Brighton Hill Community School

School Policies 2013-2014

4182 Brighton Hill Community School Brighton Hill Community School Policies 2013-2014 Index of Policies

Number Policy Review Date Ratified S/N 1. Accessibility Plan Every 3 years July 2012 S 2. Admissions Policy 2013-14 / 14-15 Annually S 3. Behaviour Management and June 2014 Heads June 2013 S Behaviour principles written discretion / GB statement 4. Charging and Remission GB decide July 2012 S 5. Child Protection Procedures and Annual audit May 2012 S Safeguarding 6. Complaints Procedure GB decide- Spring 2016 February 2014 S 7. Data Protection July 2013 January 2011 S 8. Freedom of Information GB to decide July 2012 S Publication Scheme 9. Governors’ Allowances Policy GB to decide September 2011 S 10. Health and Safety; Administration GB to decide April 2012 S of Medicine; First Aid April 2014 11. Home School Agreement GB to decide February 2012 S 12. Instruments of Governance GB to decide May 2012 S 13. Performance Management GB to decide September 2012 S 14. Premises Management GB to decide S incorporated in Health & Safety policy 15. Sex and Relationship Education GB to decide July 2012 S 16. Single Equality Statement, Objectives every 4 June 2012 S Information and Objectives years, information annually 17. Special Educational Needs GB to decide May 2011 S 18. Staff Discipline, conduct and GB to decide S grievance 19. Teachers Pay – Pay policy GB to decide / annual October 2011 S review 20. Anti-Bullying March 2012 N 21. Assessment and Marking & March 2012 N Controlled Assessment 22. Attendance N 23. e-mail policy N 24. Emergency Closure Plan April 2012 N 25. Examination Procedures N 26. Finance, including Debt Recovery July 2012 N 27. Homework September2012 N 28. ICT and Internet use N 29. Inclusion and External Student N Support Agencies 30. Information Sharing and November 2009 N Confidentiality 31. Internet Policy 32. Intimate Care January 2011 N

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 2 Brighton Hill Community School Policies 2013-2014 33. Learning and Teaching November 2011 N 34. Literacy, Numeracy and N Communication 35. Management of Staff Absence September 2012 N 36. Off-site Activities N 37. Physical Intervention March 2011 N 38. Security July 2010 N 39. Staff Training, Induction and Being updated by NH N Development and CPD, ITT 40. Uniform April 2012 N 41. Whistleblowing – Procedures for Annual May 2012 N Protected Disclosure 42. Year 6 student Transfer N

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 3 Brighton Hill Community School Policies 2013-2014 1. Accessibility Plan Introduction This plan is drawn up in accordance with the planning duty in the Disability Discrimination Act (DDA 1995), as amended by the SEN and Disability Act 2001. It is based upon DfES guidance July 2002 ‘Accessible Schools; Planning to increase access to Schools for disabled pupils’. It should be noted that the original school site and buildings were not designed with disabled requirements in mind. The school does make appropriate and realistic attempts to accommodate students with disabilities as part of our inclusive approach.

Definition of Disability Disability is defined by the Disibility Discrimination Act 1995(DDA) as ‘A person has a disability if he or she has a physical or mental impairment that has a substantial and long- term adverse effect on his or her ability to carry out normal day-to-day activities’.

