/unpaid leave for teaching staff, teaching staff are entitled to up to 2 days leave of absence with full pay, for the birth of a child. The statutory provisions for paternity leave apply for the remainder of the paternity leave taken.
5.45.45.4 Notification Requirements
To qualify for leave and pay, you must notify the Headteacher in writing (at least 15 weeks before the beginning of the week when the baby's due or within seven days of being told by the adoption agency that you've been matched with a child) of the following:
• when the baby is due or when the child is expected to be placed with you for adoption • whether you want one or two weeks' leave • when you want the leave to start • that you are taking leave to care for the child or to support the child’s mother/adopter • your relationship to the child • that you expect to have responsibility for bringing up the child if this is applicable.
You can alternatively use the self-certificate which is available on-line from HM Revenue & Customs http://www.hmrc.gov.uk/forms/sc3.pdf This form also contains some further information about Paternity Leave.
You must give your Headteacher at least 28 days’ notice of the date on which you want your Statutory Paternity Pay (SPP) to start.
You can change the date that the leave and pay start, as long as you give 28 days' notice. You should tell your Headteacher the date of the birth or actual date of adoption placement in writing if requested. However, you do not have to give your Headteacher any medical evidence of the pregnancy or birth to claim statutory paternity leave or pay.
6.6.6. Parental Leave
6.16.16.1 Legal Framework
The Secretary of State issued regulations under the terms of The Employment Relations Act 1999 regarding Parental Leave. The regulatory provisions came into effect on 15 December 1999.
6.26.26.2 Eligibility Criteria
Parental leave can be applied for if you have completed at least one year’s continuous service with Dorset LA (or the school in the case of Foundation and VA schools). In the case of Community and VC Schools, continuity of service may be established by reference to more than one school.
Parents of children born, or placed for adoption, after 15 December 1999 can take parental leave to care for their child.
6.36.36.3 Amount of Leave and when it can be taken
A total period of 13 weeks’ unpaid leave can be taken for the purpose of caring for the child and is in addition to any statutory right of maternity leave. This extends to 18 weeks’ leave where the child is entitled to disability living allowance. The right of leave lasts until the child’s fifth birthday or until five years have elapsed following placement, in the case of adoption. In the case of a disabled child the right of leave extends up to the child’s eighteenth birthday.
6.46.46.4 Procedures for Taking Parental LLeaveeave
Your schools can agree their own procedures for the taking of parental leave through workforce or collective agreements incorporated within the contracts of employment of staff. However, the LA has recommended that schools apply the following main provisions:
The right to leave applies to both parents.
• The 13/18 weeks’ parental leave applies to each child.
• You will qualify if you have one year’s continuous service or more.
• In most cases leave must be taken in blocks or multiples of one week (with a maximum of 4 weeks in any one-year per child). In the case of disabled children, leave can be taken in blocks or multiples of one day.
• You need to give at least 21 days’ notice of your intention to take parental leave and advise as to the start and finish dates.
• The school, should it consider that your absence would unduly disrupt the education of children, can postpone the leave for no longer than 6 months after the beginning of the period originally requested.
• Any postponement should be discussed with you and confirmed in writing by the school no later than 7 days after the original notification was received from you. The letter should also set out the new dates for parental leave.
• Where you have applied to take parental leave immediately after the birth or adoption of a child, the school cannot postpone the leave. You must still give 21 days’ notice before the beginning of the expected date of childbirth or adoption. In the rare event that it is not possible to give 21 days’ notice of placement, you as the adoptive parent should give the notice as soon as is reasonably practicable.
• A school can ask to see evidence that you are the parent of the child or have parental responsibility for the child. The school’s request must be reasonable and it would not be considered reasonable for the school to check on your entitlement on every occasion leave is sought.
• Schools are not required to keep records of parental leave taken. However, it is considered helpful by the County Council for schools to keep an appropriate record, and schools must notify HR in the usual way of all periods of unpaid leave.
• You will have the right to go to an Employment Tribunal if the school prevents or attempts to prevent you from taking parental leave.
7.7.7. Time Off for DependaDependantsntsntsnts
7.17.17.1 Eligibility Criteria
The regulations apply to all employees. You do not need to complete a qualifying period of service in order to take time off in an emergency. The entitlement to time off for emergencies involving dependants is established from day one of your employment.
7.27.27.2 Reason for Time Off
The right to time off is to enable you to take action which is necessary to deal with an unexpected or sudden problem and to make any necessary longer term arrangements.
7.37.37.3 Definition of DependanDependantttt
The definition of dependant is widely drawn and includes your partner, child or parent, or someone who lives with you as part of your family.
7.47.47.4 When Time Off can be Approved
Any illness or injury need not be serious or life threatening and may be mental or physical. The time off is also available for responding to a dependant who has been a victim of an assault but is uninjured, the time off being to provide comfort and to help the victim. Time off for a dependant’s funeral and/or to make arrangements for the funeral is available under the regulations and the length of time should be agreed in each case. These provisions are also covered in the policy for Leave of Absence for Teaching Staff available through your school.
7.57.57.5 Pay for Time Off for Dependants
Apart from the provisions for paid leave of absence specified within the Leave of Absence for Teaching Staff Policy, all time off granted under the terms of the Regulations is unpaid.
7.67.67.6 Amount and Frequency of Time Off
You are entitled to take reasonable amount of time off although the Regulations do not specify the amount of time considered to be reasonable. The advice of BIS is that the amount of time will vary according to the circumstances of the emergency. Generally, it is expected that the amount in each case will be 1 or 2 days at the most.
There is no limit on the number of times you can be absent from work under this regulatory right.
7.77.77.7 Grievances
In the event of a dispute as to the time requested and granted, you and the school should seek to resolve your differences through the normal grievance procedures. Recourse to an Employment Tribunal is available you.
Note to Schools:- In view of the substantial overlap of provision between the terms of the established policy and the Regulations, Headteachers and Governors should refer to the County Council’s model policy relating to Leave of Absence for Teaching Staff (available on Staff net). Where an application for time off falls outside the scope of the policy but under the terms of the Regulations, all time off is unpaid.
888 Useful Contact/Links
Contact Information Provided Hyperlink/Contact Details
Tailored A government run site – Excellent http://www.direct.gov.uk/en/Parents/Money Interactive general and tailored information on all andworkentitlements/WorkAndFamilies/index Guidance on family rights. .htm Employment rights (TIGER) Tools on this site will calculate your statutory entitlements for you and http://tiger.direct.gov.uk/cgi- provide a calendar of events. bin/maternity.cgi (maternity) http://tiger.direct.gov.uk/cgi- bin/adoptionmaternity.cgi (adoption) http://tiger.direct.gov.uk/cgi- bin/adoptionpaternity.cgi (paternity)
Teachers’ Pensions Fact sheet on Maternity and Paternity http://www.teacherspensions.co.uk/resources /factsheet13.htm Employer Guide on Absences from Teaching and pensionable employment http://www.teacherspensions.co.uk/employer s/employers4.htm
Dorset County Advice on your childcare decisions Childcare Co-ordinator Council Childcare together with general childcare Grove House, Millers Close, Dorchester DT1 Co-ordinator information. 1SS
Tel: 0845 330 8331 or 07773 374210 Health & Safety A guide for new and expectant mothers http://www.hse.gov.uk/pubns/indg373.pdf Executive (HSE) who work. Includes information on risk assessments to be carried out whilst you are at work whilst pregnant and on return to work following maternity leave Department for Useful guide on all aspects maternity http://www.dwp.gov.uk/advisers/ni17a/ Work & Pensions provisions plus particular information on (DWP) other benefits if not entitled to SSP.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 282828 MATERNITY, ADOPTION, PATERNITY, PARENTAL LEAVE & TIME OFF FOR DEPENDANTS ––– SUPPORT STAFF
1.1.1. Introduction
The purpose of this guide is to explain your entitlements to maternity, adoption, paternity and parental leave and pay. It will also tell you what to do to ensure that you don’t lose any of your rights or entitlements.
The information in this guide applies to all staff employed under Local Government Services “Green Book”. You should read the guide carefully and, in particular, ensure you comply with the notification requirements. If you are in any doubt as to how to proceed or require advice on entitlements please contact your Manager, or the Schools Human Resources team. Your school can download a copy for you from the Schools’ Pages on Staff net.
This document reflects the latest statutory provisions. Any conflicting advice between that contained within the “Green Book” conditions and statutory provisions will revert to statutory provisions.
The right for parents of young and disabled children to request flexible working was first introduced in 2003, was extended to include carers of certain adults from 6 April 2007 and extended to carers of children up to age 16 in April 2009. Separate guidance on the right to request flexible working is available from your school.
This guidance does not preclude schools from developing their own family friendly provisions to augment the ones outlined in this policy. Your school will inform you if this is the case.
2.2.2. Explanation of Terms
AAL Additional Adoption Leave ADC Actual Date of Childbirth AML Additional Maternity Leave BABABA Benefits Agency Continuous This relates to either your employment with your current employer or with previous Service LAs CAP Contractual Adoption Pay CMP Contractual Maternity Pay DCC Dorset County Council EDC Expected Date of Childbirth. EDP Expected Date of Placement. EDC Expected Date of Childbirth. The day on which the baby is expected to be born. EWC Expected Week of Childbirth Green Book The National Agreement on Pay and Conditions for service for Local Authority employees KIT ‘Keeping in touch’ days LALALA Local Authority MAMAMA Maternity Allowance. May be paid by the Benefits Agency where there is no entitlement to Statutory Maternity Pay. MAT.B1 Confirmation of the EDC obtained from a doctor or midwife. Not usually issued until after the 20th week of pregnancy. MCMCMC Matching Certificate. Certificate issued by approved adoption agencies. SAP will not be paid without the certificate. MLP Maternity Leave Period.
The period during which you will be on paid and/or unpaid maternity leave, statutory or contractual. MPP Maternity Pay Period. The period during which you will receive maternity pay, statutory or contractual. MWMWMW Matching Week. Week adoption agency informs employee that they (or notification they have been) matched with a child. NININI National Insurance. OAL Ordinary Adoption Leave. OML Ordinary Maternity Leave. QWQWQW Qualifying Week. The beginning of the 15 th week before the EWC. SAL Statutory Adoption Leave. SAP Statutory Adoption Pay. SML Statutory Maternity Leave SMP Statutory Maternity Pay. Pay will start from any day you choose to coincide with your first day of maternity leave. SPL Statutory Paternity Leave. SPP Statutory Paternity Pay. Pay week can start on any day of the week. SSP Statutory Sick Pay.
3.3.3. Statutory and/or Contractual Maternity Scheme
3.13.13.1 General Information on Statutory and or Contractual Maternity
Your right to maternity pay and leave is determined by legislation and conditions of service.
The following guidance provides supplementary advice to that already provided in the Green Book on the current entitlements to statutory and occupational maternity leave and pay.
3.23.23.2 The Two Maternity Schemes
There are two maternity schemes in operation for support staff in schools:
- The Statutory Maternity Scheme which is funded through the government but operated through your employer; - The Contractual Maternity Scheme which applies to Dorset County Council employees and includes the provisions within the Green book.
You may be entitled to the provisions of one or both of these schemes although in practice some of the entitlements may overlap. The table on the following page will help you to work out what your entitlements will be. Every effort has been made to ensure this guidance is clear but because of the complexity individuals can telephone a member from Human Resources Schools team if they wish to talk through their entitlements.
3.33.33.3 Surrogate parents
If you and your husband, wife or partner are having a child through surrogacy you will not normally be eligible for statutory or contractual maternity leave. However you will be eligible for unpaid parental leave once you have got a parental order (please refer to the parental leave section 6).
3.43.43.4 AnteAnte----natalnatal Care
All pregnant employees have the right to paid time off to attend ante-natal care. This may include relaxation classes or parent craft classes. Your Headteacher may wish to see evidence of your appointments and you should aim to provide as much notice as possible.
3.53.53.5 Maternity Leave
You are entitled to 26 weeks ordinary maternity leave (OML) and 26 weeks additional maternity leave (AML) regardless of your length of service. Your maternity leave can start at any time after the 11 th week before the expected week of childbirth (EWC).
Any sickness absence for a pregnancy related reason after the 4 th week before the EWC where maternity leave has not already started will automatically trigger the start of your maternity leave. You are not allowed to work for the 2 weeks following the birth of your baby.
3.63.63.6 Maternity Pay
3.6.1 Statutory Maternity Pay
You are entitled to 39 weeks SMP if you have 26 weeks’ continuous service with your current employer by the qualifying week (15 th week before the EWC) and your average earnings are at least as much as the lower earnings limit for NI contributions at the end of your qualifying week (although you don’t necessarily have to pay NI). NB: You may not meet the limit for NI if you become pregnant again whilst in a period of AML.
The 39 weeks comprises 6 weeks at 90% of your average pay at the end of the qualifying week and then 33 weeks at the lower rate of SMP (which is reviewed by the Government each year) or 90% of your average weekly salary whichever is lower. At no time will you be able to earn more than your normal full pay whilst in receipt of statutory and/or contractual maternity pay.
SMP is a rate set by the government which is reviewed in April each year. To find out the current rate please contact the Human Resources team.
3.6.1.1.1 Leaving employment voluntarily/at the end of a fixed term contract
If you leave your job voluntarily for a reason not connected with your pregnancy after the 11 th week before the EWC you will still be eligible for SMP (or MA if not eligible to receive SMP). If you leave before the 11 th week, you will not be eligible.
If you are on a fixed term contract which is due to end after the start of the 15 th week before the EWC, and you remain employed during the qualifying week you will still be entitled to receive SMP (or MA if not eligible to receive SMP) so you must notify your employer of your intention to take maternity leave.
3.6.2 Contractual Maternity Pay
If you have at least one year’s continuous local government service at the 11 th week before the EWC you will be entitled to 18 weeks contractual maternity pay as follows:
• 6 weeks at 90% of your contractual weekly earnings, followed by • 12 weeks at 50% of your contractual weekly earnings • 21 weeks SMP or 90% of average weekly earnings if this is less than lower rate of SMP. .
In order to be eligible for the half pay element, you must return to work for a period of at least 3 months on a full or part time basis following your maternity leave. If you are unsure about whether you will be returning you can ask for the half pay to be held until you do return. If you take the half pay and subsequently decide to leave or you do not return to work for at least 3 months, your employer may take back the payment(s). Half pay and SMP must not exceed the employee’s full pay. If it does the maximum paid will be equivalent to full pay.
3.6.3 Maternity Allowance
This is paid by the Benefits Agency (BA) for women who meet the criteria for MA but do not qualify for SMP. This situation may arise for example where periods of maternity leave overlap or are concurrent and the new qualifying week falls in the unpaid part of maternity leave. The BA will base their assessment on your recent earnings and employment record. In order to get MA you will need to complete an MA1 form (which you can get from your BA). If you are excluded from SMP your employer will provide you with an SMP1 form which you should submit to your BA together with the MA1 form. If you are not eligible for MA you may be eligible for incapacity benefit during part of your pregnancy.
3.73.73.7 Entitlement to maternity pay and leave ready reckoner
If you have at least one year’s continuous local government service at the 11 th week before the EWC
And you have at least 26 weeks continuous service with your current But you have less than 26 employer by the end of the 15 th week before your EWC weeks continuous service with your current employer by the end of the 15 th week before your EWC
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SMP No entitlement to SMP. 39 wks SMP 18 wks CMP May be entitled to MA. 18 wks CMP 18 wks CMP • first 6 weeks on 90% of a • first 6 weeks on 90% of week’s salary, inclusive of • first 6 weeks on 90% of a a week’s salary, inclusive SMP; week’s salary, inclusive of MA if of SMP; • next 12 weeks, on half pay eligible; • next 12 weeks, on half plus lower rate SMP; • next 12 weeks, on half pay, pay plus lower rate • next 21 weeks, paid at lower inclusive of MA if eligible; SMP; rate SMP • next 21 weeks of MA if eligible • next 21 weeks, paid at • Paid time off for ante-natal • Paid time off for ante-natal care lower rate SMP care • Paid time off for ante- natal care
If you havhavee less than 1 year’s continuous service withwith 1 or mmoreore LA at the beginning of the 11 ththth week before your EWC
But you have at least 26 weeks continuous service with your current But you have less than 26 weeks employer by the end of the 15 th week before your EWC continuous service with your current employer by the end of the 15 th week before your EWC
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SMP No entitlement to SMP or CMP. No entitlement to SMP or CMP. No CMP May be entitled to MA. May be entitled to MA. • • • first 6 weeks of absence 52 wks unpaid leave 52 wks unpaid leave • • on SMP of 90% of a Paid time off for ante-natal Paid time off for ante-natal care week’s salary; care
• next 33 weeks paid at lower rate SMP; • Paid time off for ante- natal care
3.83.83.8 Notification Requirements
3.8.1 Notification prior to maternity leave
Approximately 20 weeks before your EDC you must supply your Headteacher with a copy of your MATB1 form. This form can be obtained from your midwife or GP.
You can start your maternity leave at any time from the 11 th week before the EWC.
You must notify your Headteacher of your intention to start maternity leave at least 15 weeks before the EWC unless you have good reason not to do so. Your HR contact will give you a form to complete to ensure that you are providing the correct information which includes the following:- • A statement to say that you are pregnant • Confirmation of your EWC • The date on which you want your maternity leave and pay to start
If you are eligible and intend to take half pay whilst on maternity leave, this form also includes a statement saying that you are intending to return to work for 3 months following your maternity leave period.
You can change your mind about the date on which you want your maternity leave to start but you must give your Headteacher at least 28 days’ notice of the new date unless you have a good reason not to do so.
Your Headteacher will ensure that the HR team provides you with details of your pay and leave entitlements at this point if this has not already happened.
3.8.2 Notification following the birth
You should notify your Headteacher of the date of the birth as soon as you can after the event. Your Headteacher will then notify HR.
3.8.3 Notification prior to returning to work
If you are intending to return to work before the end of the 26 week ordinary maternity leave period you must give at least 7 calendar days' notice of the date of your return in writing to your Headteacher who will then forward your letter to Human Resources. If you are intending to return to work at the end of the 26 week ordinary maternity leave period you are not obliged to give any notice, however it would be useful for you to do so in order that arrangements can be made for your return to work. If you do not let us know on time then it may be that arrangements cannot be made to pay you on time.
If you take additional maternity leave and are intending to return at the end of your full 52 week entitlement, you do not need to give any notice but it would be helpful to your Headteacher if you can, so that they are clear about your intentions.
During additional maternity leave, if you intend to return to work sooner, you need to give at least 21 days’ notice in writing to your Headteacher. If you don’t give this amount of notice your employer can postpone your return for 21 days (as long as this doesn’t take you past the end of your 52 week leave period).
3.93.93.9 Keeping in touch Days/Contact wwhilsthilst on Maternity/AdoptionMaternity/Adoption leave
Employees are able to ‘work’ for up to 10 days during their ordinary or additional maternity or adoption leave if this is agreed. These are known as keeping in touch or KIT days. Any KIT days taken will not extend your maternity or adoption leave period nor bring it to an end.
Schools cannot insist that these days are worked and they are not under any obligation to offer you such work; they must be mutually agreed.
For these purposes, ‘work’ may include training or any other activity undertaken to assist you in keeping in touch with the workplace, such as attending conferences, appraisals or team meetings. The provisions apply to the entire period of ordinary and additional maternity leave, except during the first 2 weeks from the day of childbirth.
Payment can be made subject to agreement with your Headteacher for such work. You will be paid at your contractual rate for any hours worked under the KIT days scheme. Childcare costs arising from KIT days will not be paid by the school. It will be expected that you are paid for any hours or work undertaken in accordance with your contract of employment. As your maternity leave will continue there will be no reinstatement of any other allowances. However, SMP, MA or contractual maternity payment made during this period will be offset against any pay due.
No SMP or Maternity Allowance will be lost if up to 10 days work is undertaken. Any statutory or contractual payments for maternity or adoption purposes made during this period will be off-set against any pay due. .
You are advised to consider the impact of the payment on additional pension contributions prior to agreeing to undertake any paid work on this basis.
Schools need to ensure that you are kept informed of vacancies, any significant workplace developments and training opportunities whilst you are on maternity or adoption leave. Contact by your employer with you whilst you are on maternity or adoption leave will not be counted as work and as such will not form part of the 10 KIT days.
3.10 Annual Leave and Maternity or Adoption Leave
You are entitled to accrue annual leave whilst on maternity/adoption leave (both in the paid and unpaid periods) in accordance with the Working Time Regulations. You will also accrue an entitlement to bank holidays.
The expectation is that all outstanding annual leave will be taken as soon as possible on a basis agreed with the manager, taking account of operational requirements. You should where possible take all annual leave that has accrued before maternity leave commences. When leave is carried forward to a new leave year the expectation is that it will be taken as soon as possible, usually within three months of the new leave year.
If you wish to take paid annual leave during your AML period you must give your line manager at least one week’s notice of this so that you can be reinstated on payroll . (Please note that if you choose to pay pension contributions to cover the period of unpaid maternity leave, taking paid leave can affect the level of contributions you need to pay. You may wish to contact the Pensions section of the Corporate Resources Directorate prior to deciding to do this .
3.11 Sickness and Maternity or Adoption Leave
You are not entitled to receive Statutory Sick Pay (SSP) whilst in the 39 week period of entitlement to SMP, MA or SAP.
If you are sick when you are due to return to work, you should notify the school in the normal way and will receive sick pay in line with your entitlements.
3.12 Guidance on ototherher Maternity Related Issues . - Fertility Treatment Your school has been recommended to provide reasonable time off arrangements if you are undergoing fertility treatment.
- Miscarriage, StillStill----birthbirth and Death of a Baby If your baby dies or is stillborn after 24 weeks’ pregnancy the maternity scheme still applies to you. Where this occurs before 24 weeks (miscarriage), your school should give you sympathetic consideration according to the circumstances and where necessary grant special leave or sick leave, as appropriate. The decision should be based on your needs and medical opinion.
3.13 Returning to Work after Maternity or Adoption Leave
3.13.1 Returning to work in School Holidays (Maternity) If you intend to return to work from maternity leave for pay purposes during the school holidays, you must discuss and agree this with your Headteacher and you must also provide a medical certificate to indicate that you are fit to return.
3.13.2 Returning to your previous job When you return to work you have the right to return to the job you left before you went on leave unless it is not practical for the school to do so, for example because the job no longer exists. If this is the case you should be offered another suitable role with the same terms and conditions where one exists.
3.13.3 Flexible Working Requests If you have 26 weeks continuous service, you may request to work more flexibly on return to work. There is no automatic right for requests to be accepted, however, but your Headteacher must give the request serious consideration. Please refer to the Flexible Attendance Policy and Procedure for more information on Staff net.
3.13.4 Resigning from work prior to the return to work date If you do not intend to return to work, you should submit a written resignation and the normal process for termination of employment and notice periods will apply. Under the provisions of the Green Book, the school has the discretion to recover any half pay in these circumstances. You will not, however, need to repay any SMP or MA.
3.14 Taking parental leavleavee after maternity leave
If you need more time off to look after your child(ren) following maternity leave, it may be possible for you to take unpaid parental leave. Up to four weeks parental leave can be taken at the end of maternity leave without affecting the right to return. For more information, refer to the parental leave section of this guidance.
If you take more than four weeks you will be able to return to the same job unless this is not reasonably practical. In this case you must be offered alternative work that is suitable to you and with terms and conditions as if you hadn’t been absent.