Principles  Compliance with the DDA is consistent with the school’s aims and Single Equality Scheme and the operation of the school’s SEN policy.  The school recognises its duty under the DDA (amended by the SENDA) not to discriminate against disabled students in their admissions and exclusions and provision of education and associated services; not to treat disabled students less favourably; to take reasonable steps to avoid putting disabled students at a substantial disadvantage; to publish an Accessibility Plan.  In performing their duties, Governors and staff will have due regard to the Disability Rights Commission (DRC) Code of Practice 2002.  The school recognises and values parents’ knowledge of their child’s disability and its effect on his/her ability to carry out normal activities and respects the parents’ and child’s right to confidentiality.  The school provides all students with a broad and balanced curriculum, differentiated and adjusted to meet the needs of individual students and their preferred learning styles. Objective To reduce and eliminate the barriers to access to the curriculum, and to enable full participation in the school community for students, and prospective students, with a disability.  The school will continue to seek and follow the advice of LEA services, such as specialist teacher advisers and SEN inspectors and advisers and appropriate health professionals.  The school will take into account the needs of students and visitors with physical difficulties and sensory impairment when planning and undertaking future improvements and refurbishment of the site and premises, such as improved access, lighting and more accessible fixtures and fittings.  The school will make itself aware of local services, for providing information in alternative formats when required or requested.

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This policy will apply to all admissions from 1 September 2013, including in-year admissions. The authority’s Fair Access protocol will be applied alongside the policy to secure the admission of vulnerable pupils from specific groups. It will be used during 2012-13 for allocating places for September 2013 as part of the main admission round for Year 7.

Admission Criteria Hampshire County Council is the admission authority for all community and voluntary controlled primary and secondary schools. The admission arrangements are determined by the County Council, after statutory consultations. The County Council will consider first all those applications received by the published deadline of midnight on Wednesday 31 October 2012. Notifications to parents offering a secondary school place will be sent by the County Council on 1 March 2013.

Applications made after midnight 31 October 2012 will be considered after all on-time applications have been fully processed unless exceptional circumstances merit consideration alongside on-time applications. The published admission number (PAN) for Brighton Hill Community School for 2013- 2014 is 255.

For the main admission round, all preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can offer a place, the parent’s highest stated available preference will be allocated. If the school is oversubscribed, places will be offered up to the published admission number (PAN) in the following priority order. Places for applications received after the deadline will be allocated using the same criteria.

1. Looked after children or children who were previously looked after but immediately after being looked after became subject to an adoption, residence, or special guardianship order. [ 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 functions (see the definition in section 22(1) of the Children Act 1989). An adoption order is an order under section 46 of the Adoption and Children Act 2002. A ‘residence order’ is as an order settling the arrangements to be made as to the person with whom the child is to live under section 8 of the Children Act 1989. Section 14A of the Children Act 1989 defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).]

2. Children or families who have a serious medical, physical or psychological condition which makes it essential that the child attends Brighton Hill Community School rather than any other. (Appropriate medical or psychological evidence must be provided in support.)

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 5 Brighton Hill Community School Policies 2013-2014 3. Children living in the catchment area of Brighton Hill Community School who at the time of application have a sibling on the roll of Brighton Hill Community School who will still be on roll at the time of the sibling’s admission.*

4. Other children living in the catchment area of Brighton Hill Community School.

5. Other children who at the time of application have a sibling on the roll of Brighton Hill Community School who will still be on roll at the time of the sibling’s admission.*

6. Children who at the time of application attend one of the linked primary or junior schools: North Waltham Primary School, St Mark's Church Of England Primary School, Hatch Warren Junior School, Cliddesden Primary School.

7. Other children. * This includes children who at the time of application have a sibling for whom the offer of a place at the preferred school has been accepted, even if the sibling is not yet attending. ‘Sibling’ refers to brother or sister, half brother or half sister, adoptive brother or adoptive sister, step brother or step sister, and includes children living as siblings in the same family unit.

School Closures In the event of a school closure, pupils from the closing school may be given priority for any school nominated as the receiving school. Specific arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the time for the specific schools affected.

Permanent Residence The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the application. The permanent address of children who spend part of their week with one parent and part with the other, at different addresses, will be the address at which they spend most of their time.

Distance measurement If the school is oversubscribed from within any of the above categories, straight line distance will be used to prioritise applications; applicants living nearer the school have priority. Hampshire County Council’s Geographic Information Systems (GIS) will be used to determine distances (normally from the Ordnance Survey home address point to the school office). Distances to multiple dwellings will give priority to the ground floor over the first floor and so on. On individual floors, distances will be measured to the stairs leading to the communal entrance.

Multiple births Where a twin or child from a multiple birth is admitted to a school under this policy then any further twin or child of the same multiple birth will be admitted, if the parents so wish, even though this may raise the number in the year group above the school’s PAN.

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 6 Brighton Hill Community School Policies 2013-2014 Pupils with a statement of special educational needs The governors will admit any pupil whose final statement of special educational needs names the school. Where possible such children will be admitted within the PAN.

In-Year Fair Access placements by the local authority The local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore sometimes be necessary for a pupil to be placed by the local authority, or a local placement panel acting on behalf of the authority, in a particular school even if there is a waiting list for admission. Such placements will be made in accordance with the provisions of the local authority’s In-Year Fair Access Protocol. The Protocol is based on legislation and government guidance.

Waiting lists When all available places have been allocated, waiting lists will be operated by schools on behalf of the local authority. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiting list. The waiting list will be reviewed and revised –  each time a child is added to, or removed from, the waiting list;  when a child’s changed circumstances affect their priority;  periodically, when parents with a child on the waiting list will be contacted and asked if they wish to remain on the list for the following school year. At the time of receiving an offer of a school place parents will be advised of the process for adding their child’s name to a school’s waiting list. Parents may keep their child’s name on the waiting list of as many schools as they wish and for as long as they wish.

Legislation This policy takes account of all relevant legislation including the legislation on sex discrimination, race relations, and disability, together with all relevant regulations and the School Admissions Code (DfE 2011).

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This policy will apply to all admissions from 1 September 2014, including in-year admissions. It will be used during 2013-14 for allocating places for September 2014 as part of the normal admission round for Year 7. Admission Criteria Hampshire County Council is the admission authority for all community and voluntary controlled primary and secondary schools. The admission arrangements are determined by the County Council, after statutory consultations.

The County Council will consider first all those applications received by the published deadline of midnight on Thursday 31 October 2013. Notifications to parents offering a secondary school place will be sent by the County Council on the first working day after 01 March 2014, being 03 March 2014.

Applications made after midnight on 31 October 2013 will be considered after all on-time applications have been fully processed unless exceptional circumstances merit consideration alongside on-time applications.

The published admission number (PAN) for Brighton Hill Community School for 2014- 2015 is 255.

For the normal admission round, all preferences will be considered simultaneously and ranked in accordance with the admission criteria. If more than one school can offer a place, the parent’s highest stated available preference will be allocated. If the school is oversubscribed, places will be offered up to the published admission number (PAN) in the following priority order. Places for applications received after the deadline will be allocated using the same criteria.

1. Looked after children or children who were previously looked after (see (a) in Definitions). 2. (For applicants in the normal admission round only) Children or families who have a serious medical, physical or psychological condition which makes it essential that the child attends Brighton Hill Community School rather than any other. (Appropriate medical or psychological evidence must be provided in support.) 3. Children living in the catchment area of the Brighton Hill Community School (see (b) in Definitions). (i) Children who at the time of application have a sibling (see (c) in Definitions) on the roll of Brighton Hill Community School who will still be on roll at the time of admission. [See 4(i) for additional children who may be considered under this criterion.] (ii) Other children living in the catchment area of Brighton Hill Community School. 4. Children living out of the catchment area of Brighton Hill Community School: (i) Children who at the time of application have a sibling (see (c) in Definitions) on the roll of Brighton Hill Community School who will still be on roll at the time of admission. [Where a sibling was allocated a place at Brighton Hill Community School in the normal admission round in a previous year because no places were available at the catchment school for their address, the

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 8 Brighton Hill Community School Policies 2013-2014 application will be considered under 3(i), above, subject to the address being the same for both applications.] (ii) Children who at the time of application are on the roll of Cliddesden Primary School, Hatch Warren Junior School, North Waltham Primary School or St Mark's Church Of England Primary School. (iii) Children of staff (see (d) in Definitions) who have, (i) been employed at Brighton Hill Community School for two or more years at the time at which the application for admission to the school is made, or (ii) have been recruited to fill a vacant post for which there is a demonstrable skill shortage. (iv) Other children.