3.15 Health and Safety Provisions
If you are pregnant (and have notified your school) or you are a recent mother who is returning or has returned to work, you are protected by health and safety provisions over and above those provided to other employees. The additional protection applies from the time you notify your Headteacher of your pregnancy and ends 6 months from the date of the birth of your child or until you stop breastfeeding (whichever is the later date).
Risk assessments will be undertaken by your Headteacher in order to assess whether there is an increased risk to you and to take safety precautions where needed. The risk assessments must be carried out as soon as your Headteacher has been notified of your pregnancy and after your return to work following maternity leave. These assessments will be kept under review whilst you are working.
Rest facilities should be provided for you if you are a new or expectant mother so that you can avoid fatigue where possible. Schools may also be able to provide suitable facilities for you to breastfeed or express milk and store it hygienically.
3.16 Important Dates/Checklist for MatMaternityernity
This section tells you what dates are most important to you. Insert your dates here
11. Your baby’s due date
20 weeks before the EDC Approximately 20 weeks before the EDC you should have passed your 12. MATB1 form from your midwife or GP to your Headteacher. You will not be entitled to maternity pay until this has been received by Human Resources.
The 15 ththth week before the EWC 13. This is latest date that you can inform your employer of your pregnancy.
The 11 ththth weeweekk before the EWC This date is used to calculate your entitlement to contractual maternity 14. pay. You must still be pregnant or have had your baby by this date to qualify for maternity entitlements. You can start your maternity leave from this week as long as you have given at least 28 days notice.
The 4 ththth week before the EWC 15. If you are sick for a pregnancy relate reason after this date you maternity leave and pay will automatically begin.
Actual birth date Please inform your Headteacher of this date as soon as you can. 16. You need to give at least 21 days’ notice to return to work unless you return at the end of the 26 or 52 week period.
2 weeks from actual birth date 17. You are not able to work during these 2 weeks compulsory maternity leave
26 weeks after you started your maternity leave 18. This is the end of the OML period
52 weeks after you started your maternity leave This is the end of the AML period and you will be due back to work on the following day at the latest unless you are sick, on school holidays, 19. taking parental leave or you have decided to resign. Don’t forget that you don’t need to give notice to return on this date but it is helpful if you do.
4.4.4. Adoption leave and pay
4.14.14.1 Eligibility for Adoption Leave and Pay
To be eligible you must:
- be the child’s adopter - have notified the adoption agency that you agree that the child should be placed with you and the date of the placement.
Both adoption leave and pay will cease at the end of the week in which either:
- the child reaches 18 - the adopter dies - the adopter is given a custodial sentence.
If you are in a couple who are both employees of the County Council you must decide who will take the adoption leave. The partner not taking adoption leave will be entitled to paternity leave/pay (see Section 5). There is an entitlement to only one period of adoption leave regardless of the number of children being placed at any one time during a placement.
You won’t normally be able to get statutory adoption leave or pay if you are becoming a special guardian, adopting a stepchild or having a child through surrogacy or a private adoption agreement. A child is defined as a person under 18 years of age.
If you have 26 weeks’ DCC service at the time of the matching week, you will be entitled to 26 weeks’ ordinary adoption leave (OAL) and 26 weeks’ additional adoption leave (AAL) making a total of 52 weeks. Additional adoption leave must be taken immediately following the period of adoption leave and will be unpaid on the expiry of any statutory adoption pay applicable.
Adoption leave is not available where a child is already known to the adopters, as in step-family adopters, or adoption by existing foster carers. A child is defined as a person under 18 years of age.
4.24.24.2 Starting Adoption Leave
Adoption leave can commence either on (but not after) the date the child is placed with you or another pre-determined date, no more than 14 days before the date the child is expected to be placed with you. Leave can start on any day of the week.
If you have commenced your adoption leave and then notified that the child will not be placed or after the child is placed, the child dies or is returned to the adoption agency, you will not be entitled to the full adoption period. In these circumstances adoption leave will end 8 weeks after the end of the week in which the disruption occurred.
4.34.34.3 Adoption Pay
If you have 26 weeks’ continuous local government service (as outlined in paragraph 4.4), entitlement to pay during the period of adoption leave will consist of standard statutory pay entitlement (SAP). SAP is paid at the rate of standard maternity pay and is a rate set by the Government reviewed in April of each year.
After 1 year’s continuous service, there is also a contractual entitlement as set out in the following table.
4.44.44.4 Adoption Pay and Leave Eligibility Ready Reckoner
If you have at least one year’s continuous local government service at the matching week
And you have at least 26 weeks continuous service with your But you have less than 26 weeks current employer by the end of the matching week continuous service with your current employer by the end of the matching week
And your National Insurance But your NI contributions are not contributions are high enough high enough 33 wks SAP No entitlement to SAP. 33 wks SAP 6 Weeks CAP May be entitled to other 6 Weeks CAP allowances and you should contact • • first 6 weeks CAP on your job centre for advice. first 6 weeks CAP on 90% 90% of a week’s salary, • first 6 weeks CAP on 90% of of a week’s salary, inclusive inclusive of SAP; a week’s salary of SAP • • • next 33 weeks, paid at next 33 weeks, paid at 20 Weeks OAL (unpaid leave) lower rate SAP lower rate SAP • 26 Weeks AAL (unpaid leave) • 13 weeks unpaid leave • 13 weeks unpaid leave
If you have less than 1 year’s continuous service with 1 or more LA at the beginning of the matching week
But you have at least 26 weeks continuous service with your But you have less than 26 weeks current employer by the end of the matching week continuous service with your current employer by the end of the matching week
And your National Insurance But your NI contributions are not contributions are high enough high enough 39 wks SAP No entitlement to SAP or CAP. No entitlement to SAP or CAP. No CAP May be entitled to other No entitlement to AAAL/OAL.AL/OAL. • 39 weeks paid at lower allowances and you should contact May be entitled to other rate SAP; your job centre for advice allowances and you should contact • • 26 Weeks OAL(unpaid leave) your job centre for advice 13 wks unpaid leave • 26 Weeks AAL (unpaid leave)
If you leave your job voluntarily for a reason not connected with the adoption after the matching week you will continue to be eligible for SAP. If you leave your job voluntarily before the matching week you will not be eligible for SAP ...
4.54.54.5 Notification
4.5.1 Notification prior to commencing Adoption Leave
As soon as you are notified of a match you should confirm to the adoption agency that you agree to take the child and the date of the placement, providing a copy of this letter to the Headteacher who will forward it to Human Resources.
No more than 7 days after being matched you must notify the school of:
• the date the child is expected to be placed for adoption • the date you wish to commence your period of adoption leave • whether you wish to take additional adoption leave as well.
You should also provide a copy of the matching certificate.
If you subsequently wish to commence adoption leave on a different date you must give at least 28 days’ notice.
4.5.2 Notification of Adoption Placement
You should confirm to their Headteacher that the placement has taken place who will notify Human Resources.
4.5.3 Notification of Return to Work
If you return to work at the end of either the OAL or AAL period you are not required to give any notice but it is helpful for payroll purposes for you to do so.
If the period of adoption leave is cut short due to the disruption of the placement or you wish to return at the expiry date of the additional adoption leave period, you are required to give 28 days’ notice prior to your early return in writing.
4.5.4 Reasonable Contact and Working during Adoption leave
Please refer to Section 3.9 of this guidance.
4.64.64.6 Important Dates/Checklist for Adoption
Matching Week Week in which adoption agency supplies notification that you have been 8.8.8. matched with a child. You must inform DCC of EDP and the date that your adoption leave will commence.
Expected Date of Placement (EDP) 9.9.9. Week your child is expected to be placed with you
7 Days after MW Inform your Headteacher by this date of your intention to take AL, the 10. EDP, the date you want to start leave and whether you will be taking additional leave (AAL)
14 Days before EDP 11. The earliest date you can start your AL
Actual Date of Placement 12. The latest date you can start your AL
26 weeks after you started your Adoption Leave 13. This is the end of the OAL period
52 weeks after you started your AL This is the end of the AAL period and you will be due back to work on the 14. following day at the latest unless you are sick, on school holidays, taking parental leave or you have decided to resign. Don’t forget that you don’t need to give notice to return on this date but it is helpful if you do.
5.5.5. Paternity /Matern/Maternityity Support Leave and Pay
There are statutory provisions for paternity leave and pay and contractual provisions for maternity support leave, paternity leave and pay.
5.15.15.1 Paternity Leave /Pay
In order to be entitled to statutory paternity leave/pay you must:
- be the biological father of the child or you are the mother's husband or partner (including same- sex relationships); or you are the child's adopter or the partner of the adopter; and - will be fully involved in the child's upbringing and are taking the time off to support the mother or care for the baby
To qualify for pay you must also: - earn at least the lower earnings limit (LEL) for National Insurance contributions
The entitlement is to only one period of leave / pay regardless of how many children are born or adopted. You will be required to complete form SC3. The completed SC3 will be forwarded to the Payroll Team to ensure that you receive the appropriate pay during your leave.
All employees regardless of length of service are entitled to one week’s paternity leave regardless of length of service and will receive normal contractual weekly pay during that week.
In addition, you qualify for one additional week’s paternity leave if you have 26 weeks’ continuous service by the start of the week when the baby's due; or by the end of the week in which you are notified of being matched with your child. This must be taken in a block within 56 days of the birth or placement for adoption and paternity leave has to be taken immediately following the initial one weeks' paternity / leave. This will be paid at the rate of Statutory Paternity Pay (SPP) or 90% of your average weekly earnings whichever is the lower for the second week.
If you choose to commence paternity leave on the day that the baby is born and you are at work on this day, your entitlement to SPP will commence on the following day
5.25.25.2 Maternity Support Leave / Pay
To be entitled to contractual maternity support leave/payleave/pay you must also fulfil the definition in 5.1 or be the carer nominated by the child’s mother. All employees regardless of length of service are entitled to one week’s maternity support leave regardless of length of service and will receive contractual weekly pay during that week.
5.35.35.3 Notification Requirements
To qualify for leave and pay, you must notify the Headteacher in writing on form SC3 (at least 15 weeks before the beginning of the week when the baby's due or within seven days of being told by the adoption agency that you've been matched with a child) of the following:
• when the baby is due or when the child is expected to be placed with you for adoption • whether you want one or two weeks' leave • when you want the leave to start • that you are taking leave to care for the child or to support the child’s mother/adopter • your relationship to the child • that you expect to have responsibility for bringing up the child if this is applicable.
You must give your Headteacher at least 28 days’ notice of the date on which you want your Statutory Paternity Pay (SPP) to start.
You can change the date that the leave and pay start, as long as you give 28 days' notice.
6.6.6. Parental Leave
6.16.16.1 Legal Framework
The Secretary of State issued regulations under the terms of The Employment Relations Act 1999 regarding Parental Leave. The regulatory provisions came into effect on 15 December 1999.
6.26.26.2 Eligibility Criteria
Parental leave can be applied for if you have completed at least one year’s continuous service with DCC (or the school in the case of Foundation and VA schools). In the case of Community and VC Schools, continuity of service may be established by reference to more than one school.
Parents of children born, or placed for adoption, after 15 December 1999 can take parental leave to care for their child.
6.36.36.3 Amount of Leave and when it can be taken
A total period of up to13 weeks’ unpaid leave can be taken for the purpose of caring for the child and is in addition to any statutory right of maternity leave. This extends to 18 weeks’ leave where the child is entitled to disability living allowance. The right of leave lasts until the child’s fifth birthday or until five years have elapsed following placement, in the case of adoption. In the case of a disabled child the right of leave extends up to the child’s eighteenth birthday.
6.46.46.4 Procedures for Taking Parental Leave
All schools can agree their own procedures for the taking of parental leave. However, the LA has recommended that schools apply the following main provisions.
The right to leave applies to both parents.
- The 13/18 weeks’ parental leave applies to each child.
- You will qualify if you have one year’s continuous service or more.
- In most cases leave must be taken in blocks or multiples of one week (with a maximum of 4 weeks in any one-year per child). In the case of disabled children, leave can be taken in blocks or multiples of one day.
- You need to give at least 21 days’ notice of your intention to take parental leave and advise as to the start and finish dates.
- The school, should it consider that your absence would unduly disrupt the education of children, can postpone the leave for no longer than 6 months after the beginning of the period originally requested.
- Any postponement should be discussed with you and confirmed in writing by the school no later than 7 days after the original notification was received from you. The letter should also set out the new dates for parental leave.
- Where you have applied to take parental leave immediately after the birth or adoption of a child, the school cannot postpone the leave. You must still give 21 days’ notice before the beginning of the expected date of childbirth or adoption. In the rare event that it is not possible to give 21 days’ notice of placement, you as the adoptive parent should give the notice as soon as is reasonably practicable.
- A school can ask to see evidence that you are the parent of the child or have parental responsibility for the child. The school’s request must be reasonable and it would not be considered reasonable for the school to check on your entitlement on every occasion leave is sought.
- Schools are not required to keep records of parental leave taken. However, it is helpful for schools to keep an appropriate record, and schools must notify HR in the usual way of all periods of unpaid leave to avoid overpayments.
- You will have the right to go to an Employment Tribunal if the school prevents or attempts to prevent you from taking parental leave.
7.7.7. Time Off for Dependants
7.17.17.1 Eligibility Criteria
The regulations apply to all employees. You do not need to complete a qualifying period of service in order to take time off in an emergency. The entitlement to time off for emergencies involving dependants is established from day one of your employment.
7.27.27.2 Reason for Time Off
The right to time off is to enable you to take one or two days unpaid leave at short notice to deal with an unexpected or sudden problem and to make any necessary longer term arrangements.
7.37.37.3 Definition of Dependant
The definition of dependant is widely drawn and includes your partner, child or parent, or someone who lives with you as part of your family.
7.47.47.4 When Time Off can be Approved
Any illness or injury need not be serious or life threatening and may be mental or physical. The time off is also available for responding to a dependant who has been a victim of an assault but is uninjured, the time off being to provide comfort and to help the victim. Time off for a dependant’s funeral and/or to make arrangements for the funeral is available under the regulations and the length of time should be agreed in each case.
7.57.57.5 Pay for Time Off for Dependants
All time off granted under the terms of the Regulations is unpaid.
7.67.67.6 Amount and Frequency of Time Off
You are entitled to take reasonable amount of time off although the Regulations do not specify the amount of time considered to be reasonable. The amount of time will vary according to the circumstances of the emergency. Generally, it is expected that the amount in each case will be 1 or 2 days at the most.
There is no limit on the number of times you can be absent from work under this regulatory right.
7.77.77.7 Grievances
In the event of a dispute as to the time requested and granted, you and the school should seek to resolve your differences through the normal grievance procedures. Recourse to an Employment Tribunal is available you.
8.8.8. Useful Contact/Links
Contact Information Provided Hyperlink/Contact Details
Directgov A government run site – Excellent http://www.direct.gov.uk general and tailored information on all family rights.
Tools on this site will calculate your statutory entitlements for you and provide a calendar of events. Dorset County Advice on your childcare decisions Childcare Co-ordinator Council Childcare together with general childcare Grove House, Millers Close, Dorchester Co-ordinator information. DT1 1SS
Tel: 0845 330 8331 or 07773 374210 Health & Safety A guide for new and expectant mothers http://www.hse.gov.uk Executive (HSE) who work. Includes information on risk assessments to be carried out whilst you are at work whilst pregnant and on return to work following maternity leave BERR (Department Guidance on work and families http://www.berr.gov.uk/whatwedo/employ for business, legislation ment/index.html enterprise and regulatory reform)
ACAS (Advisory, Advice and Guidance on employment http://www.acas.org.uk Conciliation and issues. Employee helpline Arbitration Service) 08457474747
Department for Useful guide on all aspects of maternity http://www.dwp.gov.uk Work & Pensions provisions plus particular information on (DWP) other benefits if not entitled to SSP.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 22292999 PERFORMANCE MANAGEMMANAGEMENTENT ––– TEACHING STAFF
APPLICATION OF THE POLICY
The policy applies to the Headteacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (i.e. NQTs) and those who are the subject of capability procedures.
PURPOSE
This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the Headteacher and for supporting their development needs within the context of the school’s improvement plan and their own professional needs. Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.
This policy should be read in conjunction with the school’s pay policy which provides details of the arrangements relating to teacher’s pay in accordance with the School Teachers’ Pay and Conditions Document.
LINKS TO SCHOOL IMPROVEMENTIMPROVEMENT,, SCHOOL SELF EVALUATION AND SCHOOL DEVELOPMENT PLANNING
To comply with the requirement to show how the arrangements for performance management link with those for school improvement, school self-evaluation and school development planning and to minimise workload and bureaucracy the performance management process will be the main source of information as appropriate for school self-evaluation and the wider school improvement process.
Similarly, the school improvement and development plan and the school’s self-evaluation form are key documents for the performance management process.
All reviewers are expected to explore the alignment of reviewees’ objectives with the school’s priorities and plans. The objectives should also reflect reviewees’ professional aspirations.
CONSISTENCY OF TREATMENT AND FAIRNESS
The Governing Body is committed to ensuring consistency of treatment and fairness in the operation of performance management. To ensure this the following provisions are made in relation to moderation, quality assurance and objective setting.
Quality Assurance
The Headteacher has determined that he will delegate the reviewer role for some or all teachers for whom s/he is not the line manager.
In these circumstances the Headteacher will: moderate all the planning statements to check that the plans recorded in the statements of teachers at the school:
• are consistent between those who have similar experience and similar levels of responsibility • comply with the school’s performance management policy, the regulations and the requirements of equality legislation.
The Governing Body will: nominate two governors who will not be involved in the Headteacher’s performance management or any appeal regarding the Headteacher’s performance management to ensure that the Headteacher’s planning statement is consistent with the school’s improvement priorities and complies with the school’s performance management policy and the Regulations.
The Governing Body will review the quality assurance processes when the performance policy is reviewed.
OBJECTIVE SETTING
The objectives set will be rigorous, challenging, achievable, time-bound, fair and equitable in relation to teachers with similar roles/responsibilities and experience, and will have regard to what can reasonably be expected of any teacher in that position given the desirability of the reviewee being able to achieve a satisfactory balance between the time required to discharge his/her professional duties and the time required to pursue his/her personal interests outside work, consistent with the school’s strategy for bringing downward pressure on working hours. They shall also take account of the teacher’s professional aspirations and any relevant pay progression criteria. They should be such that, if they are achieved, they will contribute to improving the progress of pupils at the school.
The reviewer and reviewee will seek to agree the objectives but where a joint determination cannot be made the reviewer will make the determination.
In this school:
teachers, including the Headteacher, will not necessarily all have the same number of objectives (3 under normal circumstances would be an appropriate number of targets for a full time member of staff) all teachers, including the Headteacher, will have a whole school objective.
Though performance management is an assessment of overall performance of teachers and the Headteacher, objectives cannot cover the full range of a teacher’s roles/responsibilities. Objectives will, therefore, focus on the priorities for an individual for the cycle. At the review stage it will be assumed that those aspects of a teacher’s roles/responsibilities not covered by the objectives or any amendment to the statement which may have been necessary in accordance with the provisions of the regulations have been carried out satisfactorily.
REVIEWING PROGRESS
At the end of the cycle assessment of performance against an objective will be on the basis of the performance criteria set at the beginning of the cycle. Good progress towards the achievement of a challenging objective, even if the performance criteria have not been met in full, will be assessed favourably.
The performance management cycle is annual, but on occasions it may be appropriate to set objectives that will cover a period over more than one cycle. In such cases, the basis on which the progress being made towards meeting the performance criteria for the objective will be assessed at the end of the first cycle and will be recorded in the planning and review statement at the beginning of the cycle.
APPEALS
At specified points in the performance management process teachers and Headteachers have a right of appeal against any of the entries in their planning and review statements. Where a reviewee wishes to appeal on the basis of more than one entry this would constitute one appeal hearing.
Details of the appeals process are covered in the school’s pay policy.
CONFIDENTIALITY
The whole performance management process and the statements generated under it, in particular, will be treated with strict confidentiality at all times. Only the reviewee's line manager (including the Headteacher) or, where s/he has more than one, each of her/his line managers will be provided with access to the reviewee's plan recorded in her/his statement, upon request, where this is necessary to enable the line manager to discharge her/his line management responsibilities. Reviewees will be told who has requested and has been granted access.
TRAINING AND SUPPORT
The school’s CPD programme will be informed by the training and development needs identified in the training annex of the reviewees’ planning and review statements.
The governing body will ensure in the budget planning that, as far as possible, appropriate resources are made available in the school budget for any training and support agreed for reviewees.
An account of the training and development needs of teachers in general, including the instances where it did not prove possible to provide any agreed CPD, will form a part of the Headteacher’s annual report to the governing body about the operation of the performance management in the school.
With regard to the provision of CPD in the case of competing demands on the school budget, a decision on relative priority will be taken with regard to the extent to which: (a) the CPD identified is essential for a reviewee to meet their objectives; and (b) the extent to which the training and support will help the school to achieve its priorities. The school’s priorities will have precedence. Teachers should not be held accountable for failing to make good progress towards meeting their performance criteria where the support recorded in the planning statement has not been provided.
APPOINTMENT OF REVIEWERS FOR THE HEADTEACHER
Appointment of Governors
In this school:
The Governing Body is the reviewer for the Headteacher and to discharge this responsibility on its behalf will appoint 3 governors.
Where a Headteacher is of the opinion that any of the governors appointed by the governing body under this regulation is unsuitable for professional reasons, s/he may submit a written request to the governing body for that governor to be replaced, stating those reasons.
Appointment of School Improvement Partner or External Adviser
The Governing Body will appoint an external advisor to provide advice and support in relation to the management and review of the performance of the Headteacher.
APPOINTMENT OF REVIEWERS FOR TEACHERS
In the case where the Headteacher is not the teacher’s line manager, the Headteacher may delegate the duties imposed upon the reviewer, in their entirety, to the teacher’s line manager. In this school the Headteacher has decided that:
The Headteacher will be the reviewer for those teachers s/he directly line manages and will delegate the role of reviewer, in its entirety, to the relevant line managers for some or all other teachers.
The maximum number of reviews that any line manager will be expected to undertake per cycle is 5.
Where a teacher has more than one line manager the Headteacher will determine which line manager will be best placed to manage and review the teacher’s performance.
Where a teacher is of the opinion that the person to whom the Headteacher has delegated the reviewer’s duties is unsuitable for professional reasons, s/he may submit a written request to the Headteacher for that reviewer to be replaced, stating those reasons.
Where it becomes apparent that the reviewer will be absent for the majority of the cycle or is unsuitable for professional reasons the Headteacher may perform the duties himself/herself or delegate them in their entirety to another teacher. Where this teacher is not the reviewee’s line manager the teacher will have an equivalent or higher status in the staffing structure as the teacher’s line manager.
A performance management cycle will not begin again in the event of the reviewer being changed.
All line managers to whom the Headteacher has delegated the role of reviewer will receive appropriate preparation for that role.
THE PERFORMANCE MANAGEMENT CYCLE
The performance of teachers must be reviewed on an annual basis. Performance planning and reviews must be completed for all teachers by 31 st October and for Headteachers by 31 st December.
The performance management cycle in this school, therefore, will run from 1st September to 31 st July for teachers and the Headteacher.
Teachers who are employed on a fixed term contract of less than one year, will have their performance managed in accordance with the principles underpinning the provisions of this policy. The length of the cycle will be determined by the duration of their contract.
Where a teacher starts their employment at the school part-way through a cycle, the Headteacher or, in the case where the teacher is the Headteacher, the governing body shall determine the length of the first cycle for that teacher, with a view to bringing his cycle into line with the cycle for other teachers at the school as soon as possible.
Where a teacher transfers to a new post within the school part-way through a cycle, the Headteacher or, in the case where the teacher is the Headteacher, the governing body shall determine whether the cycle shall begin again and whether to change the reviewer.
RETENTION OF STATEMENTS
Performance management planning and review statements will be retained for a minimum period of 6 years.
MONITORING AND EVALUATION
The Governing Body will monitor the operation and outcomes of performance management arrangements.
The Headteacher will provide the governing body with a written report on the operation of the school’s performance management policy annually. The report will not contain any information which would enable any individual to be identified. The report will include:
• the operation of the performance management policy; • the effectiveness of the school’s performance management procedures; • teachers' training and development needs.
The Governing Body is committed to ensuring that the performance management process is fair and non- discriminatory and the following monitoring data should be included in the Headteacher’s report because they represent the possible grounds for unlawful discrimination:
• Race • Sex • Sexual orientation • Disability • Religion and belief • Age • Part-time contracts • Trade union membership.
The Headteacher will also report on whether there have been any appeals or representations on an individual or collective basis on the grounds of alleged discrimination under any of the categories above.
REVIEW OF THE POLICY
The Governing Body will review the performance management policy every school year at its autumn term Staff and Student Committee meeting.
The Governing Body will take account of the Headteacher’s report in its review of the performance management policy. The policy will be revised as required to introduce any changes in regulation and statutory guidance to ensure that it is always up to date.
The Governing Body will seek to agree any revisions to the policy with the recognised trade unions having regard to the results of the consultation with all teachers.
To ensure teachers are fully conversant with the performance management arrangements, all new teachers who join the school will be briefed on them as part of their introduction to the school.
ACCESS TO DOCUMEDOCUMENTATIONNTATION
Copies of the school improvement and development plan and SEF are published on the school’s intranet and/or can be obtained from the school office.
CLASSROOM OBSERVATION PROTOCOL
All classroom observation will be undertaken in accordance with the performance management regulations, the associated guidance published by the Rewards and Incentives Group and the classroom observation protocol that is appended to this policy in Annex 1.
ANNEX 1 --- CLASSROOM OBSERVATION PROTOCOL
The Governing Body is committed to ensuring that classroom observation is developmental and supportive and that those involved in the process will:
• carry out the role with professionalism, integrity and courtesy; • evaluate objectively; • report accurately and fairly; and • respect the confidentiality of the information gained.
The total period for classroom observation arranged for any teacher will not exceed three hours per cycle having regard to the individual circumstances of the teacher. There is no requirement to use all of the three hours. The amount of observation for each teacher should reflect and be proportionate to the needs of the individual. In this school ‘proportionate to need’ will be determined in consultation with the Headteacher. In this school ‘proportionate to need’ will be determined by discussion in the planning and review meeting and as appropriate to the objectives set and whether the teacher works full or part time.
The arrangements for classroom observation will be included in the plan in the planning and review statement and will include the amount of observation, specify its primary purpose, any particular aspects of the teacher’s performance which will be assessed, the duration of the observation, when during the performance management cycle the observation will take place and who will conduct the observation.
Where evidence emerges about the reviewee’s teaching performance which gives rise to concern during the cycle classroom observations may be arranged in addition to those recorded at the beginning of the cycle subject to a revision meeting being held in accordance with the Regulations.
Information gathered during the observation will be used, as appropriate, for a variety of purposes including to inform school self-evaluation and school improvement strategies in accordance with the school’s commitment to streamlining data collection and minimising bureaucracy and workload burdens on staff.
In keeping with the commitment to supportive and developmental classroom observation those being observed will be notified in advance.
Classroom observations will only be undertaken by persons with QTS. In addition, in this school, classroom observation will only be undertaken by those who have had adequate preparation and the appropriate professional skills to undertake observation and to provide constructive oral and written feedback and support, in the context of professional dialogue between colleagues.
Oral feedback will be given as soon as possible after the observation and no later than the end of the following working day. It will be given during directed time in a suitable, private environment.
Written feedback will be provided within five working days of the observation taking place. If issues emerged from an observation that were not part of the focus of the observation as recorded in the planning and review statement these should also be covered in the written feedback and the appropriate action taken in accordance with the regulations and guidance.
The written record of feedback also includes the date on which the observation took place, the lesson observed and the length of the observation. The teacher has the right to append written comments on the feedback document. No written notes in addition to the written feedback will be kept.
A Headteacher has a duty to evaluate the standards of teaching and learning and to ensure that proper standards of professional performance are established and maintained. Heads have a right to drop in to inform their monitoring of the quality of learning. As this school is a large school, drop ins will be undertaken by the Headteacher supported by Deputy / Assistant Headteachers.
Drop ins will only inform the performance management process where evidence arises which merits the revision of the performance management planning statement, in accordance with the provisions of the regulations.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 303030 PROFESSIONAL DEVELOPMENT REVIEWS ––– SUPPORT STAFF
The school has a responsibility to implement an annual review or appraisal scheme for all staff. There is a programme in operation for teaching staff and we would like now to introduce one for support staff.
Staff Annual Reviews have many names. The most common are appraisals or performance reviews. Our scheme has been titled Professional Development Reviews as this most closely matches our emphasis of staff development.
TTTHETHE BENEFITS OF A FORMAL REVIEW PROCESS
The implementation of a Review Process will enable the school to:
• Invest in the development of its staff, to improve retention, promote teamwork and encourage motivation. • Assist staff in performing their jobs to the best of their abilities, therefore improving quality standards. • Maximise job satisfaction through mutually agreed objectives. • Enable staff to contribute towards achieving the school’s objectives. • Identify individual training / learning needs. • Highlight the potential that each individual has to develop skills, knowledge and experience within their job role. • Assist Managers in human resource and succession planning. • Encourage staff to discuss key tasks, areas of responsibility and how training and development can maximise their performance.
RRRESPONSIBILITIESRESPONSIBILITIES OF THE SCHOOL AS AN EMPLOYER
• The overall responsibility for the successful implementation of an appraisal system. • Provide training and support to staff at all levels. • Ensure that guidance notes are available for the Team Leaders who will undertake the reviews and staff who are being reviewed. • Provide the opportunity to give and receive constructive feedback. • Ensure that appropriate training / learning needs are met in a cost effective manner, in accordance with the school’s objectives.
PPPROCEDUREPROCEDURE
Individual reviews will be carried out on an annual basis for all current members of staff. New employees will be reviewed 6 months from appointment and thereafter on an annual basis.
Clear objectives will be mutually agreed and reflect the aims of the school and the School Development Plan, ensuring that objectives can be measured and evaluated.
Appropriate documentation will be completed and retained on the staff member’s personnel file.
The outcome in terms of personal development / training needs will be acted upon accordingly by the relevant Manager.
EEEMPLOYEEEMPLOYEE RESPONSIBILITIES
All staff have a responsibility to promote their own development by full participation in the Review Process and, as a result, endeavour to achieve the shared objectives.
Whilst management has a responsibility to initiate and lead the Review Process, employees must take an active part by conveying their point of views and ideas.
TTTHETHE PROCESS
The date, time and place of the review meeting should be set and agreed with the staff member at least 7 days prior to the meeting.
A copy of the ‘Guidance Notes for Review’, a Professional Development Review form and a copy of the appropriate job description will be sent to you at least 2 weeks prior to the meeting.
The main purpose of the formal review meeting is to review your last year at work and identify and agree your objectives and development needs for the coming year.
A formal review should not contain:
- surprises - any questions relating to pay or - grievances or disciplinary matters
The review meeting will take place in a suitable environment, allowing a maximum of 1 hour, after giving the required notice to the members of staff. Upon completion of the Review Form, a copy should be sent to the Bursar, filed in the employee’s personnel file, and a copy given to the member of staff.
MMMONITORINGMONITORING
The review process needs to be supported by an informal review, at least on a 6-monthly basis, to check progress towards achieving objectives and improving performance and to ensure that support, where necessary, through learning and development opportunities is provided.
The Staff Professional Development Review form can be used as a basis for regular review.
HHHOWHOW PROFESSIONAL DEVELOPMENT REVIEW LINKS WITH PAY
In line with the pay and performance structure of support staff, salary grades are now split between increment points for service and competency. The levels for these points do differ between grades and information on these will be provided to you. They are also posted on the school network staff shared area/Support Staff/Job Evaluation. For those staff where competency points apply, the Professional Development Review will support, or otherwise, these increments.
DDDOCUMENTATIONDOCUMENTATION
A copy of the guidelines can be found on staff shared area/Support Staff/Professional Development Reviews.
The policy and procedures will be conducted within the ethos of the Performance Management guidelines.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMSTATEMENTENT 313131 COMMUNICATION
RATIONALE AND PURPOSE
We seek to respond with courtesy and helpfulness to all queries and questions and encourage parents to contact us if they have a concern or a problem. Good relationships depend upon a commitment by all of us (teaching and support staff) to respond in a helpful and courteous manner. Equally we expect parents to treat our staff with respect when contacting the school.
BROAD GUIDELINES
Internal Communication
We seek to ensure teaching staff communicate on issues relating to pupils/parents in a variety of ways:
• Weekly briefing for all teaching staff on a Monday at 8.25am. • Meetings of Leadership Team, HoDs/HoHs and Tutors on a regular basis. • Updating of ‘events’ on School Information Management System by staff on a regular basis as a record of events including parental contacts. • Monitoring of student planners by parents and Tutors. • Annual Parental Surveys, three reports per year and parents’ evenings over the academic year • Daily 'white board' to record pupil illness etc. to help keep staff informed if a query from a parent. • A Staff Consultative Committee meets formally to discuss staff concerns and needs on a termly basis. • Tutor interviews with pupils including parent contact on a regular basis. • Staff noticeboard • Weekly bulletin • Use of email
IIINCOMINGINCOMING CONTACTS FROM PARENTSPARENTS,, C, COMMUNITYC OMMUNITY AND OUTSIDE AGENCIES
Written Communication
• All parents are asked to sign a Home School Agreement when pupils join the school. • We correspond with all our parents and the wider community by our half termly newsletter, the web site and ParentMail. • We keep copies of all key correspondence and circulate on a need to know basis to internal colleagues. • We seek to respond to a query in writing or by phone within 48 hours (2 school days) and if the response time is extended to explain why there is a delay to allow for appropriate consultation or data collection. • We ask parents wherever possible to make an appointment if a query requires face-to-face discussion, and in addition to this, the Headteacher holds a daily surgery without appointment, which provides another opportunity to discuss urgent concerns.
Telephone Contact
• Phones are normally manned from 8am until 4.30pm (4pm on Fridays). • Support staff are asked to:- - Answer the phone promptly - Respond warmly and helpfully - Avoid becoming emotional even if the caller is irate: seek to be non-confrontational, calm and rational - Record accurately the name of the caller, phone number, organisation and reason for call, plus appropriate time to phone back - Pass on telephone call information clearly to the appropriate link in the school checking they have received the message if clearly very important - Be sensitive to callers’ own time management problems - Avoid making controversial statements. • Where callers are aggressive or rude, a record should be made of this and a relevant senior member of staff informed as soon as possible. • Suitable training opportunities will be offered to all staff who deal regularly with parents. • We seek to make available to support staff the whereabouts and return time of after school groups (e.g. sports fixtures, trips out) in order that they can respond to parental queries. We also have 3 mobile phones, which can be taken by a trip or sports group leader.
Meetings in School
• Visitors arriving on site are asked to 'sign in' in the Visitors’ Book, and if proceeding further will be issued with a visitors’ badge. Reception will contact the member of staff to be seen. We seek to treat a visitor with courtesy and to offer them a seat etc. • We seek to arrange appointments with school staff at mutually convenient times between staff and parents. We are willing to see parents out of school hours within reason. • We seek to hold discussions with visitors in a private area or room wherever possible. • We encourage pupils to be helpful to visitors (opening doors, giving directions, helping to carry materials (given Health and Safety factors etc.) and to be personable and courteous at all times. • We designate an emergency parking area in case of a need for an emergency service (ambulance, fire engine) or a special delivery. Visitor parking is also at the front of the school. • We have a main foyer door lock/intercom system for site and personal security in the holidays.
CCCORRESPONDENCECORRESPONDENCE WITH PARENTS AND OTHER EXTERNAL AGENCAGENCIESIES
• Direct correspondence with external agencies or parents is normally via: - Heads of Department - Form Tutors - Leadership Team - Staff i/c various activities.
• We seek to respond in an informative way with a clear indication of the name of the respondent for further contact. The aim is to be logical, rational and helpful. • Letters of complaint are kept by the Headteacher and are responded to. Complaints are taken seriously even if we feel they are unfair. • We seek to resolve concerns quickly and amicably. Where this is not possible we make use of our formal complaints procedure; there is a copy of this on the school website. • Letters to individual parents or year groups must always be approved by the Headteacher and sent via the School Office, with a copy kept on file. • Letters to groups of pupils’ parents will also be posted on the school website and sent home via ParentMail to those families which have opted to do so. • Members of staff should check with the appropriate Head of House/Department before telephoning parents. • All items for the school website should be sent to the Headteacher for approval. • Newsletter • Visitors to the school • Home-School Agreement • Report Form
BOURNEMBOURNEMOUTHOUTH SCHOOL FOR GIRLS GUIDELINES ON THE USE OF EE----MAILMAIL
The purpose of this protocol is to ensure the proper use of the school’s email system and make users aware of what the school deems as acceptable and unacceptable use of its email system. BEST PRACTIPRACTICESCES The school considers email as an important means of communication and recognizes the importance of proper email content and speedy replies in conveying a professional image. Therefore users are asked to adhere to the following guidelines:
• Writing emaiemailslslsls: o Write well-structured emails and use short, descriptive subject headings. o Please use the standard signature panel of the school for external emails. The IT department can help you set one up. A disclaimer will automatically be added underneath your signature. o Use the spell checker before you send out an email. o Do not send unnecessary attachments. Compress attachments larger than 1mb before sending them. Attachments more than 10mb in size cannot be sent with external emails. Consider alternative ways of sharing large documents e.g. staff shared area, using hyperlinks. o Do not write emails in capitals. o Consider who actually needs to receive your email. o Think before sending group emails or copying others in - what is the purpose of copying someone in? What action are they expected to take? o If you forward mails, state clearly what action you expect the recipient to take. o Only mark emails as important if they really are important. o Don’t reply to an angry email - pick up the phone. o Don’t request read receipts for internal emails
• Replying to emailsemails: o Consider how often you check your email box- at least once a day but your inbox does not need to be visible / open all the time. o Emails should be answered as quickly as is reasonably possible. Emails should at least be acknowledged within 24 hours, even if a fuller reply needs to follow later. o Do not let emails distract you from other important work. o Email programmes should not be used when you are in lessons. o Do not use your home /personal email address to correspond with pupils / for school business.
o Useful abbreviations / prefixes for use on internal emails in subject lines
FYI For your information ACTION Action required by recipient REQ Request SOC Social (i.e. not work related) NRN No reply needed EOM End of message (i.e. where subject title is the message and there is no further text in body of message
• MaintenanceMaintenance: o Delete any email messages that you do not need to have a copy of. Use personal folders to help you file and store important emails.
LEGAL RISKS
Email is a communication tool and users are obliged to use this tool in a responsible, effective and lawful manner. Although by its nature email seems to be less formal than other written communication, the same laws apply. Therefore, it is important that users are aware of the legal risks of e-mail:
• If you send emails with any libelous, defamatory, offensive, racist or obscene remarks, you and the school can be held liable. • If you forward emails with any libelous, defamatory, offensive, racist or obscene remarks, you and the school can be held liable. • If you unlawfully forward confidential information, you and the school can be held liable. • If you unlawfully forward or copy messages without permission, you and the school can be held liable for copyright infringement. • If you knowingly send an attachment that contains a virus, you and the school can be held liable.
By following the guidelines in this policy, the email user can minimize the legal risks involved in the use of e-mail.
PERSONAPERSONALL USE
Although the school’s email system is meant for school use, the school allows the reasonable use of email for personal use if certain guidelines are adhered to:
• Personal use of email should not interfere with work. • Personal emails must also adhere to the guidelines in this policy. • Personal emails are kept in a separate folder, named ‘Private’. The emails in this folder must be deleted weekly so as not to clog up the system. • The forwarding of chain letters, junk mail, jokes etc. is strictly forbidden. • Do not send mass mailings. • All messages distributed via the school’s email system, even personal emails, are the school’s property and may be accessed at any time, without the sender’s permission.
SYSTEM MONITORING
You must have no expectation of privacy in anything you create, store, send or receive on the school’s computer system. Your emails can be monitored without prior notification if the school deems this necessary. If there is evidence that you are not adhering to the guidelines set out in this policy, the school reserves the right to take disciplinary action.
QUESTIONS
If you have any questions or comments about this Email protocol please ask.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 323232 CAPABILITY PROCEDURE
1. INTRODUCTION
1.1 Capability refers to the fitness and ability of an employee to carry out satisfactorily, the job they are employed to do. Capability is assessed by reference to skills, aptitude, health or any other physical or mental quality.
1.2 A lack of capability can be defined as ‘a situation in which an employee fails consistently to perform their duties to an acceptable standard’ (ACAS). There is a need to differentiate between the issues causing the consistent failing to perform their duties – it may be incapability due to a lack of skills and need for development or incapability due to an underlying medical issue. This procedure specifically deals with incapability due to a lack of skills or aptitude. (Page 3 explains appropriate procedures to apply dependent on the nature of the case being dealt with.)
1.3 This policy should be applied in conjunction with the Schools’ Capability Procedure and toolkit for school based employees. The Capability procedure and toolkit aims to assist schools and their employees in situations where the capability of an employee is unsatisfactory. The aim is to improve the achievement of staff and students and to raise standards across the school.
1.4 This policy and procedure shall be applied in accordance with Dorset County Council’s Equal Opportunities Policy. The Capability Procedure has been developed, taking into account the Employment Rights Act 1996, the Education Act 2002 and the ACAS Code of Practice.
2. SCOPE
2.1 This policy and procedure applies to all school based employees – both teaching and non-teaching.
2.2 The Local Authority will not accept liability for any actions, claims, costs or expenses arising out of a school’s decision not to follow this recommended policy and proceduprocedure,re, wherewhere it is found that the school’s Governing Body has been negligent or has acted in an unfair or discriminatory manner.
3. THE POLICY
3.1 The Headteacher and their Governing Body are committed to helping their employees to achieve high quality performance standards and to ensure that employees are supported in achieving those standards.
3.2 Bournemouth School for Girls will seek to ensure that all employees are provided with appropriate induction and supervision. All employees will receive regular appraisal via the school’s performance management mechanisms. Performance targets will be agreed, established and regularly reviewed.
3.3 Initial concerns regarding the standard of work performance of the employee should generally be discussed with the employee by the Headteacher (or delegated Manager or Deputy) as appropriate, via the normal supervisory process and via the Performance and Development Review cycle/Performance Management cycle. The Capability Procedure provides a means whereby more serious issues may be dealt with.
3.4 Where identified performance issues are in respect of the Headteacher, references to the Headteacher should be replaced by Chair of Governors.
3.5 Action under the Capability Procedure is designed, primarily, to achieve improvement through consistent, appropriate and reasonable support mechanisms rather than to exact a penalty. When dealing with issues of capability, the approach taken will be supportive, fair and objective at all times. The emphasis shall be on facilitating improvement.
3.6 Dismissal may arise following the exhaustion of reasonable avenues provided by the Capability Procedure.
3.7 The employee will be encouraged to make contact with their Professional Association/Trade Union representatives at the early stages of the procedure, with the employee having the right of representation at all stages of the formal procedure.
3.8 In respect of teaching employees, the Headteacher may seek appropriate advice and guidance regarding appropriate educational targets and standards within action plans. Advisors will not however be expected to attend in person, any of the informal meetings but they may be called upon for support and guidance.
3.9 The Capability Procedure must be followed properly, within an adequate timeframe, with adequate support, so as to facilitate improvement, as to do so otherwise may, by definition, render the action taken unfair.
AAAPPLICATIONAPPLICATION OF THE CAPABILITY PROCEDURE
This procedure is specifically used to deal with cases of employee underperformance (previously referred to as competence). This procedure should be applied when there is a need to deal formally, with an issue of underperformance. The flow chart below clarifies the appropriate procedures to follow when managing certain employment relations issues.
Is this a case of underperformance?
YES NO
Is the Is the Is this a case of ill
underperformance underperformance health or recurring
due to a lack of due to an underlying absence ? sk ills / aptitude? medical issue?
YES NO YES YES NO
Seek occupational health advice * Follow the Is this a case of CAPABILITY misconduct? PROCEDURE Has Occupational Health confirmed that there is a medical issue which is the primary cause of the YES underperformance
Follow the NO YES DISCIPLINARY PROCEDURE Follow SICKNESS MANAGEMENT PROCEDURES
*In cases of stress, it may be deemed more appropriate to refer to the school’s Stress Management ProcedureProcedure.
NB: Urgent action is required if sickness absence intervenes during the ccapabilityapability procedure. If long term absence appears to have been triggered by the commencement the capability procedure, the case should be referred to Occupational Health to assess the employee’s health and fitness for continuation with the procedure and/or employment. Occupational Health should be asked for guidance on the condition, likely prognosis and timescale for a return to work. The case shall then proceed in accordance with the resultant advice and the appropriate procedure followed thereafter.
Short term absences should not normally delay any part of the formal stage of the capability procedure. In all cases, please seek advice from your HR Officer.
SSSUMMASUMMAUMMARYRY FLOWCHART OF CAPABILITY PROCEDURE AND TIMESCALESTIMESCALES
INFORMAL STAGE
Adequate support for Informal Interview the employee throughout is essential
Monitor and Review Progress Recommended maximum timescale: 1 full term Convene meeting to review If performance has performance improved to the required standard, no further action is required.
FORMAL STAGE
If at any stage performance improves Formal Review Meeting to the required standard, the formal Recommended procedure may cease, maximum timescale: resuming normal Review of Progress 1 full term supervisory and (At a Further Formal Review performance Meeting) PERFORMANCE REVIEW CYCLE In most cases, there will Capability Hearing be a requirement to continue to monitor performance and implement recommendations following the hearing Decision of capability hearing
Dismissal *
Appeal hearing **
* Dismissal may arise following the exhaustion of reasonable avenues provided by the capability procedure. ** The employee has a right of appeal against the decision(s) taken at the capability hearing. If tthehe employee wishes to exercise this right then arrangements shall be made accordingly.
NB: The timescales provided for in this procedure are upper limits, which may be shortened if appropriate e.g. where it is clear that an acceptable level of improvement is beyond the ability of the employee, or where there is a lack of co-operation by the employee. In exceptional cases where the education of the children is in jeopardy e.g. a teacher’s classroom control is so poor that no order can be established to enable teaching to take place, an accelerated, short procedure may be appropriate.
PPPROCEDUREPROCEDURE SUMMASUMMARYRYRYRY
Headteachers subscribing to the Employee Relations SLA should read this in conjunction with the Capability toolkit and guidance for schools.