Definitions (a) This criterion provides a priority for children who are (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 functions (see the definition in section 22(1) of the Children Act 1989). It can also be used for children who were previously looked after but immediately after being looked after became subject to an adoption, residence, or special guardianship order. An adoption order is an order under section 46 of the Adoption and Children Act 2002. A ‘residence order’ is as an order settling the arrangements to be made as to the person with whom the child is to live under section 8 of the Children Act 1989. Section 14A of the Children Act 1989 defines a ‘special guardianship order’ as an order appointing one or more individuals to be a child’s special guardian (or special guardians).]

(b) The child’s permanent residence is where they live, normally including weekends and during school holidays as well as during the week, and should be used for the application. The permanent address of children who spend part of their week with one parent and part with the other, at different addresses, will be the address at which they spend most of their time.

(c) ‘Sibling’ refers to brother or sister, half brother or half sister, adoptive brother or adoptive sister, step brother or step sister, and includes children living as siblings in the same family unit. Categories 3(i) and 4(i) includes children who at the time of application have a sibling for whom the offer of a place at the preferred school has been accepted, even if the sibling is not yet attending.

(d) ‘Staff’ includes all those on the payroll of the school. ‘Children of staff’ refers to situations where the staff member is the natural parent, the legal guardian or a resident step parent.

Tie-breaker If the school is oversubscribed from within any of the above categories or subcategories, straight line distance will be used to prioritise applications; applicants living nearer the school have priority. Hampshire County Council’s Geographic Information Systems (GIS) will be used to determine distances (normally from the Ordnance Survey home address point to the school office). Distances to multiple dwellings will give priority to the ground floor over the first floor and so on. On individual floors, distances will be measured to the stairs leading to the communal entrance.

U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 9 Brighton Hill Community School Policies 2013-2014 Additional Information 1. Pupils with a statement of special educational needs The governors will admit any pupil whose final statement of special educational needs names the school. Where possible such children will be admitted within the PAN. 2. Multiple births Where a twin or child from a multiple birth is admitted to a school under this policy then any further twin or child of the same multiple birth will be admitted, if the parents so wish, even though this may raise the number in the year group above the school’s PAN. 3. In-Year Fair Access placements by the local authority The local authority must ensure that all pupils are placed in schools as quickly as possible. It may therefore sometimes be necessary for a pupil to be placed by the local authority, or a local placement panel acting on behalf of the authority, in a particular school even if there is a waiting list for admission. Such placements will be made in accordance with the provisions of the local authority’s In-Year Fair Access Protocol. The Protocol is based on legislation and government guidance. 4. School Closures In the event of a school closure, pupils from the closing school may be given priority for any school nominated as the receiving school. Specific arrangements will be determined by the Local Authority in accordance with the School Admissions Code and will be published at the time for the specific schools affected. 5. Waiting lists When all available places have been allocated, waiting lists will be operated by schools on behalf of the local authority. Any places that become available will be allocated according to the criteria of the admission policy with no account being taken of the length of time on the waiting list or any priority order expressed as part of the main admission round. Fair Access admissions and school closure arrangements will take priority over the waiting list. The waiting list will be reviewed and revised –  each time a child is added to, or removed from, the waiting list;  when a child’s changed circumstances affect their priority;  periodically, when parents with a child on the waiting list will be contacted and asked if they wish to remain on the list for the following school year. At the time of receiving an offer of a school place parents will be advised of the process for adding their child’s name to a school’s waiting list. Parents may keep their child’s name on the waiting list of as many schools as they wish and for as long as they wish. 6. Legislation This policy takes account of all relevant legislation including the legislation on sex discrimination, race relations, and disability, together with all relevant regulations and the School Admissions Code (published by the DfE in 2012).