Stage (1) INFORMAL STAGE
Step 1: Hold an informal interview with the employeeemployee • The Headteacher / their delegated representative should hold an informal interview with the employee and line manager, if appropriate.
• Firstly the Headteacher / their delegated representative should outline concerns and explore possible causes for the underperformance.
• Mutually agree an action plan and a record of the discussions and agree reasonable timescale for achievement of improvement. (See model action plans in toolkit ––– appendices 1, 2 andandand 3, model obsobservationervation record ––– appendix 4, and guidance on target setting and perfperformanceormance indicators ––– appendix 5.)
• Provide a copy of the action plan to the employee. Advise the employee that the informal stage of the procedure has been initiated in order to provide them with support and guidance to reach the required standards. They should be given a copy of the Capability Policy and Procedure.
• They should also be advised that although this is the informal stage, and there is no right of representation during the informal stage, they may wish to contact their Trade Union / Professional Association for any support and advice.
Step 2: Monitor and review the action plan • Monitor and review performance during the agreed, reasonable timescale, offering appropriate support to the employee throughout.
• Provide appropriate support, guidance and feedback throughout.
• Maintain a record of detailed notes throughout – they may need to be referred to at a later date. The employee may offer comments and responses to be included with the notes, if appropriate.
Step 3: Review performance
• At the end of the agreed timescale invite the employee to a review meeting to discuss
progress.
• Review progress against the action plan and record the details of the meeting. In cases where
performance hasn’t improved, the employee should be orally warned and provided with advice and guidance as to the next appropriate steps.
Step 4: Has performance improved to the required standard?
YES NO NB: In cases where performance has No further action. If performance hasn’t improved to a improved and it is deemed that with an extended timescale of the informal Resume normal satisfactory standard, despite stage, all performance targets will be supervisory and appropriate support, feedback and met to a satisfactory standard, there may performance guidance during the agreed be no requirement to progress to the development timescale, then proceed to Stage 2 - formal review meeting. A further review of performance under the informal stage review practices Formal Procedure will need to be scheduled to ensure targets are met.
Stage (2) FORMAL STAGE
Step 5: Formal Review Meeting NB: INVESTIGATORY STAGE
It may be necessary to commence an investigation • Invite the employee to a Formal Review meeting, giving the to gather facts prior to the formal review meeting employee 10 working days written notice and advising them of their (e.g. in cases of gross incompetence) and/or after right of representation and including relevant documentation as the formal review meeting to gather facts prior to appropriate. (See model letter– appendix 6.) the capability hearing.
• The employee will be advised accordingly – See At the meeting, establish the facts of the case with the guidance on conducting investigations employee and decide on one of the following options as to the appendix *. way forwards and any appropriate support for the employee.
(a) To agree a further (b) Arrange to hear the case (c) Suspend the employee if action plan and support at a formal capability appropriate hearing This will normally apply only in cases of Agree to further performance This may be appropriate in gross incompetence, where the health and targets, arrange further support particularly serious cases, where safety of pupils and or colleagues is at risk as required and monitor Advice should be sought from HR prior to the education of the children is in Issue revised Action Plan. jeopardy. An acceleration of the any decision to suspend. (Progress to step 6 then 7.) procedure is required. (Progress (See guidance on suspension in the toolkit (See appendices 1, 2 and 3.) to step 6 then 8.) – appendices, 8 and 9). (Progress to step 6 then 8.)
Step 6: Confirm the outcome of the Formal Review Meeting in writing
• Following the Formal Review meeting, the decision taken and action agreed should be confirmed to the employee, in writing, within 5 working days of the meeting. (See model letter in the toolkit – appendix 7.)
• If further support is agreed, a further formal review meeting should be scheduled, within a reasonable timeframe to consider progress, and confirmed to the employee in writing .
Step 7: Review progress at a further Formal Review Meeting
• A formal review meeting shall take place to review progress. The meeting should be between the Headteacher and the employee. The employee can be accompanied by a trade union representative,
friend or colleague but not in the capacity of a practising lawyer. The Headteacher may invite an HR Officer to attend.
• Progress shall be reviewed and one of the following outcomes agreed –
• If performance has improved to the required standard – no further action . Normal supervisory and performance management processes will resume. • If performance hasn’t improved despite appropriate support - progress to a formal capability hearing.
• Prior to progressing to a hearing, advice should be sought from Human Resources.
Step 8: Arrange the Capability Hearing
• The Headteacher (or their delegated representative) shall advise the employee in writing of specific allegations to be considered at the hearing and list the possible outcomes as detailed under step 10 , giving at least 10 working days written notice of the date, time and place of the
hearing. (See model letter appendix 11 in the toolkit.)
• The employee should also be advised that:
- The case will be heard by a panel of 3 Governors, chaired by the nominated school Governor, advised by an HR Officer. - The employee can be accompanied by a trade union representative, friend or colleague but not in the capacity of a practising lawyer. - The Headteacher (or their delegated representative) will be asked to present their case, call witnesses and give evidence. - The employee (or their representative) will be asked to present their case, call witnesses and give evidence.
• Both parties shall provide any papers / evidence they may refer to at the Capability Hearing, at least 5 working days before the hearing is due to take place.
Step 9: Conduct of the Capability Hearing (See conduct of a Capability Hearing in the toolkit)
• The hearing will be conducted by a panel of 3 Governors and Chaired by a nominated Governor, advised by an HR Officer.
• The nominated school Governor will be responsible for the conduct of the hearing, in accordance with the capability policy, supported by / advised by an HR Officer as appropriate.
• The presenting officer (usually the Headteacher or their delegated representative) shall present the case
against the employee, calling any witnesses / presenting witness statements as appropriate.
• The employee and his / her representative shall have the opportunity to question the presenting officer and any witnesses, as appropriate.
• The employee (or their representative) shall put forward their case, calling any witnesses / presenting witness statements as appropriate.
• The presenting officer shall have the opportunity to question the employee, his/ her representative and his / her witnesses, as appropriate.
• The Panel and HR Officer may question either party and their witnesses at any stage
• Both parties may summarise their case but not introduce any new evidence at this stage.
• All parties will withdraw, leaving the panel to consider the matter in consultation with an HR Officer.
• A suitably detailed note of the hearing proceedings should be taken (see Step 11) and retained for at least 12
months.
Step 10: Decision of the Hearing
• The outcome / decision may be any of the following: - Recommend a medical referral (if appropriate) and adjourn the hearing (pending consideration of the medical advice) (see guidance on medical incapability appendix 13 and example letter ( appendix 12 ). - Recommend additional training or support and / or set targets for improvement with timescales *. - Issue a first written warning *. (See model letter in toolkit – appendix 15 .)
- Issue a final written warning *. (See model letter in toolkit – appendix 16 .) - Consideration of an offer alternative employment if appropriate / viable as an agreed outcome or as an alternative to dismissal, subject to a trial period (Model letter on redeployment – appendix 14 ).
- Dismiss (NB: An employee SHALL NOT be dismissed prior to being issued a final written warning, except in cases of gross incompetence) In the case of Foundation and Voluntary Aided Schools this letter shall be issued by the Governing Body, within 10 working days of the decision being taken. In the case of Community and Voluntary Controlled schools this letter shall be issued by the Local Authority within 10 working days of the decision being taken. (See model letter in toolkit – appendix 14 and advice on notice periods – appendices 19 and 20.)
- * NB: In cases where this is an outcome of the hearing, there will be a resultant need to continue to monitor performance. The cycle of performance review will continue for an appropriate timeframe, after which, performance will be reviewed and appropriate steps taken. • The employee will have a right of appeal against the outcome of the hearing.
• The outcome will normally be announced at the end of the hearing (or, if not possible, by the end of the next working day) and communicated in writing to the employee no more than 5 working days after the date of the hearing. (See appropriate model letter in the toolkit – appendices 12-16.) The employee shall be advised of their right of appeal.
Stage (4) APPEAL HEARING
Step 11: Conduct of the Appeal Hearing
• The employee has a right of appeal against the decision of a capability hearing. They should make their appeal in writing to the Chair of Governors within 10 working days of receipt of confirmation of the outcome of the hearing.
• The Chair of Governors shall convene and advise the employee in writing of the arrangements for an appeal hearing, giving 10 working days written notice of the date, time and place of the hearing and their right of representation. (See model letter in the toolkit - appendix 17.)
• Both parties will submit an outline statement of their case, in writing, 5 working days before the date of the hearing for circulation to all parties. The employee and School Governor who chaired the original hearing will be in attendance at the appeal hearing.
• At the appeal hearing, a panel chaired by a nominated school governor will consider the decision of the panel that originally heard the case, against the employee’s appeal. The panel should comprise Governors who have no prior
knowledge of the case. The appeal panel will be advised by an HR Manager.
• The panel may allow the appeal, dismiss the appeal or impose an alternative remedy.
• Where the employee appeals on the grounds that there was a procedural error or omission during any stage of the Capability procedure, the appeal panel will determine, as a preliminary question whether a full new hearing should take place on a date to be arranged.
• Employee and/or his/her representative shall present their case for appeal. The procedure to be followed shall be the same as a Capability hearing as outlined in step 9. However the employee will present their appeal case first. The School Governor who chaired the Capability hearing will respond and outline a summary of the reason for their decision. All parties will have the right to ask questions. Both parties will summarise their case and all parties will then withdraw, leaving the Panel to consider the matter in consultation with the HR Officer. The employee will be notified of the outcome of the appeal (see model letter – appendix 18 ).
• The outcome of the appeal will be communicated in writing to the employee no more than 5 working days after the date of the hearing. (See model letter in the toolkit – appendix 18.)
Further reference documents
• Capability Policy and ttoolkitoolkit for School Based EmployeesEmployees This provides detailed policy guidance in regards to Capability. There is further guidance on conducting hearings and appeal hearings as well as presenting cases at hearings. Also provided in the toolkit are model letters for use at specific stages of the procedure.
• Management of Attendance Policy and Toolkit for School Based Employees (to be made available to schools academic year 07/08 ––– in the interim, refer to scschool’shool’s existing policy) This provides detailed policy guidance with regards to Management of Attendance. It would be appropriate to refer to this policy when dealing with cases of medical incapability.
• Disciplinary Policy and Toolkit for School Based Employeesp loyees (to be made available to schools academic year 07/08 ––– in the interim, refer to school’s existing policy) This provides detailed policy guidance with regards to conduct. It would be appropriate to refer to this policy to distinguish between capability and conduct.
• Guidelines for referrals to Occupational Health These guidelines should be referred to when referring cases of medical incapability to Occupational Health.
• Stress Management Policy for School Based Employees This policy should be referred to when dealing with cases of stress.
• Equal Opportunities Policy This policy can be referred to in order to ensure adherence to Equal Opportunities throughout the capability procedure.
Legal Context
The Employment Rights Act 1996 states that a dismissal is fair if it:
'relates to the capability or qualifications of the employee for performing work of the kind which he was employed by the employment to do' S.98(2) 'Capability' in relation to an employee, means his capability assessed by reference to skill, aptitude, health or any other physical or mental quality S.98(3)(a) 'Qualifications', in relation to an employee, means any degree, diploma or other academic, technical or professional qualification relevant to the position which he held. S.98(3)(b) The determination of the question whether the dismissal is fair or unfair (having regard to the reason shown by the employer) - S.98(4)
a) depends on whether in the circumstances (including the size and administrative resources of the employer's undertaking) the employer acted reasonably or unreasonably in treating it as a sufficient reason for dismissing the employee; and b) shall be determined in accordance with equity and the substantial merits of the case.
The ACAS, Code of Practice --- 'Discipline at WWork'ork' sets out some key points regarding under performance:
- Careful recruitment, selection and training will minimise the risk of poor performance. - When employment begins, the standards of work required, the consequences of failure to meet them and conditions attaching to any probationary period should be fully explained. - Where warnings are in operation, an employee should be given both time to improve and, where appropriate, training. - The availability of suitable alternative work should be considered before dismissal action is taken.
Other legal considerations The Education Act 2002 School Staffing (England) Regulations General Teachers Council – Standards and Regulations Dispute Resolution Regulations 2004
Should further guidance be required, please contact your Human Resources Officer.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 333333 DDDISCIPLINARYDISCIPLINARY PROCEDURE ––– ALL STAFF
CONTENTS
SECTION
DISCIPLINARY POLICY 1 Introduction 2 Scope 3 Principles 4 Misconduct 5 Criminal Offences and Cautions outside of Work 6 Suspension 7 Right to be accompanied 8 Grievances raised during the disciplinary process 9 Action against trade union/professional association representatives 10 Record-keeping
DISCIPLINARY PROCEDURE 11 Informal 12 Identifying the need for formal disciplinary action 13 Formal 14 Initial Meeting 15 Investigation 16 Convening a disciplinary hearing 17 Attendance at the hearing 18 Procedure at the disciplinary hearing 19 Disciplinary outcomes 20 Currency of warnings 21 Hearing outcome 22 Right of appeal 23 Appeal hearing
APPENDIX 1 – DISCIPLINARY RULES AND GUIDANCE
APPENDIX 2 – CONDUCTING THE DISCIPLINARY HEARING
DISCIPLINARY POLICY
111 INTRODUCTION
1.1 This document sets out Bournemouth School for Girls policy on discipline as will be applied when an employee’s conduct falls below the required standards. It aims to help and encourage all employees to achieve and maintain the required standards of conduct and to provide an objective, consistent and fair approach to dealing with discipline issues in the school taking account of the law of natural justice. It is not, however, intended to replace or restrict the normal day to day management and supervision of employees in relation to performance or conduct.
1.2 The document takes account of employment legislation and best practice guidelines in relation to discipline matters in addition to the legal obligations of Governing Bodies including the Employment Act 2008, Employment Rights Act 1996 as amended, Employment Rights (Dispute Resolution) Act 1998, Employment Relations Act 1999, Employment Rights Act 2004 and the ACAS Code of Practice on Discipline and Grievances at Work 2008.
1.3 The procedure has been agreed following consultation with the recognised Trade Unions and Professional Associations.
222 SCOPE
2.1 This document applies to all employees of Bournemouth School for Girls as adopted by the Governing Body.
2.2 This policy and procedure should not be used to address issues where other policies and procedures exist to deal with them.
2.3 This policy and procedure does not apply to support staff within their period of probationary service.
2.4 Any alleged misconduct which falls within the scope of the Management of Allegations policy requires the school to comply with additional child protection requirements as set out in that policy.
2.5 The Local Authority is not able to accept liability for any actions, claims, costs or expenses arising out of a decision not to follow this recommended policy or procedure, where it is found that the Governing Body has been negligent or acted in an unfair or discriminatory manner in exercising its employment powers.
333 PRINCIPLES
3.1 The Governing Body should record the formal adoption of the policy and procedure and the delegation of authority to the Headteacher to take disciplinary action short of dismissal.
3.2 In the event of the Headteacher being subject to disciplinary action, the Governing Body will be responsible for administering the procedure.
3.3 The Governing Body and Headteacher are responsible for the overall management of standards in the school.
3.4 The Dorset County Council HR Employee Relations team should be consulted at all formal stages of the disciplinary procedure and must be in attendance at hearings where dismissal is being considered.
3.5 All disciplinary procedures will be applied to meet the requirements of the school’s Equal Opportunities Policy in order to ensure that employees are not discriminated against.
3.6 Where appropriate, conduct issues should be addressed without the need to commence the formal stages of the procedure, except where the alleged misconduct is of a more serious nature or where a pattern of minor informal reprimands develops.
3.7 If there is the possibility of disciplinary action being taken, the employee should be advised to consult with their recognised Trade Union/Professional Association representative.
3.8 No formal disciplinary penalty will be applied until the employee has been advised of the nature of the complaint against them in writing and given the opportunity to state their case in a hearing.
3.9 No employee will be dismissed for a first breach of discipline except in the case of gross misconduct where the penalty may be dismissal without notice.
3.10 An employee will have the right of appeal against all formal warnings and dismissal.
3.11 Full and accurate records will be maintained throughout all disciplinary action.
3.12 In dealing with a breach of discipline under the formal procedure, the same person should not conduct both the detailed investigation and the hearing.
3.13 The governors sitting on any appeal panel will not have been involved in the case in any material sense or have acted as a panel member for the disciplinary hearing.
444 MISCONDUCT
4.1 Misconduct is defined as behaviour or conduct by an employee falling short of the school’s standards. Examples of misconduct are provided in the Disciplinary Rules (Appendix 1). Gross misconduct is considered to be behaviour or conduct that falls so far below the standards required that it can be considered as a fundamental breach of contract. Acts of gross misconduct can lead to a dismissal for a first offence. The Disciplinary Rules provide examples of gross misconduct (Appendix 1).
555 CRIMINAL OFFENCES AND CAUTIONS OUTSIDE OF WORK
5.1 If an employee is charged with or convicted of a criminal offence outside of work, this may not in itself be a reason for disciplinary action. The school will establish the facts of the case and consider whether the matter justifies applying the disciplinary procedure.
5.2 It may be possible for a disciplinary investigation to run in parallel to a police and/or child protection investigation in certain circumstances. Where this may prejudice an external case a parallel school investigation will not take place. In these circumstances there are likely to be delays in conducting the school investigation. In such cases it is good practice to keep the employee informed of what is going on. Statements taken in external investigations may be used in any subsequent internal disciplinary proceedings.
5.3 It is not always necessary to await the outcome of any court hearing before deciding on disciplinary action. The criminal justice system works on the basis of guilt being ‘beyond reasonable doubt’ but in employment law the employer can make a decision based on the ‘balance of probability’ and as a ‘reasonable’ employer.
5.4 If dismissal is the disciplinary sanction, in order for it to be deemed fair, the school would need to show that it had a genuine and reasonable belief that the employee committed the criminal act, that the conduct in question would make it difficult to continue their employment and that dismissal is reasonable in the circumstances. A dismissal under such circumstances would be deemed to be fair even if the employee is not charged or convicted in the criminal justice system.
666 SUSPENSION
6.1 An employee may be suspended from duty on full pay at any time in cases of gross misconduct or where there is a risk to the safety of colleagues, pupils or to the employee themselves or a risk to the contamination of evidence. Suspension is not a disciplinary penalty and is a neutral act. Suspension will not be automatic and consideration will be given to alternatives to remove an individual from the workplace.
6.2 In some cases it may be appropriate for the employee to take a short period of management leave on full pay (i.e. being asked to remain at home with no work having been allocated). Any period of management leave will not be recorded on file as part of any disciplinary record. This may include prior to an investigatory interview being held. In such cases the school will normally seek advice from the HR Employee Relations team. It is important to understand that management leave and suspension from duty are not disciplinary sanctions.
6.3 The decision to suspend will normally be made following advice provided by the HR Employee Relations team. This decision will be made at the outset either as a result of the initial exploratory interview, during or following the formal investigation
6.4 Staff will be notified in writing of any decision to suspend and should be advised to contact their Trade Union representative and provided with the contact details for the Staff Counsellor. The formal letter of suspension should be handed to the employee or sent Recorded Delivery, to ensure proof of receipt.
6.5 Schools will nominate a link member of staff to act as a nominated contact following management leave or suspension for the employee. The role of the link member of staff is to advise the employee of developments at their school.
In cases where it is known that the employee holds similar or equivalent employment(s) in other schools, consideration should be given as to whether the suspension from duty should be extended, for example, when dealing with matters raised under the Allegations policy. In such cases, advice should be sought from the HR Employee Relations Team.
6.6 Where suspension relates to a safeguarding allegation, the guidance in the Allegations Policy must take precedence over this policy and procedure.
6.7 Only the Chair of Governors may end a period of suspension following advice from the Headteacher and Human Resources.
6.8 SSSUSPENSIONSUSPENSION TERMS
6.8.1 During the period of suspension, unless otherwise informed, the employee is:-
• Prohibited from attending school premises other than to attend investigatory interviews or attending a disciplinary hearing; • Prohibited from contacting any pupil, parent, employee of the School or officer of the Local Authority other than their representative or nominated contact. This prohibition does not prevent the employee from having social contact with colleagues outside of the work place, provided the disciplinary issues that are the cause of the suspension are not discussed. Should it be necessary for the employee to have contact with any witnesses in order to prepare their case, prior approval must be sought in advance through the Headteacher. • Obliged to co-operate with the disciplinary investigation including any reasonable request to provide or identify documents; • Obliged to ensure that they are, and remain, contactable during normal working hours; • Required to follow normal notification/request procedures for sickness and annual leave through their nominated contact.
Employees should be advised that any breach of the terms of suspension could itself become a disciplinary offence.
777 RIGHT TO BE ACCOMPANIED
7.1 The employee has a right to be accompanied at all formal stages of the disciplinary process (even if they have left employment) by a Trade Union/Professional Association representative or a work colleague of their choosing (although not in the capacity of a practising lawyer).
888 GRIEVANCES RAISED DURING THE DISCIPLINARY PROCESS
8.1 Where, during the course of the disciplinary process, the employee raises a grievance about any aspect of the disciplinary process not having been followed correctly, the Headteacher/Governor(s) will decide whether it will be treated as a separate grievance under the school’s grievance procedure. Where the subject of the grievance is linked to issues that are the subject of the disciplinary hearing the grievance will be conducted alongside the disciplinary procedure. The HR Employee Relations team will advise before a decision is reached.
999 ACTION AGAINST TRADE UNION/PROFESSIONAL ASSOCIATION REPRESENTATIVES
9.1 Disciplinary action will not be taken against an employee representative of a recognised Trade Union/Professional Association until the circumstances of the case have been discussed with the full- time representative or branch official of the Union/Association concerned.
9.2 The normal standards of conduct are expected of such Trade Union/Professional Association officials. The normal disciplinary procedure will apply and this will include procedures for suspension where warranted.
101010 RECORD KEEPING
At all stages of the disciplinary process, the employee will be given copies of formal notes which may be anonymised in order to protect a witness.
10.1 It is for the Governing Body to demonstrate that any dismissal is fair and reasonable should the employee complain to an Employment Tribunal, rather than for the claimant to prove their case. It is essential, therefore, to maintain full and accurate records of each stage of action.
10.2 The records kept on an employee’s personal file will include:-
• The complaint against the employee; • The employee’s defence; • Investigation notes; • Findings made and actions taken; • Whether an appeal was lodged; • The outcome of any appeal; • Any grievances raised during the disciplinary procedure; • Subsequent developments; • Notes of formal meetings/advice and guidance issued to the employee;
10.4 If dealing with investigations under the Dealing with allegations of abuse against members of staff and volunteers policy, you should refer to Paragraph 3.8 of the Dealing with allegations of abuse against members of staff and volunteers policy and procedure.
10.5 In order to comply with relevant legislation, the school will treat all records as confidential.
10.6 The HR Employee Relations team will be responsible for notifying the Independent Safeguarding Authority (ISA), the General Teaching Council (GTC), or other regulatory body as appropriate, when an employee:-
• is dismissed for misconduct; • resigns in cases where they would have been dismissed for misconduct had they not resigned; • resigns in cases where dismissal for misconduct would have been considered had they not resigned.
DISCIPLINARY PROCEDURE
111111 INFORMAL
11.1 Where appropriate, conduct issues will be addressed by the line manager, a member of the senior leadership team or the Headteacher as part of normal day to day management responsibilities. Such actions will fall outside of the formal disciplinary procedure.
11.2 Written advice and guidance regarding standards of conduct will be given to employees where minor and/or unrepititous acts of misconduct occur.
11.3 It will be for the Headteacher to decide whether to issue advice and guidance or whether to proceed to an investigation or exploratory interview under the formal procedure. Where advice and guidance is issued, the employee must be warned that failure to observe instructions, or repetitions of misconduct in the future are likely to be considered under the formal stages of the disciplinary procedure. The advice and guidance will be recorded on the employee’s personal file. The employee should be given a copy of the written advice and be provided with an opportunity to record their comments if they disagree with the content. The employee may raise a formal grievance if dissatisfied with the content.
11.4 There is no right for the employee to be accompanied at the informal stages of the procedure although employees are advised to seek advice from their Trade Union or Professional Association at this time. Representatives may be permitted to attend at the Headteacher’s discretion.
121212 IDENTIFYING THE NEENEEDD FOR FORMAL DISCIPLINARY ACTION
12.1 The Headteacher or the Chair of Governors (in the case of alleged misconduct of the Headteacher) as appropriate will decide whether the circumstances warrant moving to the formal stages of the disciplinary procedure. A member of the HR Employee Relations team can advise where required. Applying the formal procedure will largely depend on:-
• The nature of the alleged misconduct; • The seriousness of the alleged misconduct; • Previous action, including any warnings regarding the employee’s conduct.
131313 FORMAL
13.1 The formal stages of the disciplinary procedure should be carried out as speedily as possible in the interests of both the management of the school and the employee concerned. Nothing stated in this procedure is intended to bar or discourage the resolution of any matter between the parties by agreed alternative means or by agreed variation to the procedure as published.
13.2 The formal stages of the disciplinary procedure are based upon a graduated system of warnings with more serious sanctions being applied where poor conduct is repeated or where the employee fails to heed previous warnings or where the nature of the misconduct justifies such a warning.
141414 INITIAL MEETING
14.1 Following concerns being raised about an employee, a member of the senior leadership team or the Headteacher should conduct an initial meeting with the employee as soon as possible, in order to avoid delay.
14.2 Employees will be advised to contact their representative prior to the meeting to arrange to be accompanied if they wish, but the meeting should normally take place within 48 hours.
14.3 The aim of the meeting is to:-
• Notify the employee of the alleged misconduct (unless there are exceptional reasons to do otherwise); • Tell the employee whether the matter will be subject to an investigation and of their right to be given 5 working days notice of any investigation meeting(s) in addition to their right to be accompanied; • To provide the employee with a copy of the disciplinary procedure (if this has not already been provided); • To make a decision as to whether it is appropriate to suspend the employee or send them home on management leave.
14.4 Following the meeting, the employee will be sent a letter setting out the information discussed at the initial meeting and the details of the investigation.
151515 INVESTIGATION
15.1 In all cases, an internal investigation will be required to establish whether or not there is a case for the employee to answer at a formal disciplinary hearing. Where an investigation takes place, the school will aim to conduct it promptly and without unnecessary delay while memories of events remain intact. However, the nature, scale and duration of any disciplinary investigation will depend on the seriousness and complexity of the misconduct being investigated.
15.2 Interviews with pupils will only be conducted where absolutely necessary. In cases where it is proposed to do so, such interviews will take place as soon as practicable. The employee against whom the allegations are being made should be advised of the right to have their representative (if applicable) attend all such interviews in the capacity of a silent witness to ensure accuracy of any evidence given and the fairness of the process. To avoid the necessity of pupils attending disciplinary hearings to give evidence, the employee’s representative may request specific questions to be put to the pupil from the Investigating officer. Such requests for questions will not be unreasonably refused. A note of any question refused should be retained. The employee’s representative is able to raise issues of procedure only which should be done without pupils being present.
15.3 Investigations relating to safeguarding allegations must be made with reference to the Allegations Policy. In such situations, any police investigation may restrict the conduct of a separate internal disciplinary investigation as it will take priority. Always seek advice from Human Resources or Local Authority Designated Officer, based in the Safeguarding Unit, prior to conducting any form of investigation, in these circumstances.
15.4 Statements or video evidence taken in the course of a social care or external investigation may be used as part of the internal investigation process and may be submitted as evidence to a formal disciplinary hearing. Any written statements should be signed and dated.
15.5 The person with responsibility for the investigation is the Investigating Officer. They will:
• Ascertain the facts and circumstances surrounding the allegation(s) of misconduct including identifying witnesses and taking statements from them. • Ascertain the employee’s response to the allegation(s); • Form a view as to whether there is a case to answer at a formal disciplinary hearing keeping a record of investigation findings.
15.6 The Investigating Officer may be the Headteacher or a member of the senior leadership team (where delegated by the Headteacher). If the Headteacher acts as Investigating Officer, they can not chair any subsequent hearing.
15.7 An employee will be given 5 working days notice of any investigation meeting(s) and will have the right to be accompanied by a work colleague or Trade Union/Professional Association representative.
15.8 The employee will be sent a letter at the end of the investigation notifying them of the decision of the Investigating Officer and what the next steps will be.
161616 CONVENING A DISCIPLINARY HEARING
16.1 The purpose of the hearing is to consider the evidence to enable the Headteacher or Governor panel to decide what action, if any, to take.
16.2 Where the employee’s dismissal is contemplated, the hearing will be conducted by a Governor Committee. In all other circumstances it may be conducted by the Headteacher or Governor Committee.
16.3 Where a formal disciplinary hearing is to take place, the employee will receive written notification from the school at least 10 working days in advance. This will include:-
• The location, date and time of the proposed disciplinary hearing; • Details of the disciplinary allegations which the employee is to face; • Whether dismissal is being contemplated as a sanction; • Their right to be accompanied (see section 7 - Right to be Accompanied); • Names of the Presiding Officer and, where appropriate, the supporting committee of governors; • The requirement for the employee to confirm in writing that they are attending, at least 5 working days before the disciplinary hearing, providing all relevant documentation for the hearing and confirming the name(s) of their representative and any witnesses that are likely to be called as applicable; • Offering assistance at the hearing or in attending the hearing in relation to disability.
16.4 Unless already provided with the hearing invitation letter, at least 10 working days prior to the hearing the employee will be given copies of any documents that will be relied upon at the hearing (known as the bundle). For example:
• Record of the investigation; • Copies of (or a summary of) any statements obtained as part of the investigation; • Notes of any investigatory interview(s) they attended; • Names of any witnesses who will attending the hearing.
16.5 The final papers for the hearing must be collated and sent to all participants at least 5 working days prior to the hearing.
171717 ATTENDANCE AT THE HEARING
17.1 The employee is required to take all reasonable steps to attend hearings.
17.2 The Headteacher/Governor(s) arranging any hearing will make reasonable adjustments for an employee or their representative with a disability to fully participate in the hearing.
17.3 The Headteacher/Governor(s) arranging any hearing will arrange for a note-taker to take detailed notes at the hearing so that a full transcript can be produced following the hearing.
17.4 A member of the HR Employee Relations team will attend the hearing in most circumstances to support the Chairman or Governor panel. If dismissal is a potential outcome, the HR Employee Relations team must be informed of the meeting and given an opportunity to attend where the Local Authority is the employer (i.e. Community and Voluntary Controlled schools).
17.5 If the employee fails to attend the hearing due to reasonable circumstances out of their control, for example for reasons of sickness supported by a medical certificate, a further hearing date will be offered. If the employee fails to attend a second hearing, the hearing may be held in their absence based on their written submissions or their representative may attend in their absence if required.
17.6 Should the employee be unable to arrange representation for a hearing, a further date will be offered within 5 working days of the original date. If the employee is unable to arrange representation for the second hearing, the hearing will proceed in the absence of the representative.
181818 PROCEDURE AT THE DISCIPLINARY HEARING
18.1 The Presiding Officer at the disciplinary hearing will be the Headteacher or Chairperson of a Governor Committee, other than in cases where dismissal is contemplated. Where dismissal is being contemplated the Chairperson of a Governor Committee will act as Presiding Officer.
18.2 A number of others may be present at the hearing (see section 17 Attendance at the Hearing). Where the Local Authority is the legal employer (Community and Voluntary Controlled schools) and dismissal of an employee is a possible outcome of a hearing, a Governor Committee will always be convened and a member of the HR Employee Relations team must be in attendance to advise the panel. In the case of Voluntary Aided or Foundation schools, a member of the HR Employee Relations team is recommended to be in attendance, in order to advise the Governor Committee.
18.3 The hearing will be conducted in accordance with the procedure at Appendix 2.
191919 DISCIPLINARY OUTCOMES
19.1 In determining the appropriate disciplinary penalty, consideration will be given to:-
• the gravity of the offence and any explanation given; • the employee’s previous conduct record; • actions taken in similar cases; • the employee’s length of service; • whether the action considered is proportionate and reasonable in the circumstances.
19.2 The penalties available to the Presiding Officer of any disciplinary hearing are detailed below although this list is not exhaustive.
19.3 No Further Action
No further action will be taken where there is no case to answer or the employee is not found to be culpable.
19.4 FFFORMALFORMAL ACTION ––– PENALTIES
19.4.1 Recorded Oral Warning
If conduct does not meet acceptable standards, but it is felt that a written warning would be inappropriate, the employee will normally be given a recorded oral warning.
19.4.2 Written Warning
A written warning will be appropriate where the conduct of the employee has fallen below acceptable standards and informal guidance has not resulted in sufficient improvement or where the offence is sufficiently serious to justify an immediate formal penalty.
19.4.3 Final Written Warning
A final written warning is appropriate where:-
• the conduct of the employee continues to fall significantly below acceptable standards and previous warning(s) have not resulted in sufficient improvement; • the misconduct is so serious that a first and final written warning is appropriate; • dismissal is a clear possibility, but significant mitigating circumstances are accepted.
19.4.4 Dismissal
Dismissal will be considered where there has been gross misconduct or where the employee has a current final written warning and further misconduct or unsatisfactory conduct has taken place. Dismissal with contractual notice Unless an employee is dismissed for gross misconduct, the appropriate period of notice must be given (i.e. if dismissal is as a result of a series of warnings). Dismissal without contractual notice (summary dismissal) Actions of gross misconduct will, except in the most exceptional circumstances, justify dismissal without notice.
202020 CURRENCY OF WARNINGS
20.1 Any warning applied will remain on the employee’s file but will only be regarded as live for further disciplinary purposes for a specified period of time (see table below) after which time it will normally be disregarded for disciplinary purposes. The exception to this will be in circumstances where the same type of misconduct becomes a pattern which is repeated every time a warning expires. In these cases, the circumstances of previous warnings should be taken into account in deciding on what further action is appropriate. The spent warning will be retained on file as part of the employment record, in accordance with the ACAS Code of Practice, although it will not be taken into account in determining the level of penalty.
20.2 Exceptionally, there may be circumstances where the misconduct is so serious that it cannot realistically be disregarded for future disciplinary purposes. For example, where the misconduct falls within the Dealing with Allegations of Abuse against Members of Staff and Volunteers policy.
Warning Level Live Period (from date of issue) Recorded Oral 6 month s Written 12 months Final Written 24 months
20.4 See also section 10 Record Keeping.
212121 HEARING OUTCOME
21.1 Whether or not the employee has been informed of the outcome of the disciplinary hearing orally at the hearing, the employee will be notified of the outcome of the disciplinary hearing in writing within 5 working days of the hearing with a copy sent to the Local Authority.
21.2 In the case of recommended dismissal of a Community or Voluntary Controlled school employee, the Presiding Officer will write to confirm the outcome of the meeting (with a copy to the Local Authority) but the Local Authority must send the dismissal letter as the employee’s employer within 14 working days of the hearing.
21.3 In the case of Voluntary Aided and Foundation schools, the dismissal letter will be sent by the Governing Body as the legal employer. A member of the HR Employee Relations team may be asked to assist in the drafting of the letter.
222222 RIGHT OF APPEAL
22.1 An employee may appeal against a decision to issue them with any level of formal disciplinary penalty. The reason for appeal can be one of the following:-
• There was a defect in the procedure; • Not all evidence was considered; • The sanction/decision was too severe; • New evidence has come to light since the last hearing.
22.2 An employee seeking to appeal must do so within 10 working days’ of written notification of the decision. The employee should send their letter of appeal together with the grounds of appeal to the person named in the letter confirming the outcome of the hearing.
232323 APPEAL HEARING
23.1 Once a written appeal has been received, an appeal hearing will normally be convened promptly, allowing at least 10 working days written notice to the appellant (or shorter if agreed) noting their right to be accompanied (See section 7 Right to be Accompanied). 23.2 The Presiding Officer of the appeal panel in consultation with their Local Authority HR Officer will decide whether the hearing will take the form of a review of the decision or a re-hearing of the case. The appellant will also be informed of this in the appeal invitation letter.
23.3 Copies of any documents relevant to the case including documents which were not provided at the original hearing and which are intended for consideration at the appeal hearing will be exchanged at least 5 working days in advance of the hearing.
23.4 If the appellant fails to attend the hearing due to reasonable circumstances out of their control, a further hearing date will be offered. If the appellant fails to attend a second hearing, the hearing may be held in their absence based on their written submissions or their representative may attend in their absence if required.
23.5 The appellant need not attend the appeal hearing and can instead be replaced by their representative or they can make a submission in writing (to be received 5 days in advance of the hearing). In such cases, a review of the original decision only will take place.
23.6 The appeal panel will comprise of a committee of 3 governors. Committee members must not have attended the disciplinary hearing for which the appeal was submitted, acted as a witness in the case or have been involved in the case in any material sense. A member of the HR Employee Relations team (who was not been involved in the original hearing) will also attend the hearing to advise the Governors. A note-taker will also need to be commissioned for the meeting.
23.7 The Appeal panel will reach findings based on documentation and the submissions from all parties. They have a broad discretion in terms of their findings. They may uphold the decision of the hearing, revoke it in its entirety or substitute a lesser penalty.
23.8 The decision of the Appeal Panel will be final.
23.9 A successful appeal against dismissal will result in the employee being reinstated and their continuity of employment preserved. Back pay will also be applicable in such circumstances.
23.10 A letter confirming the outcome of the appeal hearing will be sent to the employee within 5 working days.
Reviewed July 2016 Next review July 2018
APPENDIX 1 --- DISCIPLINARY RULES AND GUIDANCE
Standards of behaviour set in schools by the Governing Body and Headteacher are key in ensuring that employees understand what is expected of them whilst employed by the school. The school’s Code of Conduct is used to complement the overall standards set and other documents in relation to standards. The Code provides employees with positive encouragement to help them enjoy a positive working experience in the school whilst ensuring they understand that a breach of its provisions will be sufficient to commence disciplinary action.
The Headteacher and/or Governing body will need to use sound judgement, with the advice of their Local Authority HR Officer as appropriate, to determine whether an act or omission amounts to misconduct or gross misconduct.
Misconduct
Misconduct is defined as behaviour or action that warrants disciplinary action (rather than dismissal) where it is a first offence. The following sets out examples of misconduct which are likely to lead to formal action being taken under the disciplinary procedure although it should not be regarded as exhaustive (in some instances, items listed under misconduct may be of such an extreme nature to amount to gross misconduct):- a) Failure to comply with a reasonable management instruction; b) Act(s) of minor insubordination; c) Failure to observe the Local Authority’s and/or School’s Standing Orders, financial or other operational regulations; d) Failure to observe Local Authority/School policies; e) Disregard of specific departmental rules and working procedures; f) Negligence in the performance of duties; g) Failure to provide a duty of care in the performance of role; h) Breach of Health & Safety rules and requirements including any act or omission; i) Poor-time keeping; j) Unjustifiable absence from work; k) Misuse of School property and equipment including misuse of email, fax or internet facilities; l) Failure to follow the School’s sickness notification procedures and certification requirements; m) Inappropriate actions during a period of sick leave likely to inhibit recovery or a return to health; n) Improper use/disclosure of information obtained in the School’s employment; o) Abusive or inappropriate behaviour toward pupils, parents, fellow employees or members of the public; p) Minor acts considered contrary to the safeguarding of children; q) Acts in breach of a teacher’s professional duties.
Gross Misconduct
Gross misconduct is considered to be conduct or behaviour that may be considered as a fundamental breach of contract. Only acts of gross misconduct will lead to a dismissal for a first offence. Again, it is not possible to define all acts which could be classified as gross misconduct, for the disciplinary action taken by the School and the penalty applied will ultimately be determined by the circumstances of the incident. In general, the following types of offences are deemed to constitute gross misconduct and are likely to lead to dismissal without notice, or pay in lieu of notice:- a) Serious acts of insubordination; b) Serious breaches of Financial regulations or other operational regulations; c) Gross negligence in the performance of duties;
d) Theft or attempted theft from the School, its employees or members of the public or other acts of dishonesty; e) Dishonest or improper use of information obtained in the Local Authority’s and/or School’s employment; f) Serious breach of duty regarding disclosure of confidential information; g) Serious breach of safe working practices and health and safety rules which endangers the health and safety of an individual, other employees, or members of the public and/or exposes the Local Authority/School to claims against it; h) Serious breach or failure to provide safe working environment for children and young people; i) Being under the influence of drugs or alcohol on School premises for other than medical reasons in circumstances where it could constitute a health and safety hazard or where it would be in breach of a position or responsibility and trust; j) Buying, selling or offering drugs on School premises; k) Offering alcohol to pupils; l) Fraud; m) Falsification of information, for example, exam results, qualifications or other relevant personal details in seeking and obtaining employment or promotion; information contained in time sheets, overtime claims, invoices, accounts, records or medical certificates; n) Violent, offensive, abusive, neglectful or indecent behaviour; o) Bullying, harassment or victimisation; p) Unlawful acts of discrimination within the workplace on the grounds of race, sex, sexual orientation, age, disability, religious belief or trade union membership; q) Unauthorised removal of and/or serious misuse of and/or deliberate damage to Local Authority/School property and equipment including misuse of email, fax or internet facilities; r) Improper use or attempted use of an employee’s official position for their own private advantage or for the private advantage of some other person or third party; s) Serious acts outside of working hours which are incompatible or inconsistent with their duties to the School or which are likely to bring discredit upon or lead to loss of confidence by the school; t) A serious breach of the School’s policies relating to the use of information technology; u) Conduct that is seriously contrary to the school’s Code of Conduct for employees; v) Criminal offences and cautions outside of work, including reprimands, final warnings or penalty notices (see Section 5 - Criminal Offences and Cautions Outside of Work); w) Acts considered to be seriously contrary to the safeguarding of children; x) Failure to register with the Independent Safeguarding Authority; y) Any other action(s) which fundamentally breach the relationship of trust and confidence which exists between the school and employee. z) Aiding and abetting any of the above;
APPENDIX 2 ––– CONDUCTING THE DISCIPLINARY HEARING
In general terms, the following format will be adopted:-
• The Chair of the Governor’s Panel arranges for the parties to enter and to take their designated seats; • The Panel Chair conducts introductions, checks that all parties have the same documents, explains the protocol for the hearing and responds to any initial procedural questions; • Members of the Governor’s Panel and the HR Adviser to the Panel can ask questions at any time.
o The Investigating Officer presents the case against the employee o The employee/representative may question the Investigating Officer; o Committee members and any Local Authority HR Officer in attendance may question the Investigating Officer; o The Investigating Officer calls in and questions any witnesses or reads from any witness statements; o The employee/representative may question the management witnesses; o Committee members and any Local Authority HR Officer in attendance may question the management witnesses; o Each management witness withdraws after their questioning has been completed.
1. Employee’s Response
o The employee/representative presents their case in response to the allegations; o The Investigating Officer may question the employee; o Committee members and any Local Authority HR Officer in attendance may question the employee; o The employee/representative calls in and questions any witnesses or reads from any witness statements; o The Investigating Officer may question the employee’s witnesses; o Committee members and any Local Authority HR Officer in attendance may question the employee’s witnesses; o Each employee witness withdraws after their questioning has been completed.
2. Summing Up
o The Investigating Officer summarises the management position. o The employee/representative summarises their position;
• Both parties withdraw; • The Governor’s Panel/committee and the Local Authority HR Officer (if present) will make their decision with procedural advice from the Local Authority HR Officer • Both parties are recalled; • The Presiding Officer reads out the panel's decision. This is confirmed in writing to the employee and should be recorded in the transcript of the hearing. • The Presiding Officer brings the hearing to a prompt close, without further discussion or debate. • The employee will be advised of their right of appeal against the decision and the timescales for its submission.
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 343434 GRIEVANCE PROCEDURE
INTRODUCTION
1. The main objective of this procedure is to settle grievances, individual or collective speedily and as close as possible to the point of origin.
2. With the necessary modifications, the procedure also applies to the Headteacher.
SCOPE
These procedures are to be used in all cases where employees individually or collectively have a grievance either with: a) another employee b) the Headteacher c) the Governing Body
EXCLUSIONS
The following matters are excluded from these procedures: a) Appeal rights under the Disciplinary Procedures. b) Appeals related to any superannuation scheme. c) Income Tax and National Insurance matters. d) Appeals arising from appeals procedures contained in other agreed schemes and procedures.
PROCEDURES
1. Employees' grievances can arise from a variety of sources. They can be of a relatively simple nature or of fundamental importance. To meet this situation these procedures are set out:
i) an approach to enable a grievance to be resolved informally, without recourse to a subsequent stage.
ii) a formal procedure where the informal approach is inappropriate or has failed.
Any questions of procedure not explicitly covered in this document shall be determined by the body hearing the grievance.
2. Informal Procedure
i) Where employees, either individually or collectively, have a grievance which involves other employees at the school, they should first of all endeavour to resolve the matter by a direct approach to the employee(s) concerned or through discussion with the Head of Department or other appropriate senior person. If necessary to resolve the matter, those concerned should also have discussions with the Headteacher.
ii) Where an employee requests a personal interview with the Head of Department or other senior person it should be granted within 5 working days of the request being made.
iii) The Head of Department, senior person, or the Headteacher if involved should seek to resolve the matter either personally or by mutual agreement in consultation with the other employees concerned. The Headteacher may also, by mutual agreement, consult the Chairman of the Governing Body or his/her nominee and/or representatives of the employees' associations/unions as appropriate.
iv) Where employees, either individually or collectively, have a grievance against the Governing Body which does not involve any other employee, a direct approach should be made to the Chairman of the Governing Body or his/her nominee.
v) Where an employee requests a personal interview with the Chairman of the Governing Body or his/her nominee it should be granted within 7 calendar days of the request being made.
vi) The Chairman of the Governing Body or his/her nominee should seek to resolve the matter either personally or, by mutual agreement, in consultation with the Headteacher, and/or representative of the employee(s)' trade union(s) as appropriate.
3. Formal Procedure
i) Where the matter has not been resolved by the informal procedure and the grievance is with another employee, the employee concerned should submit a formal written notice of grievance to the Headteacher and to the other employee(s) concerned, if other than the Headteacher. The Headteacher should then forthwith make a written report to the Staff and Student Committee of the Governing Body.
ii) A meeting of the Committee should be arranged within 14 calendar days of receiving the grievance and should take place within a further 14 calendar days or as soon as practicable thereafter. All relevant documents should be submitted to the Committee and the parties concerned at least 7 days in advance of the hearing. If they so wish the parties should be allowed to make their submissions personally accompanied by a friend or representative of their association/union.
iii) The Committee should seek to resolve the matter.
iv) If the matter is not resolved, employees have the right to appeal to an ad hoc appeals committee as in para 4ii).
The decision of the ad hoc committee shall be binding on the parties.
4. Grievance with the Governing Body
i) Where the matter has not been resolved by the informal procedure and the grievance is with the Governing Body or one of its Committees the employee concerned shall follow the steps as in paragraphs c) i) and ii).
ii) If the grievance is not resolved the employee has the right of appeal to a tribunal constituted as follows:
- 1 member from a panel nominated by the Governing Body - 1 member from a panel nominated by the teacher/support staff unions - 1 member nominated by ACAS.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 353535 INDUCTINDUCTIONION OF NEWLY QUALIFIED TEACHERS
AIM
To give professional support to teachers in their first year of teaching.
PRINCIPLES
In their first year of teaching newly qualified teachers will have:
a slightly reduced teaching load formal professional support from their Head of Department as NQT Induction Tutor informal support provided by a mentor who has recently been an NQT experience monitored and coordinated by the Professional Tutor release from timetable to attend courses for NQTs. further development of their career profile
RESPONSIBILITIES
Heads of Departments
Heads of Departments are responsible for giving encouragement and support and generally making sure the NQT has access to information and is confident about departmental procedures. They should:
1. Invite the NQT to spend at least a day in the department before they actually start work at BSG to give guidance on timetable, teaching topics, etc. If possible NQT's should be introduced to their mentor.
2. Hold regular meetings with NQT to review class-room practice, monitor progress and give feed- back and help.
3. Observe NQT's lessons and give constructive feed-back.
4. Organise for the NQT to observe other lessons within the department.
5. Contribute information for the interim NQT report at end of first term and second term and the final report at the end of the year.
6. Arrange for NQT to visit another school where there is good practice preferably in second or third term.
7. Keep the Professional Tutor informed about NQT's progress.
Professional Tutor
The Professional Tutor will:
1. arrange welcome meeting on first day of term. 2. negotiate a relevant programme with each NQT which could include all or some of the following • in school meetings to look at aspects of BSG provision which complement department and tutor experience e.g. whole school policies, IT skills, reporting, appraisal etc. • meetings with other NQTs in local schools through the LA NQT programme or other GM schools • observation of BSG teachers in other departments • visits to other schools
3. organise production of interim reports at end of the first and second terms and invite NQT to discuss and sign them. 4. observe NQT lesson during second term or third term and give written feed-back. 5. advise on staff development and appropriate courses. 6. arrange a final observation by Headteachers or Governor in third term.
Heads of House
Heads of House should:
1. explain the different aspects of the Tutor role encountered during the year 2. contribute to the NQT's final report.
Mentors
Mentors should be close enough to the NQT experience themselves that they remember what it was like and are able to share their experience and offer informal, friendly support.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 363636 INITIAL TEACHER TRAINING
BSG is involved in Initial Teacher Training because:
• the training of new teachers can only be done effectively in school classrooms • BSG staff have considerable expertise to share in all curriculum and pastoral areas including the 16-19 age range. • mentoring trainee teachers is excellent professional development for the mentor because it involves reflecting on what makes good practice. • ITT trainees can make valuable contributions to BSG, bringing fresh approaches and helping us reflect on our own practice.
PRINCIPLES
To have no more than four ITT trainees per term so that BSG pupils are not over exposed to trainee teachers.
To ensure, as far as possible, that trainees who come to BSG have their second school experience in a non-selective co-educational school.
To involve as many BSG subject departments as possible.
To offer the opportunity to be ITT mentors to as many interested staff as possible - not necessarily always to Heads of Department.
To give remuneration to departments with teacher trainees in recognition of the time spent by curriculum mentors with their trainees. Curriculum mentors can buy supply cover for their one hour per fortnight with trainees or purchase items for the department. It is appreciated that they, and other members of the department, will need to spend longer than this in practice.
To work in partnership with a Higher Education Institution - at present Southampton University.
To keep up-to date with alternative approaches to ITT and use the information to review the partnership with Southampton each time the contract comes up for renewal.
To keep the financial implications of involvement with ITT under constant review.
ROLES AND RESPONSIBILITIES
The Professional Tutor
• Has overall responsibility for the supervision of all PGCE trainees at BSG. • Organises the delivery of professional themes. • supports trainees' professional development in line with the Southampton University's entitlement statements. • Liaises with the curriculum mentors over the programme and progress of individual trainees. • Provides feedback to trainees on their progress in delivering lessons. • Provides at least one formal written observation after a lesson. • Collates assessment information about trainees' progress in line with the trainee’s assessment documentation. • Liaises with the curriculum mentors to provide all the information needed for the writing of references by the Headteacher. • Attends bi-monthly meetings of the PGCE management group. • Provides job application advice and mock interviews when requested.
The Curriculum Mentor
• Has responsibility for supervising the trainee's work in the curriculum subject. • Liaises with the University Curriculum Tutor regarding delivery of the curriculum subject work, including some joint planning of school based tasks. • Liaises with the professional mentor over the programme and progress of individual Trainees. • Supports trainees' development in teaching their curriculum subject in line with the 'entitlement' statements. • Assesses trainees both formally and informally relating to their competences in teaching the curriculum subject.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 373737 USE OF 1265 HOURS
1) Normal school day for full time staff (includes 5 minutes before Briefing on Monday and before school starts on Tuesday to Friday) i Mondays 08.25 – 12.25 4 hours 13.25 – 15.35 2 hours 10 mins 6 hours 10 mins 6 hours 10 mins ii Tuesdays - Fridays 08.30 – 12.25 3 hours 55 mins 13.25 – 15.35 2 hours 10 mins 4 x 6 hours 05 mins 24 hours 20 mins
Total for 1 week 30 hours 30 mins
38 WEEKS 1159 hours
2) INSET Days: 08.30 – 12.30 4 hours 13.30 – 15.30 2 hours Total for one day 6 hours
5 INSET DAYS 30 hours
3) Evenings Open Afternoon 15.35 – 18.35 3 hours Parents 15.35 – 19.00 3 hours 25 mins x 6/7 Meet the Tutor 15.35 – 18.15 2 hours 40 mins (as necessary)
8 EVENINGS 26 hours 10 mins
4) Meetings After School
Department 6 15.35 – 16.45 1 hour 10 mins Form Tutors 5 Staff 2 13
13 MEETINGS 15 hours 10 mins
TOTTOTALAL 1236 hours 5500 mins
5) HOD/HOH:
5 15.35 – 16.45 1 hour 10 mins
5 MEETINGS 5 hours 50 mins
6) Duties – 20 mins per week
38 WEEKS 12 hours 40 mins
7) Contingency 16 hours 10 mins
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 383838 DISABILITY EQUALITY SCHEME
SCHOOL ETHOS, VISION andandand VALUES
The school is committed to ensuring equal treatment of all its employees, pupils and any others involved in the school community, with any form of disability and will ensure that disabled people are not treated less favourably in any procedures, practices and service delivery.
This school will not tolerate harassment of disabled people with any form of impairment and will also consider pupils who are carers of disabled parents.
This scheme should be read in association with our
• Equal Opportunities Policy • SEND Policy • School Development Plan • Access plan
WHAT DO WE UNDERSTAND BY “DISABILITY“DISABILITY”?”?”?”?
“Disability is a physical or mental impairment which has a substantial and long-term adverse effect on a person’s ability to carry out normal day-to-day activities” (DDA 1995 Part 1 para. 1.1.) This definition was amended and broadened in December 2005 under the 2005 Disability Amendment Act:-
• People with cancer or surviving cancer are now included, as are people with HIV and Multiple Sclerosis from the point of diagnosis • For a mental impairment the need for it to be clinically well recognised has been removed.
The Disability Equality in Education (DEE) recommends that all pupils with SEN and those with long term medical needs be treated as disabled for the purposes of the Act and for equality. This is in addition to all pupils with long-term impairments, which have a significant impact on their day-to-day activities.
SSSTRENGTHSSTRENGTHS and WEAKNESSES
Strengths of the school in promoting disability equality.
We aim to be an inclusive school as reflected in for example in the work of our Learning Centre. Our work with pupils who have SEN is highly regarded and pupils with SEN perform at least as well as their peers (see annual review of SEN).
We are sympathetic and proactive in meeting the needs of staff who have disabilities to enable them to carry out their duties.
We have made some important strides in improving access to the curriculum through improving accommodation and access to facilities
Areas of development for the school in promoting disability equality.
The fabric of the building remains a major obstacle to improving facilities and access to the curriculum. The main building was constructed in 1961 and is on 3 stories with different levels in between and there is currently no lift. Access to the following areas is restricted: Design Technology, Sixth Form Common Room, Library.
THE GENERAL DUTY
We will actively seek to:
• promote equality of opportunity between disabled persons and other persons • eliminate discrimination that is unlawful under the Act • eliminate harassment of disabled persons that is related to their disabilities • promote positive attitudes towards disabled persons –This means not representing people in a demeaning way, and it also means not pretending they don’t exist and not representing them anywhere at all. • encourage participation by disabled persons in public life -It is also important to respect the wishes of disabled children in an educational setting so that they do not feel pushed into activities they do not wish to take part in. • take steps to take account of disabled persons’ disabilities, even where that involves treating disabled persons more favourably than other persons. (DDA 2005 S.49A)
HOW WE WILL MEET THE GENERAL DUTY andandand SPECIFIC DUTY
The production of this disability equality scheme provides us with a framework for integrating disability equality into all aspects of school life and demonstrates how we are seeking to meet the specific duty i.e. to produce a Disability Equality Scheme for our school.
These actions will include our priority to increase access to the curriculum, the physical environment and the provision of information. We will also be seeking to increase measures to increase participation such as directly asking pupils with a disability for their views. We will also assess factors such as whether children are able to participate in all aspects of school life and how well children are achieving socially and academically. This will be done as part of our annual review process and pupil surveys.
Parents/carers needs will be carefully considered when planning review meetings, transition planning, parents evenings etc. We are committed to encouraging disabled pupils, staff and parents/carers to participate in the life of the school. Examples include the house system with its opportunities for pupils to take on responsibility and to encourage wider participation through house competitions of all kinds.
Please refer to the school harassment and bullying policies which make clear how discrimination, bullying, harassment of disabled children and adults will be dealt with.
The school has robust procedures in place for reviewing the effectiveness of its policies. In the summer term we conduct an annual review of all areas of the life of the school. The results of these reports are discussed with post holders and then reviewed by the Governors’ Staff and Student and Finance and Resources Committees at their autumn meetings.
As a result of these reviews arrangements are in place for assessing the impact of policies, procedures, functions and practices of the school on disability equality and improving these when necessary. This includes feedback from pupils with a disability and also their parents and carers and staff, together with representatives of their professional associations/ unions. Results of this review will be reported in the school’s self-evaluation form.
On the basis of this review assessments will be made on:
• What are the training needs of the school regarding the DES? • How will the school determine priorities? • Will the school need external expertise? • Who will the school report the results to? • Has contact been made with trade unions at the school?
The Staff and Student Committee will review this policy on a bi-annual basis.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 393939 EQUAL OPPORTUNITIES
INTRODUCTION
This policy is concerned with identifying the foundations on which to base the development and implementation of a code of good practice concerning Equal Opportunities throughout the school community. Effective implementation should involve all members of the school community.
This school community believes in the principle of freedom from discrimination for everyone on account of Race, Gender, Sexual Orientation, Religions and Beliefs or Age.
AGE DISCRIMINATION
Pupils and staff are encouraged to respect and recognise the worth of others, and to contribute positively towards the creation of good relationships.
At BSG we take our responsibilities seriously and seek to help every pupil and member of staff to feel a full member of the school community with all its responsibilities and opportunities and to fulfil their potential. As a school we strive towards being an inclusive community.
As a school we follow this understanding of inclusion:
An educationally inclusive school is one in which the teaching and learning, achievements, attitudes and well-being of every young person matter. Effective schools are educationally inclusive schools. This shows not only in their performance but also in their ethos and their willingness to offer new opportunities to pupils who may have experienced previous difficulties.
It pays particular attention to the achievement of different groups of pupils within a school which could include:
Minority ethnic and faith groups, travellers, asylum seekers and refugees Pupils who need support to learn English as an additional language Pupils with Special Educational Needs Gifted and talented pupils Children ‘looked after’ by the local authority Other children such as sick children; young carers; those children from families under particular stress; pregnant school girls and teenage mothers Any pupils who are at risk of disaffection and exclusion OFSTED
A culture of inclusion must by necessity permeate all aspects of the life of our school.
This Equal Opportunities policy should therefore be read in conjunction with all other policy documents and in particular:
• Admissions • Aims and objectives • Attendance • Behaviour and Discipline • Curriculum • Special Needs • Pastoral Care and Guidance
These policies also pay due regard to relevant legislation, in particular:
• SEN Code of Practice • Sex Discrimination Act 1975 and amendments • Race Relations Act 1976, Amendment 2000, Regulations 2002 • Disability Discrimination Act 1995 / 2005 • Age Discrimination Regulations 2006 • Sexual Orientation Regulations 2003 • Religion and Belief Regulations 2003 • Gender Reassignment Regulations 1999 • Gender Reassignment Regulations 2005 • Gender Equality Duty 2007 • and any other subsequent relevant legislation.
OOOUTLINEOUTLINE OF RESPONSIBILITIES WITHIN THE SCHOOL
All members of the school community have a responsibility for supporting an inclusive culture within school and ensuring that all pupils and staff have equal opportunities to fulfil their potential. The following members of staff have particular responsibilities:
Headteacher and Senior Leadership Team - overall responsibility for ensuring that policies are followed and upheld by all members of the school community, both staff and pupils.
Special Educational Needs Coordinator - overall responsibility for ensuring appropriate programmes of study are in place for pupils with special needs and are followed by all teachers.
Heads of HouseHouse/ ///TuTuTuTutorstors - day to day responsibility for the pastoral care of all pupils and liaison with parents and carers.
Heads of Department and SSubjectubject TTTeachers Teachers - responsibility for ensuring that schemes of work are accessible to all pupils.
AAASSEASSESSESSMENTSSMENT
The purpose of assessment is to give supportive feed-back, to identify strengths and weaknesses, and to encourage progress. We hope that the assessment framework at BSG ensures that all pupils have the opportunity firstly to maximise their potential and secondly to develop self-confidence by recognising their individual worth.
In order to achieve this it is BSG assessment policy that:
• Pupils will be involved in setting targets and in self-assessment, encouraging individual responsibility. • Assessment and marking techniques are explained to the pupils so that they know how to interpret their marks and thus progress.
During this process it is important that:
• Neither the marks and grades obtained by the pupil nor the types of assessment tasks chosen by the teacher are influenced by unconscious expectations of gender or race. • The language used at all stages of the process e.g. when discussing progress with pupils, reporting to parents, in Records of Achievement is unprejudiced and sensitive.
CCCURRICULUMCURRICULUM i. General
• We believe it is the responsibility of all staff to ensure that a positive commitment is made towards Equal Opportunities throughout the Curriculum. This includes the formal taught curriculum and the resources used to support it, together with the informal curriculum including interactions between pupils and between staff and non- teaching staff and pupils.
• Any advice to pupils on choosing subjects within the curriculum should always be factually accurate and unbiased.
• Pupils and all staff should learn to recognise disability discrimination, sexism, racism and ageism whenever it occurs and challenge it in an appropriate manner. ii. Implementation
• All members of the community need to be vigilant and aware that their actions and language can inadvertently reinforce prejudice and discrimination.
• The atmosphere and ethos of the school are important. Since many of the "incidents" will be unintentional we would like to encourage openness on everyone's part so that discussion takes place in a positive atmosphere based on mutual respect and trust.
• All pupils should be aware that the teacher has high expectations of them and should be continually challenged to reach higher standards.
• There needs to be a range of teaching styles, including those which foster motivation and a sense of personal worth by drawing on pupils' own personal experiences.
• When working together collaboratively in groups, pupils should learn from a diversity of cultural experiences, perspectives and view points.
• On class outings and when receiving visiting speakers, pupils should learn from a diversity of experiences, perspectives and view points.
• Staff are encouraged to follow agreed procedures (set out in Section 4 of this document) for dealing with racist, ignorant or insensitive comments by pupils during class discussions. iii. The Selection and Use of Resources
• Stereotyping according to age, gender or race is to be avoided. Resources should reflect women/men, people of different ethnic origin in positive ways. Language bias should be challenged where it occurs.
• Existing resources and new stock should be reviewed with regard to gender or racial bias: by individuals, by departments and at a whole school level (e.g. Library). The aim is not to eliminate or "cleanse" stock but to recognise, challenge and discuss bias where appropriate.
• Displays of resources and pupils' work should reflect a multi-ethnic and multicultural society and world.
• Displays and resources (including worksheets, hand-outs, posters etc.) should contain positive, non-stereotypical and challenging images in relation to gender, ethnicity, nationality, culture, disability, age and religion.
STAFF RECRUITMENT AND DEVELOPMENT
• Advertising should be carried out in such a way as to encourage applications from suitable candidates. This can be achieved by the appropriate wording of advertisements. Use of a job description with a discriminatory connotation must be avoided.
• All job opportunities should be advertised both internally and (if appropriately) externally at the same time. This will act as a means of information and the opportunity for applications from existing staff. Where appropriate, the possibility of job sharing should be considered.
• The governors are committed to ensuring that all job applicants are considered on a fair, unbiased and lawful basis and that no candidate or employee receives less favourable treatment on the grounds of race, colour, nationality, ethnic or national origins, sex or marital status, age, disability, sexual orientation or religious beliefs.
• To ensure that the Equal Opportunities Policy is being carried out applications will be monitored in accordance with guidelines from the Commission for Racial Equality. The information collated will not be used for any other purpose and will be kept strictly confidential. The information given by candidates will be stored on a computer. Monitoring will be by means of a questionnaire sent out with all application packs.
• Where an internal candidate is not called for interview, a de-briefing session should be offered, arranged by a member of the selection panel. Internal and external candidates who attend interviews and do not get the post advertised should always be offered a personal de-briefing.
• Unsuccessful internal candidates should be offered the opportunity to discuss their personal development, and where appropriate, offered CPD opportunities.
• Opportunities to further personal development in other curriculum/pastoral areas should be open to all staff, and regarded as a positive step in their professional development. Appraisal should be directed towards staff development of this kind, as well as career development leading to promotion. Age limits for access to training and promotion should be eliminated.
• All members of staff, who either feel discriminated against with respect to staff appointments, working conditions and/or personal development, or have experienced harassment of any kind by another member of staff, should have the opportunity to discuss the issue with a member of staff of their choice.
• Should informal discussion about such an issue not prove satisfactory, all staff have the right to instigate the formal grievance procedure as set out in the relevant document, a copy of which can be found in the staff shared area.
HOW IS THE EFFECTIVENESS OF THE SCHOOL’S EQUAL OPPOPPOORTUNITIESRTUNITIES POLICY MONITOREDMONITORED????
Impact assessments will be used to measure the effectiveness of the school’s policies by using the following indicators:
• Annual review process with all post holders • Annual special needs review involving pupils, parents and staff • Statistics relating to examination success to identify individuals or groups of pupils who are not meeting their potential or who are particularly gifted • Statistics relating to attendance to identify pupils with poor attendance • Statistics relating to detentions and the use of exclusions to identify pupils at risk of disaffection • Surveys to indicate uptake of extra-curricular activities amongst pupils • Uptake of free school meals • Statistics relating to employment of staff according to gender, disability and ethnicity • Statistics relating to pupils according to disability and ethnicity • Statistics relating to any reports of racist/sexist incidents • Parental/pupil surveys.
The Governors’ Staff and Student Committee has specific responsibility for monitoring the ‘inclusiveness’ of the school community and will report to the governing body on an annual basis on the effectiveness of the Equal Opportunities policy.
Where concerns arise the Governing Body will:
• consider alternatives to avoid adverse impact of school policies • consider mitigation • investigate further • take lawful positive action.
CODE OF GOOD PRACTICE AND PROCEDURE
• All teaching and support staff, pupils and anyone else involved with members of Bournemouth School for Girls community in an official capacity should be aware of the school's Equal Opportunities Policy with its rejection of discrimination on the grounds of race, gender, sexual orientation or age etc.
• The school community of Bournemouth School for Girls celebrates the diverse ethnic and cultural backgrounds of its members. It is to be hoped that any racist or sexist comment of a general nature will be challenged immediately by those present.
• Intolerance of any sort which shows itself by offensive language and/or behaviour (for example name calling with racist or sexist overtones, racially motivated physical abuse or abuse of personal property, refusal to cooperate with others on the grounds of race or culture, and racist or sexist graffiti; sexual harassment involving physical assault or persistent unwanted physical contact, and/or overt or implicit verbal abuse) will be dealt with according to the procedure set out below.
• If anyone overhears/sees offensive language and/or behaviour as described above, they must first speak with the person offended against, offer support and enquire whether they wish the incident/incidents to be followed up. If the answer is in the affirmative, the procedure should then be followed.
• If a person discriminated against reports it to a member of staff (including support staff) then that member of staff should inform the Headteacher, and follow the procedure set out below.
• All incidents of sexist/racist behaviour should be reported to the Headteacher who will keep a record of all such incidents and the action taken.
• The aim of this procedure should be to make all concerned aware of the effects of offensive behaviour whilst giving sympathetic support to all parties. It seeks reconciliation not punishment.
HOW TO PROCEED
1. Those concerned will meet to discuss the incident or incidents individually at first with an appropriate adult of their choice who could be a teacher, Head of House, Deputy Head or Bursar. Every attempt should be made to reach a conciliation which should take place in an open and positive manner.
2. If the aggrieved person feels dissatisfied with the outcome of a conciliation meeting, or if the offensive language/behaviour persists, then there will be further discussions involving the people concerned other adults, parents and the Headteacher as appropriate.
3. If the complainant remains dissatisfied the matter will be put in writing and referred to the Governing Body via the Chair of Governors who will be asked to convene a meeting of a Panel consisting of 3 members of the Governing Body. The persons referred to in 2 above will be invited to state their case at the meeting. The Panel will decide what action should be taken and their decision will be conveyed to those concerned as soon as possible after the meeting.
4. Should an appeal be lodged against the Panel’s decision, it is the responsibility of the Governing Body to initiate an Appeals procedure in accordance with normal school practice, and to appoint an Appeals Panel whose decision will be final.
5. All incidents of sexist/racist behaviour should be reported to the Headteacher.
See also Grievance Policy.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 404040 HEALTH AND SAFETSAFETYYYY
INITIAL RECOGNITION OF RESPONSIBILITIES
This policy has been prepared in accordance with:
1. The Health and Safety at Work etc Act 1974 2. The Management of the Health and Safety at Work Regulations 1999
The aim of the policy is to ensure that all practicable steps are taken to secure the health, safety and welfare of all persons using the school.
1.1.1. POLICY STATEMENT
1.1 To establish and maintain insofar as is reasonably practicable:
i. an environment which is safe and without risk to health ii. safe working procedures among staff and pupils iii. health and safety arrangements for the handling, storage and transport of articles and substances iv. safe means of access to and egress from the school.
1.2 To ensure, as far as is reasonably practicable, the provision of information, instruction training, and supervision to enable all staff and pupils to avoid hazards and contribute positively to their own health and safety.
1.3 To teach safety where appropriate as part of the curriculum.
1.4 To formulate effective procedures for use in the case of an accident.
1.5 To lay down procedures to be followed in the case of accident.
1.6 To provide and maintain, as far as is reasonably practicable, adequate welfare facilities for staff and pupils.
1.7 To provide an effective system of reporting and recording accidents, dangerous occurrences and potential hazards to health and safety.
2.2.2. OOORGANISATIONORGANISATION AND ARRANGEMENTS FOR HEALTH AND SAFETY
2.1 The Governing Body
The ultimate responsibility for ensuring a safe and healthy environment within the school rests with the Governing Body.
The Governing Body will annually review the school’s Health and Safety policy, arrangements and operations, to ensure the school’s objectives and obligations are met.
The Governing Body should report to the appropriate body any major threat to the health and safety of employees and users of the school.
2.2 The Headteacher
The Headteacher has overall responsibility for the application of this policy.
The Headteacher shall:
i. take appropriate action immediately when any hazard is reported to him/her and stop the use of any plant, tools, equipment, machinery or any process, etc. which he/she considers unsafe until he/she is satisfied as to its safety
ii. make recommendations to the governing body for additions to or improvements to plant, tools, equipment, machinery, etc. which are dangerous or potentially so
iii. report on safety and welfare matters to the Governing Body.
2.3 The Bursar
The Bursar/ or other member of staff has responsibilities delegated by the Headteacher to:
i. be the focal point for day-to-day references on safety and give advice or indicate sources of advice
ii. co-ordinate the implementation of safety procedures
iii. to co-ordinate and monitor the risk control programme
iv. maintain contact with outside agencies able to offer expert advice
v. carry out regular inspection of the school and check working practices
vi. ensure that accidents and hazards are recorded, reported as appropriate to the Health and Safety Executive and that appropriate remedial action is taken
vii. review annually all health and safety procedures.
2.4 Obligations of all Employees
The Health and Safety at Work etc. Act 1974 states:
“It shall be the duty of every employee whilst at work:
i. to take reasonable care for health and safety of him/herself and any other persons who may be affected by his/her acts or omissions at work, and
ii. as regards any duty or requirement imposed on his/her employer or any other person by or under any relevant statutory provisions, to co-operate with him/her so far as necessary to enable that duty or requirement to be performed or complied with.”
also that:
“No person shall intentionally recklessly interfere with or misuse anything provided in the interests of health and safety or welfare in pursuance of any of the relevant statutory provisions.”
In order that the law is observed and responsibilities to pupils and other visitors to the school are carried out, all employees are expected:
1. to know the special safety measures and arrangements to be adopted in their own working area and to ensure they are applied
2. to observe standards of dress consistent with safety and hygiene
3. to exercise good standards of housekeeping and cleanliness
4. to know and apply the emergency procedures in respect of fire and first-aid
5. to use and not willfully misuse, neglect or interfere with things provided for their own safety and the safety of others
6. to co-operate with other employees in promoting improved safety measures in their school
7. to co-operate with the appointed safety representatives and the enforcement officer of the Health and Safety Executive or the Public Health Authority.
2.5 Staff (teaching and support) holding positions of special responsibility (e.g. Head of Department, Head of House, Premises Staff, Chef Manager, etc.)
Staff holding these positions:
i. are expected to have responsibility for the application of the school safety policy to their own department or areas of work and should observe instructions given by the governing body and Headteacher
ii. should establish and maintain safe work procedures (e.g. use of chemicals, guillotines, boiling water etc.)
iii. should resolve any health and safety problems any member of staff or pupil may raise and refer to the Bursar or other member of staff any problem for which there is no satisfactory solution within the resources available
iv. should carry out regular safety inspections of the department and activities for which they are responsible and submit reports to the Bursar or other member of staff each school year or more frequently if necessary
v. carry out review and maintain risk assessments applicable to the department, in accordance with the school’s risk control procedures and programme
vi. should ensure, as far as is reasonably practicable, the provision of sufficient information, training and supervision to enable other employees and pupils to avoid hazards and contribute positively to their own safety and health at work
vii. should propose to the Bursar or other member of staff changes and additions to plant, equipment or machinery which are necessary for maintenance of safety
viii. ensure that all donated equipment is safe and certificated and, where appropriate, seek specialist advice that this is so.
2.6 Particular Responsibilities of Class Teachers
The safety of pupils in classrooms, laboratories and workshops is the responsibility of the class teacher. If for any reason this responsibility cannot be accepted it must be discussed with the head of department before any activities take place.
A class teacher is expected to:
i. know the emergency procedures in respect of fire and first-aid and the special safety measures to be adopted in his/her own teaching areas and to ensure that they are applied
ii. exercise effective supervision of pupils and ensure that they know of the general emergency procedures in respect of fire and first-aid and the special safety measures of the teaching area
iii. give clear instructions and warnings as often as necessary (notices, posters and hand- out are not enough)
iv. ensure that pupils’ coats, bags, cases etc. are safely stowed away
v. integrate all relevant aspects of safety into teaching process and if necessary give special lessons on safety
vi. follow safe working procedures personally
vii. request for protective clothing, guards, special working procedures etc. where necessary;
viii. make recommendations on safety measures to the head of department.
N.B. These rules apply to trainee teachers who must be made aware of their responsibilities by both the head of department and their professional tutor.
2.7 The Pupils
Pupils are expected to:
i. exercise personal responsibility for safety of themselves and others
ii. observe standards of dress consistent with safety and hygiene (this precludes unsuitable footwear, jewelry, knives and other items considered dangerous)
iii. observe the safety rules of the school and in particular the instructions of staff given in an emergency
iv. use and not willfully misuse, neglect or interfere with things provided for safety.
2.8 The Health and Safety Representative
Health and Safety representatives are:
i. not liable in law and have no additional duties other than those of all employees, as laid down in Section 7 and 8 of the Health and Safety at Work etc. Act 1974
ii. do not carry additional legal liability for either their activities or omissions as a safety representative
iii. the functions of safety representatives are as follows:
(a) to investigate potential hazards and dangerous occurrences at the workplace (whether or not they are drawn to his/her attention by the employees he/she represents) and to examine the cause of accidents at the workplace
(b) to investigate complaints by any employee he/she represents relating to that employees’ health, safety or welfare at work
(c) to make representations to the employer on general matters arising out of (a) and (b) above
(d) to make representations to the employer on general matters affecting the health, safety or welfare of the employees at the workplace
(e) to carry out inspections
(f) to represent the employees he/she is appointed to represent in consultation at the workplace with Inspectors of the HSE and any other enforcing authority
(g) to receive information from Inspectors in accordance with Section 28(8) of the 1974 Act
(h) to attend meetings of safety committees in the capacity of safety representative and in connection with any of the above functions.
In addition, section 2 (4) of the HASAWA places upon the safety representative the function of representing the employees in consultation with the employer.
2.9 Hirers, Contractors and Others
When the premises are used for purposes, including school activities outside of normal school hours, and are not under the direction of the Headteacher then the principal person in charge of the activities for which the premises are in use will have responsibility for safe practices.
The Headteacher, or the Coordinator, will seek to ensure that hirers, contractors and others who use the school premises conduct themselves and carry out their operations according to the Health and Safety at Work Act etc. 1974.
When the premises are hired to persons outside the employ of the governing body, it will be a condition for all hirers, contractors and others using the school premises, or facilities, that they are familiar with this policy, that they comply with all safety directives of the governing body and that they will not without the prior consent of the governing body:
i. introduce equipment for use on the school premises ii. alter fixed installations iii. remove fire and safety notices or equipment iv. take any action that may create hazards for persons using the premises or the staff or pupils of the school.
All contractors who work on the school premises are required to ensure safe working practices by their own employees under the provisions of the Health and Safety at Work etc. Act 1974 and must pay due regard to the safety of all persons using the premises in accordance with ss.3-4 of the Health and Safety at Work etc. Act 1974.
In addition all hirers and outside users of the school are required to ensure that they have policies as appropriate in place to ensure effective safeguarding of any young people in their care, including appropriate CRB checks and child protection procedures.
In instances where the contractor creates hazardous conditions and refuses to eliminate them or to take action to make them safe the Headteacher will take such actions as are necessary to prevent persons in his or her care from risk of injury.
The governing body draws the attention of all users of the school premises (including hirers and contractors) to s.8 of the Health and Safety at Work etc. Act 1974, which states that no person shall intentionally or recklessly interfere with or misuse anything which is provided in the interests of health, safety or welfare in pursuance of any of the relevant statutory provisions.
2.10 Safety Committee
A safety committee, chaired by the Bursar or other member of staff will meet at least termly.
2.11 Codes of Practice and Safety Rules
In consultation with the Headteacher, and the governing body (where appropriate), the safety committee will approve (where necessary) codes of practice for the observation of safety requirements in school.
From time to time the DfE, the Health and Safety Executive and other regulatory or advisory bodies will issue codes of practice for the guidance of Headteachers and governing bodies, which may be appropriate to include within their health and safety policy and procedures. If the Headteacher considers the inclusion of all, or any such documents, into this policy to be inappropriate, he or she will be required to demonstrate to the satisfaction of the governing body that appropriate codes of practice and methods of working have already been introduced which achieve a similar or higher standard of health and safety.
2.12 Emergency Plans
The Headteacher will ensure that an emergency plan and procedures are prepared to cover all foreseeable major incidents which could put at risk the occupants or users of the school.
The plan and procedures will be agreed and reviewed annually by the governing body 3.
2.13 First Aid
The arrangements for first aid provision will be adequate to cope with all foreseeable major incidents.
The number of certificated first aiders will not, at any time, be less that the number required by law.
Supplies of first aid material will be held at various locations throughout the school that are accessible by each department and at Reception. They will be prominently marked and all staff will be advised of their position. Their contents will be as per appropriate advisory guidelines, and will be checked and renewed as appropriate, regularly.
Adequate and appropriate first aid provision will form part of the arrangements for all out-of-school activities.
A record will be made of each occasion any person receives first aid treatment whether on the school premises or as part of a school-related activity.
A list of staff with first-aid qualifications and the location of first-aid boxes will be circulated to all staff each September.
All staff should be encouraged to take part in first-aid training courses.
2.14 Emergencies
Details of the emergency procedures in the event of accidents and in the event of fire are available from the Health and Safety Officer.
2.15 School Minibus
Users of the school minibus are expected to adhere to the Health and Safety standards within this policy.
Drivers of the minibus are expected to adhere to the Minibus Operational standards as contained within the Minibus Guidelines.
2.16 Concluding Statement
Suggestions by any member of staff to improve standards of health and safety are welcomed by the Headteacher. The greatest hindrance to good practice is apathy; the best antidote is the right attitude of mind.
3.3.3. Employer’s LLiabilityiability
Legal liability for accidental bodily injury, illness or death to employees. Indemnity limit: ₤25 million
AAAppenAppenppendixdix 1
Health and Safety Policy Statement of Intent 2015
The Governing Body of the Bournemouth School for Girls looks upon the promotion of health and safety measures as a mutual objective for themselves and their employees.
Therefore, it is the policy of the Governing Body of Bournemouth School for Girls to do all that is reasonably practicable to prevent personal injury and damage to protect everyone from foreseeable hazard and danger, including the public, in so far as they come into contact with the school or any of its activities.
In particular, they recognise that it is their responsibility:
to provide and maintain safe and healthy working conditions; to provide training and instruction to enable employees to perform their work safely; to maintain a continuing and progressive interest in health and safety; to take into account all statutory requirements for health and safety; to consult and involve employees in health and safety matters wherever possible.
The governing body of the Bournemouth School for Girls also recognise that its employees have a duty to cooperate with them in their efforts to implement the policy by:
working safety; meeting their statutory duties; reporting incidents that have led or may lead to injury or damage; following health and safety procedures and safe systems of work complying with any means set up by the governing body in the interest of health and safety.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATESTATEMENTMENT 414141 SECURITY OF THE PREMISES
AIM
To ensure that the school environment is as safe and secure as possible for both people and property whilst permitting reasonable freedom of movement.
OBJECTIVES
To supervise the admission of visitors to the school. To ensure that legitimate visitors to the school are identifiable as they walk around. To encourage members of the school community to be vigilant. To reduce as far as possible the number of entrances to the school which are open to members of the public.
ACTION TAKEN
In response to an increased awareness of security issues, a Security Review is undertaken annually.
SECURITY ARRANGEMENTS
1. Staff are issued with personal ID on BSG lanyards. Staff are required to wear their ID so it is visible at all times when on site.
2. The Reception desk in the entrance hall is manned from 8.00am to 4.30pm (4.00pm Fridays).
3. All outside doors have notices asking visitors to use the main entrance and report to reception.
4. All visitors are required to sign in on arrival at Reception. Visitors are provided with a school visitor's badge on a visitor’s lanyard and are asked to wear this so it is visible at all times. On leaving, the visitors return the ID and are signed out by Reception staff.
5. Parents are asked to adhere to this and not to roam around the school looking for their daughters.
6. Sixth Form students studying at BSG are issued with personalised ID cards and are required to register their presence on site by swiping in on arrival and out when leaving, on the school electronic registration system.
7. All contractors' staff should be identifiable by means of a uniform or a badge whilst they are on site. Contractors are required to comply as for visitors as in 4. Above.
8. All members of the school seeing visitors they cannot identify are asked to request them to report to Reception.
9. At the end of the school day, as many exit doors as possible are locked. Members of staff are asked to close and lock ground floor windows (key in teacher's desk).
10. Girls awaiting collection by their parents at the end of school should wait in the Dining Room.
11. In holiday periods, access is by the main entrance only and all users, including staff, are expected to sign in on arrival and out on departure at Reception.
12. Two-way radio sets are in operation to enable contact to be made with premises, SLT, Reception, exams, lunchtime supervisors and senior cleaner.
13. Security gates are in place at the entrances to the school.
14. Closed circuit television surveillance and recording equipment is in use, and cameras are sited at key points on the exterior and interior of the building.
15. The premises are protected by an intruder alarm when unoccupied.
16. Training in risk assessment is to be given to staff in an effort to identify and classify potential hazards and to reduce risks to all users of the site.
17. Out of hours key holders are contracted to attend and check the premises on alarm call-outs.
18. All keys to the premises are signed for when issued. Keys held on site are held in secure key cabinets.
See also Health and Safety Policy
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 424242 MINIBUS
AIM
To operate a minibus for the use of the school pupils and students, safely.
INTRODUCTION
This policy covers the users and operational standards of the school minibus(es).
The standards have been drawn from legislation, insurance requirements and Minibus Guidelines of Bournemouth Borough Council. Whilst the school and its users of the minibus must adhere to the law and insurance requirements, this document is also highlighting what is considered to be best practice.
MINIBUS USERS
Users of the minibus must comply with:
Driving Licence Requirements (with specific reference to)
• be a holder of a current PSV licence or • a holder of a current category B or • a holder of a current D1 unless the following applies:
• the school holds a minibus and community use permit (Section 19) which allows schools to operate the minibus without the need for the driver to have a PSV (category D1 or D) entitlement. • For drivers driving a minibus under Permit 19 who passed their driving test after 1 st January 1997 are restricted to drive minibuses which weigh no more than 3500kgs gross vehicle weight or 4,250kgs with wheelchair ramp.
Insurance
• Be over 21 years of age. • Be approved as a minibus driver by the Headteacher and/or Bursar.
Best Practice
• Hold a current minibus assessment (assessments are renewable every 4 years). • Have no more than 6 points on their driving licence. Any exceptions must be approved by the Headteacher and the insurers. 4 • Drive within the recommended driver’s hours for volunteer drivers . • Provide the school with a copy of their driving licence annually in September. • Confirm to the school their medical fitness to drive annually in September. • Must not drive the minibus after drinking alcohol. • Must not drive under the influence of drugs or medicine. • Must not use a mobile phone whilst driving.
4 As detailed in Minibus Guidelines located in Minibus Keys Folder
Driver’s Responsibilities
• Drive according to the law. • Ensure (with the school) that the vehicle is roadworthy. • All passengers and driver wear seatbelts. • All emergency exits and gangways are kept clear. • All luggage and equipment is securely stowed. • Records all journey details, defects and records of vehicle checks in the operator’s log book. • Completes a risk assessment for the journey in accordance with the school’s Visits Procedures. • Keeps a passenger register with emergency contact numbers and medical history (where relevant), a copy of which should be retained at the school and in the minibus log folder. 1 • Not to drive when feeling tired. • Advise the school of any emergencies occurring with/to the minibus(es) and undertake appropriate 1 action. • Leave the minibus in a clean and tidy state. • Read the Minibus Guidelines which are located in the Minibus Keys Folder.
School’s Responsibilities
• To maintain the minibus in accordance with the law. • To ensure safety checks and brake tests are undertaken every six weeks. • To service the minibus(es) in accordance with the manufactures mileage requirements. • To check the minibus(es) weekly and after any reported defects, and maintain/repair accordingly 1 as above. • To provide roadside recovery.
FOR GUIDANCE
Minibus Guidelines which are located in the Minibus Keys Folder provide guidance and reminders on both legal requirements and best practice whilst a user of minibus(es). All users are expressly advised to read these annually. Contents include:
Minibus policy Recommended drivers’ hours and break guidelines Vehicle checks to be undertaken Vehicle maintenance guidelines What to do in the event of a: • vehicle breaking down • an accident • stopping to give assistance • fire Speed limits Mobile phones and driving Copy of vehicle log sheet List of contents of First Aid Kit Insurance details Roadside recovery details Contact names
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 434343 CHARGING AND REMISSIONS
ADDITIONAL ACTIVITIEACTIVITIESS ORGANIZED FOR THE PUPILS
The Governing Body recognizes the valuable contribution that the wide range of additional activities, including clubs, trips and residential experiences can make towards pupils' personal and social education.
The Governing Body aims to promote and provide such activities both as part of a broad and balanced curriculum for the pupils of the school and as additional and optional activities.
Charges: The Governing Body reserves the right to request a charge in the following circumstances for activities organised by the school:
School journeys in school hours: The board and lodging element of residential activities deemed to take place within school hours (e.g. Field Study visits for Sixth Form Geographers).
Activities outside school hours: The full cost to each pupil of activities deemed to be optional extras taking place outside school hours (e.g. theatre and concert visits, foreign visits and exchanges during schools holidays).
The full cost to each pupil of activities within school hours deemed to be optional extras (e.g. the cost of instrumental tuition).
Charging in kind: The cost of materials, ingredients, equipment (or the provision of them by parents) for Design and Technology including Food, Textiles, Resistant Materials and Graphics.
The Governing Body may charge for ingredients and materials or require them to be provided if the parents have indicated, in advance, that they wish to own the finished product.
Examination fees: Where a pupil has not been prepared for a prescribed examination by the school, the Governing Body may make a charge for the cost of entering the pupil for the examination, as they can for entries to non-prescribed examinations whether or not prepared by the school.
If a pupil fails, without good reason, to complete the examination requirements for any public examination for which the school has paid (or is liable to pay) an entry fee, or requests to be withdrawn from an examination, then the Governing Body may recover the fee from the parent.
Use of lockers: A charge for all new entrants to the school for the provision and use of a lockable locker whilst attending the school.
Books and other resources loaned to pupils: A charge will be made for the replacement or cost of repair of text books or school equipment when damaged or lost by a pupil.
Facilities provided, including printing and photocopying: a schedule of charges will be notified to parents annually.
GENERAL
The Governing Body may, from time to time, amend the categories of activity for which a charge may be made.
Administrative charges are reviewed and published annually.
Nothing in this policy statement precludes the Governing Body from inviting parents to make a voluntary contribution towards the cost of providing education for pupils. This will normally be invited in a letter to parents from the school before an activity is arranged. Insufficient offers or voluntary contributions may result in the proposed activity not taking place.
REMISSIONS
There may be cases of family hardship which makes it difficult for pupils to take part in particular activities for which a charge is made. When arranging a chargeable activity, the Governing Body will invite parents to apply, in confidence, for the remission of charges in part or in full. Authorisation of remission will be made by the Headteacher in consultation with the Chairman of the Governors. The Governors also recognize that circumstances may make it difficult for parents, who would wish to do so, to offer voluntary contributions. Such parents will be invited to make this known to the Headteacher in confidence.
Reviewed July 2016 Next review July 2017
BOURNEMOUTH SCHOOL FOR GGIRLSIRLS ––– SCHOOL POLICY STATEMENT 444444 HANDLING PARENTAL CONCERNS / COMPLAINTS
PREAMBLE
Bournemouth School for Girls seeks to forge strong partnerships with parents in order to support in the best possible way the academic and social development of pupils at the school. As part of this commitment we welcome comments from parents about the provision for their daughters. It is only with such feedback that we can improve the way we do things or indeed know that things are going well. There will be occasions when parents have particular concerns or complaints. It is our aim to resolve such concerns as quickly as possible.
1.1.1. INTRODUCTION
1.1 The primary purpose of these procedures is to provide a clear route for parents/carers to facilitate the resolution of concerns or complaints as quickly as possible. The same procedures can form the framework for handling complaints relating to community facilities or services provided by the school. The procedures are based on Bournemouth Borough Council’s Model Procedure for handling Complaints in Schools.
1.2 The procedures are for use by parents of pupils at the school. It is recognised that while most concerns can be handled within informal stages of the procedure, formal stages may be required to handle unresolved concerns and complaints.
1.3 These procedures are designed to help resolve general complaints and are not appropriate for dealing with concerns raised about the conduct or competence of employees, for which there are separate school procedures. Nor are they appropriate for dealing with the following areas which have associated statutory procedures:
Admissions Child protection issues Exclusions Religious Education and Collective Worship Statutory assessments of special educational needs National Curriculum
1.4 Where a pupil has been off the school roll for a period of 6 months or more these procedures will no longer apply. This does not preclude the consideration of a complaint outside this time period by the Headteacher or Chairman of Governors, whose decision as to whether to consider the complaint will be final. Under these circumstances appropriate external advice will be sought.
2.2.2. RESPONSIBLE OFFICER
2.1 The Responsible Officer will be the Clerk to the Governing Body or in their absence an employee nominated by the Headteacher or Chair of Governors. The Responsible Officer will receive, record and monitor complaints.
3.3.3. ROLE OF THE LOCAL AUTHORITY
3.1 Where the school is subject to a Formal Stage 2 or Formal Stage 3 complaint, the Local Authority will be informed. The Local Authority cannot investigate a complaint but has a duty to monitor progress and record the outcome.
4.4.4. INFORMAL STAGE OF THE PROCEDURE
4.1 Parents should in the first instance address any such concerns to the relevant Head of House or Head of Department either by phone or by letter.
4.2 Having carried out any necessary investigations the Head of House or Head of Department will respond to the parent within 2 school days, normally by telephone. It may be necessary to then invite the parent in to school to discuss the matter further including any other members of staff as necessary.
4.3 If the parent is unhappy with the outcome and wishes to take their complaint to the formal stage of the procedure they most notify the Responsible Person in writing within 20 school days. A copy of the Complaints Procedure (this document) should be sent to the parent.
5.5.5. FORMAL STAGES ––– STAGE 1 ––– HEADTEACHER
5.1 If having been through the informal stage of the procedure the parent is not satisfied with the outcome, there must be an opportunity to proceed to the formal stage of the procedure.
5.2 The first stage of the formal process is for the complaint to be investigated and responded to by the Headteacher or a nominated Deputy or Assistant Headteacher.
5.3 The parent should be asked to submit their complaint in writing.
5.4 If the complaint is about a decision taken by the Headteacher then the Formal Stage 2 procedures are carried out.
5.5 The Headteacher should acknowledge the complaint normally within 2 school days and if necessary set up a meeting with the parent to discuss the matter further.
5.6 It may be necessary at this stage to take statements from pupils involved and any witnesses. If it is felt necessary for statements to be taken from pupils they would normally be interviewed with a parent or carer present. If this is not possible, a member of staff who is not directly involved with the complaint could accompany the pupil.
5.7 The Headteacher must keep written records of meetings, telephone conversations and other relevant documentation.
5.8 Following investigation by the Headteacher a written response will be sent to the parent within 10 school days of the written formal complaint being received by the school, or within 4 weeks if any part of the 10 day period falls within a school holiday.
5.9 The Headteacher’s response will advise that if the parent is still dissatisfied they can progress the complaint to Stage two of the procedure.
6.6.6. FORMAL STAGES ––– STAGE 2 ––– CHAIR OF GOVERNORS
6.1 If the parent is not satisfied with the outcome of Stage 1 then they may submit their complaint in writing to the Chair of Governors.
6.2 The Chair will acknowledge receipt of the complaint normally within 5 school days.
6.3 Again it may be necessary for the Chair of Governors to carry out an investigation into the complaint. This again may include reviewing the notes of any interviews of pupils and witnesses.
6.4 The Chair of Governors will respond directly to the parent within 10 school days of the complaint being received by the school, or within 4 weeks if any part of the 10 day period falls within a school holiday.
6.5 The Chair of Governors’ response will advise that if the parent is still dissatisfied they can progress the complaint to the Formal Stage 3 of the procedure by writing to the Responsible Officer, copied to the Chair of Governors.
7.7.7. FORMAL STAGES ––– STAGE 3 ––– PANEL OF GOVERNORS
7.1 The final stage of the complaints procedure is for the parent to submit their complaint in writing to a Panel of Governors.
7.2 The Responsible Officer will acknowledge the complaint within 5 school days and arrange for a Panel of three Governors to meet. The Panel must be made up of governors who have no prior knowledge of the complaint or if this is not possible, governors who have not discussed the complaint. The Panel will elect a Chair.
7.3 The meeting of the Panel of Governors will be arranged within 20 school days of the complaint being submitted. Where this period falls within school holidays the meeting should be arranged as soon as possible and the parent notified of the reason for any delay.
7.4 All relevant documentation regarding the complaint should be made available to the Panel members and parent in advance of the meeting. This should include notes of interviews with pupils and witnesses taken during earlier stages of the process.
7.5 The Responsible Officer will write and inform all concerned of the date, time and place of the meeting. The notification to the parent should also inform them of the right to be accompanied to the meeting by a friend. The notification will include a checklist as to how a Panel Hearing is conducted.
7.6 The Chair of the Panel will invite the parent to state their complaint.
7.7 The Chair of the Panel may call the Chair of Governors, who carried out the Stage 2 investigation to make a statement. The Chair of Governors may be questioned by the parent and by Panel members.
7.8 The Responsible Officer or other suitable person should attend the Panel meeting to record the proceedings and the Panel’s decision.
7.9 After the meeting, the Panel will consider the evidence and a written decision will be sent to the parent within 10 school days of the meeting or within 4 weeks if any part of the 10 day period falls within a school holiday.
7.10 The decision of the Panel of Governors is final and the decision cannot be appealed within school procedures. Details of those bodies to which the parent, if still dissatisfied, may make representations will be enclosed with the decision.
7.11 A copy of the decision will be made available to the Headteacher, the Responsible Person, the Chair of Governors, the Local Authority and any others as the Panel may think appropriate.
8.8.8. BBBODIESBODIES BEYOND THE SCHOOL TO WHICH THE PARENT MAY MAKMAKEE REPRESENTATIONS
Local Government Ombudsman
8.1 The Local Government Ombudsman may investigate complaints about maladministration, i.e. cases where the published complaints procedure has not been properly followed.
8.2 The Ombudsman cannot investigate complaints about internal school matters and is not empowered to overturn the decision of the Governing Body’s Complaints Panel.
8.3 The contact details for the Ombudsman are:
Local Government Ombudsman Beverley House 17 Shipton Road York YO30 5FZ
Secretary of State for Education
8.4 The Secretary of State for Education will investigate complaints where a Governing Body has acted ‘unreasonably’ or illegally in coming to their decision.
8.5 The contact details for the Secretary of State for Education are:
Department of Education Sanctuary Buildings Great Smith Street London SW1P 3BT
OFSTED
8.6 Ofsted has powers to investigate complaints from parents about schools. Ofsted will not usually consider a complaint if a parent has not first followed a school’s complaints procedure and will not normally investigate cases to do with individual pupils.
8.7 The contact details for Ofsted are:
Enquiries – National Business Unit Ofsted Royal Exchange Buildings St Ann’s Square Manchester M2 7LA
9.9.9. SHARING OF INFORMATION AND DESTRUCTION OF FILES
9.1 Throughout the process of investigating complaints it may be necessary for information relating to a parent’s complaint to be shared within the school environment with teachers, Headteachers and governors.
9.2 The school will be mindful of confidentiality issues and the Data Protection Act 1988 when handling complaints and discussing issues relating to complaints.
9.3 The school is required to keep any personal information relating to a complaint in a secure manner for a period of 6 years, after which it will be confidentially destroyed.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHSCHOOLOOL POLICY STATEMENT 454545 FREEDOM OF INFORMATION ACT
This is Bournemouth School for Girls Publication Scheme on information available under the Freedom of Information Act 2000
The governing body is responsible for maintenance of this scheme.
INTRODUINTRODUCTION:CTION: WHAT A PUBLICATION SCHEME IS AND WHY IT HAS BEEN DEVELOPED
One of the aims of the Freedom of Information Act 2000 (which is referred to as FOIA in the rest of this document) is that public authorities, including all maintained schools, should be clear and proactive about the information they will make public.
To do this we must produce a publication scheme, setting out:
• The classes of information which we publish or intend to publish; • The manner in which the information will be published; and • Whether the information is available free of charge or on payment.
The scheme covers information already published and information which is to be published in the future. All information in our publication scheme is either available for you on our website to download and print off or available in paper form.
Some information which we hold may not be made public, for example personal information. This publication scheme conforms to the model scheme for schools approved by the information Commissioner.
CATECATEGORIESGORIES OF INFORMATION PUBLISHED
The publication scheme guides you to information which we currently publish (or have recently published) or which we will publish in the future. This is split into categories of information known as ‘classes’. These are contained in section 6 of this scheme.
The classes of information that we undertake to make available are organised into four broad topic areas:
School Information – information published on our school website.
Governors’ Documents – information published in governing body documents.
Pupils & Curriculum – information about policies that relate to pupils and the school curriculum.
School Policies and other information related to the school – information about policies that relate to the school in general.
HOW TO REQUEST INFORMATION
If you require a paper version of any of the documents within the scheme, please contact the school by telephone, email, fax or letter. Contact details are set out below or you can visit our website at www.bsg.bournemouth.sch.uk
Email: [email protected]
Telephone: 01202 526289
Fax: 01202 548923
Address: Castle Gate Close, Castle Lane West, Bournemouth BH8 9UJ
To help us process your request quickly, please clearly mark any correspondence “PUBLICATION SCHESCHEMEME REQUESTREQUEST” (in CAPITALS please).
If the information you’re looking for isn’t available via the scheme and isn’t on our website, you can still contact the school to ask if we have it.
PAYING FOR INFORMATION
Information published on our website is free, although you may incur costs from your Internet service provider. If you don’t have Internet access, you can access our website using a local library or an Internet café.
Single copies of information covered by this publication are provided free unless stated otherwise in section 6. If your request means that we have to do a lot of photocopying or printing, or pay a large postage charge, or is for a priced item such as some printed publications or videos we will let you know the cost before fulfilling your request. Where there is a charge this will be indicated by a £ sign in the description box.
CLASSES OF INFORMATION CURRENTLY PUBLISHED
School Information ––– this section sets out information published on our school website.
Class Description SchooSchoollll The statutory contents of the school prospectus are as follows, (other items may information be included in the prospectus at the school’s discretion): on our o the name, address and telephone number of the school, and the type of school website o the names of the Headteacher and Chair of Governors o information on the school policy on admissions o a statement of the school's ethos and values o details of any affiliations with a particular religion or religious denomination, the religious education provided, parents' right to withdraw their child from religious education and collective worship and the alternative provision for those pupils o information about the school's policy on providing for pupils with special educational needs o number of pupils on roll and rates of pupils’ authorised and unauthorised absences o National Curriculum assessment results for appropriate Key Stages, with national summary figures o GCSE/GNVQ results in the school, locally and nationally o a summary of GCE A/AS level results in the school and nationally o the number of pupils studying for and percentage achieving other vocational qualifications o the destinations of school leavers 1 o the arrangements for visits to the school by prospective parents o the number of places for pupils of normal age of entry in the preceding school year and the number of written applications / preferences expressed for those places o details of the Governing Body membership, including name and contact details of Chair and Clerk o a financial statement, including gifts made to the school and amounts paid to governors for expenses o a description of the school’s arrangements for security of pupils, staff and the premises o use of the Pupil Premium.
1 Some information might be confidential or otherwise exempt from the publication by law – we cannot therefore publish this.
Instrument o The name of the school ofofof o The category of the school Government o The name of the governing body o The manner in which the governing body is constituted o The term of office of each category of governor if less than 4 years o The name of any body entitled to appoint any category of governor o Details of any trust o If the school has a religious character, a description of the ethos o The date the instrument takes effect
Pupils and Curriculum Policies – this section gives access to information about policies that relate to pupils and the school curriculum.
Class Description Home – school Statement of the school’s aims and values, the school’s responsibilities, the parental agreement responsibilities and the school’s expectations of its pupils for example homework arrangements.
Curriculum Statement on following the policy for the secular curriculum subjects and Policy religious education and schemes of work and syllabuses currently used by the school.
Sex Education Statement of policy with regard to sex and relationship education. Policy
Special Information about the school's policy on providing for pupils with special Educational Education needs. Needs Policy
Accessibility Plan for increasing participation of disabled pupils in the school’s curriculum, improving Plans the accessibility of the physical environment and improving delivery of information to disabled pupils.
Equal Statement of policy for promoting equality, including gender, race, disability, age, Opportunities religious belief, sexual orientation. Policy
Collective Statement of arrangements for the required daily act of collective worship. Worship
Careers Statement of the programmes of careers education provided for Key 4. Education Policy
Safeguarding Statement of policy for safeguarding and promoting welfare of pupils at the school. Policy Pupil Discipline Statement of general principles on behaviour and discipline and of measures taken by the head teacher to prevent bullying.
School Policies and other information related to the school – this section gives access to information about policies that relate to the school in general.
Class Description Published Published report of the last inspection of the school and the summary of the report and reports of where appropriate inspection reports of religious education in those schools designated as OFSTED having a religious character referring expressly to the school Charging and A statement of the school’s policy with respect to charges and remissions for any Remissions optional extra or board and lodging for which charges are permitted, for example school Policies publications, music tuition, trips School session Details of school session and dates of school terms and holidays times and term dates Health and Statement of general policy with respect to health and safety at work of employees (and Safety Policy others) and the organisation and arrangements for carrying out the policy and risk assessment Complaints Statement of procedures for dealing with complaints Procedure Performance Statement of procedures adopted by the governing body relating to the performance Management management of staff and the annual report of the head teacher on the effectiveness of of appraisal procedures Staff Staff Statement of procedure for regulating conduct and discipline of school Conduct, staff and procedures by which staff may seek redress for grievance Discipline and Grievance Curriculum Any statutory instruments, departmental circulars and administrative memoranda sent by circulars and the Department of Education and Skills to the head teacher or governing body relating to statutory the curriculum instruments
FFFEEDBACKFEEDBACK AND COMPLAINTS
We welcome any comments or suggestions you may have about the scheme. If you want to make any comments about this publication scheme or if you require further assistance or wish to make a complaint then initially this should be addressed to the Headteacher,Headteacher , Bournemouth School for Girls, Castle GateGate Close, Castle Lane West, Bournemouth, BH8 9UJ
If you are not satisfied with the assistance that you get or if we have not been able to resolve your complaint and you feel that a formal complaint needs to be made then this should be addressed to the Information Commissioner’s Office. This is the organisation that ensures compliance with the Freedom of Information Act 2000 and that deals with formal complaints.
They can be contacted at: Information Commissioner’s Office, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or Helpline: 01625 545 745 Email: [email protected] Website: www.ico.org.uk
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT DUKE OF EDINBURGH’s AWARD ––– 464646 EXPEDITION SUPERVSUPERVISORS,ISORS, TRAINERS and ASSESSORS
To supervise / assess expeditions for Bournemouth School for Girls LO you must be approved by Bournemouth School for Girls LO and hold appropriate qualifications and or experience. Note that qualifications and or experience will not automatically enable a person to work as a supervisor as they will also have to satisfy the Authority of their ability to work in a safe and empathetic way with young people.
Supervisors / assessors must be aware of the school’s safeguarding policy as well as the Safeguarding Young People information on the DofE web site (www.dofe.org) and are to follow the Code of Behaviour for dealing with young people.
All expedition supervisors will be required to have an enhanced CRB check and to carry out a supervised probation period during which their ability to work with young people will be assessed.
Where an outside organisation is used to carry out training, supervision and assessment of expeditions it will be an officially approved outdoor activity training provider for the Duke of Edinburgh’s Award scheme.
EXPEDITION LEADERSHIP QUALIFICATIONS
The following qualifications are required by adults leading expedition work:
SWM&M Coastal & Countryside Leader with Camping Endorsement MLTE Walking Group Leader with Camping endorsement
MLTE Summer Mountain Walking Leader (Gold Award)
All expedition leaders will be required to attend a DofE Supervisors Course.
In order to supervise Gold Expeditions leaders will have to satisfy the LO that they have suitable experience of the wild country in which the expedition is to take place.
Staff working with pupils who do not hold formal outdoor activity qualifications will normally only work with Bronze groups.
EXPEDITION ASSESSORS
All expedition assessors must have undertaken the DofE Expedition Assessor Accreditation Course and carried out a supported assessment, which has led to them being successfully registered on the DofE data base as an accredited assessor.
All school-led DofE activities must comply with the school’s policies on: • Safeguarding • Equal opportunities • Visits • Health and safety
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 474747 GOVERNORS’ CODE OF CONDUCT
INTRODUCTION
The following is not a definitive statement of responsibilities but is concerned with the common understanding of broad principles by which the governing body and individual governors will operate.
It should be read in conjunction with
• Governors’ Terms of Reference • Nolan Committee Principles of Public Life • Bournemouth LEA Management of Meetings protocols.
THE CORE PURPOSE OF THE GOVERNING BODY
1. The governors uphold the school ethos statement and code of conduct for pupils and will lead by example. 2. We have responsibility for determining the aims and values of the school. 3. The Governing Body must ensure that in delivering its responsibilities, it promotes and safeguards the welfare of children.
GENERAL
1. We recognise that the Headteacher is responsible for the leadership of the school and implementation of policy, day-to-day management of the school and the implementation of its curriculum. 2. We recognise and value the different perspectives of governors. We accept that all governors have equal status and are representatives, not delegates, of different interest groups. These groups have a shared concern, the welfare of all the pupils in the school. 3. With the exception of the Chair or Vice Chair when urgent action is required, we have no legal authority to act individually, except when the governing body has given delegated authority to do so. 4. As employers, we have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff. 5. We recognise that we are accountable and will encourage open governance and effective communication. 6. We will consider carefully how our decisions may affect the wider community. 7. Requests by governors for information should, in the first instance, be made to the Headteacher.
COMMITMENT
1. We acknowledge that accepting office as a governor involves the commitment of significant amounts of time and energy. 2. We will each involve ourselves actively in the work of the governing body, attend regularly and accept our fair share of responsibilities, including service on committees or working groups. 3. We will get to know the school well and respond to opportunities to involve ourselves in school activities. 4. We will consider seriously our individual and collective needs for training and development.
RELATIONSHIPS
1. We will strive to work as a team. 2. We will seek to develop effective working relationships with the head, staff and parents, the LEA and other relevant agencies and the local community.
CONFIDENTIALITY
1. We will observe confidentiality regarding proceedings of the governing body in meetings and from our visits to school as governors. 2. We will observe complete confidentiality when required or asked to do so by the governing body, especially regarding matters concerning individual staff or students. 3. We will exercise the greatest prudence if a discussion of a potentially contentious issue affecting the school arises outside the Governing Body.
CONDUCT
1. We will encourage the open and constructive expression of views at meetings, but accept collective responsibility for all decisions made by the governing body or its delegated committees. This means that we will not speak out against majority decisions, in public or private, outside the Governing Body. 2. We will only speak or act on behalf of the governing body when we have the delegated authority to do so. 3. In making or responding to criticism or complaints affecting the school we will follow the procedures established by the Governing Body. 4. Our visits to school will be undertaken within the protocol established by the governing body and agreed with the Headteacher and staff, in accordance with Bournemouth LA guidelines. 5. In discharging our duties we will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school.
SUSPENSION/REMOVAL OF GOVERNORS
1. If the need arises to use the sanction of suspending or removing a governor, we will do so by following the appropriate regulations as laid down by the DfE so as to ensure a fair and objective process.
Reviewed July 2016 Next review July 2018
BOURNEMOUTH SCHOOL FOR GIRLS ––– SCHOOL POLICY STATEMENT 484848 SUPPORTING PUPILS AT SCHOOL WITH MEDICAL CONDITIONS
INTRODUCTION AND POLICY STATEMENT
On 1 September 2014 a new statutory duty came into force for governing bodies to make arrangements to support pupils at school with medical conditions. At Bournemouth School for Girls we aim to ensure that all children with medical conditions, in terms of both physical and mental health, are properly supported in school so that they can play a full and active role in school life, remain healthy and achieve their academic potential.
We recognise the need to work in partnership with parents, pupils and healthcare services to ensure that the pupils in our care receive the support they need to access school as much as possible. Some children with medical conditions may be considered to be disabled under the definition set out in the Equality Act 2010. Where this is the case the governing body complies with their duties under that Act. Some may also have special educational needs (SEN) and may have an Education, Health and Care Plan (EHCP) which brings together health and social care needs, as well as their special educational provision.
We recognise that there are often significant social and emotional implications associated with medical conditions and aim to support pupils with emotional disorders such as anxiety or depression. In particular we note that it is often necessary for a pupil to miss school to attend a medical appointment and that they should not be penalised for doing this. The school aims to support a pupil’s reintegration into school after a period of absence and short term; frequent absences need to be given appropriate support to limit the impact on the child’s educational attainment and emotional and general well-being.
The person with responsibility for developing appropriate care plans for pupils and ensuring that appropriate support is in place is Ms Collins.
KKKEYKEY POINTS
• Pupils at school with medical conditions should be properly supported so that they have full access to education, including school trips and physical education. • Governing bodies must ensure that arrangements are in place in schools to support pupils at school with medical conditions. • Governing bodies should ensure that school leaders consult health and social care professionals, pupils and parents to ensure that the needs of children with medical conditions are properly understood and effectively supported.
SSSUPPORTSUPPORT FOR PUPILS IN SCHOOL
Statutory Duties
The governing body must ensure that there is a named person in school who has overall responsibility for policy implementation; that the school policy covers the role of individual healthcare plans and who is responsible for their development; that staff are appropriately trained to support the pupil.
Any support for pupils in school will be guided by the principle that a pupil should be able to access as much of her education as possible. To achieve this it may mean supporting pupils with reduced timetables to gradually reintegrate them into school. The learning Centre may be used to provide respite during the school day.
Support in school may require the development of an Individual Health Care Plan. This will be written in partnership with parents, the pupil and relevant health care professionals. This plan will be available to all staff through the pupil needs register but will be given directly to relevant staff.
This plan will include:
• the medical condition, its triggers, signs, symptoms and treatments
• the pupil’s resulting needs, including medication (dose, side effects and storage) and other treatments, time, facilities, equipment, testing, access to food and drink where this is used to manage their condition, dietary requirements and environmental issues, e.g. crowded corridors, travel time between lessons
• specific support for the pupil’s educational, social and emotional needs – for example, how absences will be managed, requirements for extra time to complete exams, use of rest periods or additional support in catching up with lessons, counselling sessions
• the level of support needed (some children will be able to take responsibility for their own health needs) including in emergencies. If a child is self-managing their medication, this should be clearly stated with appropriate arrangements for monitoring
• who will provide this support and who in school to contact in an emergency
• separate arrangements or procedures required for school trips or other school activities outside of the normal school timetable that will ensure the child can participate, e.g. risk assessments
• what to do in an emergency, including whom to contact, and contingency arrangements. Some children may have an emergency healthcare plan prepared by their lead clinician that could be used to inform development of their individual healthcare plan.
It is important to get in writing from parents what medication is to be administered by a member of staff. Details of this should be recorded.
Where confidentiality issues are raised by the parent or pupil these should be respected and information given only to trusted individuals by agreement.
STAFF TRAINING
This will be carried out in accordance with the school’s CPD policy and the school’s Health and Safety policy. Where necessary, appropriate staff will be given additional training to enable them to support a pupil in school.
ADMINISTERING MEDICINES TO PUPILS
There is a written record of all medicines administered to pupils, including that which is administered on school visits.
Any member of staff can assist pupils in taking their own medication. If the student is unable to take their own medication, staff can administer medication as prescribed, but it is not an expectation of staff that they should do so. A written record of this must be stored at reception.
INSURANCE
The governing body must ensure that there is appropriate insurance in place to cover staff providing support to pupils with medical conditions.
COMPLAINTS
Should parents or pupils be dissatisfied with the support provided by the school they should discuss their concerns directly with the school. If this does not resolve the issue they can make a formal complaint via the school’s complaints procedure.
OTHER ISSUES
The school has a number of staff who are trained as First Aiders in line with the school Health and Safety policy. We have developed a Guidance and Code of Practice for First Aid in school. All staff are encouraged to undertake basic First Aid training. This is a regular CPD opportunity.
Pupil medication is stored at reception in named boxes, a copy of detailed care plans are also stored at reception.
A list of pupils with medical conditions is regularly updated in the Pupil Needs Register.
A list of pupils with asthma and those at risk of anaphylaxis is on the staff area noticeboard accompanied by photographs. This is also in the PE office and in the Pupil Needs Register stored on line in the staff shared area.
All staff taking pupils out of school on trips have detailed medical information and additional medication as appropriate. There will always be a first aider accompanying school trips.
First Aid equipment is stored at relevant positions around the school. This is regularly checked by appointed persons within designated areas.
All staff receive annual epi-pen training for the treatment of anaphylaxis in school.
The school has a defibrillator as part of its First Aid equipment. First aid staff have been trained how to use it, but should a first aider not be available any member of staff is able to use the defibrillator as full instructions are provided by the unit.
There is a clear procedure in place for calling the emergency services.
UNACCEPTABLE PRACTICE
Governing bodies must ensure that the school policy is compliant in all aspects of its statutory duties.
It is not acceptable to:
• prevent a pupil from accessing her medication when necessary • assume that every pupil with the same condition requires the same treatment • ignore the views of the child and parents • send pupil with medical conditions home for reasons associated with their condition or to prevent them from accessing normal school activities because of their condition where the condition is not impeding their ability to continue with the school day • to send an ill child for help on her own • penalise children for poor attendance because of their medical condition • prevent children from eating, drinking or taking toilet breaks related to their condition • to require parents to administer medication or support on school visits at the expense of their work or the child’s participation.
This policy will be reviewed in July 2018.