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3. Behaviour Management Policy

This Policy applies to all teaching staff.

Related policies and documents: Learning & Teaching; Anti-bullying and the school’s response to bullying, including cyber-bullying; Single Equality; Physical intervention policy; Special Educational Needs and Disabilities; Use of the internet; Uniform; Home School Agreement THE SENIOR LEADERSHIP TEAM OVERSEES THE APPLICATION AND MONITORING OF THIS POLICY.

Relevant Middle Leaders will have an overview of behaviour incidents and patterns of behaviour in their areas of responsibility together with resolutions; they will report regularly to their SLT line-manager. Note that this policy has been constructed in line with guidance from the Department for Education with direct reference to the documents entitled ‘Behaviour and Discipline in Schools’ and ‘Ensuring Good Behaviour in Schools’. Please also note that for the purposes of this policy, ‘parents’ refers to any adults with legal responsibility for children in their care, i.e. biological parents, legal guardians and carers.

CONTENTS OF POLICY 1. Rationale 2. Purpose 3. Principles 4. Roles and Responsibilities 5. General school rules 6. General behaviour in and around the school 7. Rewards 8. Use of mobile phones & other electronic devices in school 9. Sanctions 10. Screening, Searching and Confiscation 11. Use of Reasonable force and physical contact 12. Malicious allegations by students against school staff 13. Discipline beyond the school gate 14. Training 15. Involvement of outside agencies 16. Review

Appendices i) Statement Form ii) Teachers’ Toolkit for Positive Discipline iii) Behaviour for Learning materials iv) Managing and responding to behaviour issues: levels and actions

1. Rationale Students have a right to learn and teachers to teach and, without good behaviour, neither is possible. The school has a responsibility both to manage students’ behaviour and to encourage students to manage their own behaviour in such a way that learning and teaching can be effective in school, on school visits and on their way to and from school. Whilst it is possible to produce a

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Brighton Hill Community School list of school rules, students’ good behaviour is secured in the longer term through modelling very high expectations, respectful relationships and clear boundaries. The management of students’ behaviour in schools is a complex and challenging area for schools’ and school leadership and the aim is to ensure that effective learning and teaching can take place in a well-ordered environment. To this end, the school’s expectations of student behaviour, of the quality of teaching, of the interactions between students and staff which facilitate positive behaviour for learning and of the supportive involvement of parents and outside agencies in promoting good behaviour are high.

It is our belief that excellent student behaviour is promoted through an engaging and challenging curriculum, and from excellent teaching; to this end, the principles of Behaviour for Learning are promoted in our Learning and Teaching Policy.

This policy will also apply at other times when misbehaviour could have repercussions for the orderly running of the school, or poses a threat to another student or member of the public, or might bring the school into disrepute.

2. Purpose Our aim is to encourage students to adopt attitudes and standards which will produce a positive learning environment and a happy and ordered school atmosphere, and to:  encourage students to manage their own behaviour  praise and support positive behaviour and use preventative measures wherever possible  involve parents in the management of their children’s behaviour  provide staff, students and parents with common standards and guidelines for behaviour management  provide staff with the necessary support in dealing with incidents of challenging behaviour  identify the set procedures in managing students (in liaison with their parents) who, for whatever reason, choose to disregard the BHCS Behaviour Management Policy.

3. Principles We believe that in order to enable effective learning and teaching to take place, good behaviour in all aspects of school life is necessary. We therefore seek to create a caring learning environment in the school by:  ensuring consistency of response to both positive and negative behaviour, in the knowledge that the rigorous and consistent application of the Behaviour Management policy will result in overall student well-being and school improvement  promoting good behaviour and discipline, both within school and beyond the school gate  promoting self-esteem, self-discipline, proper regard for authority and positive relationships based on mutual respect  ensuring fairness of treatment for all  promoting/facilitating/initiating early intervention  providing a safe environment free from disruption, violence, bullying and any form of harassment  encouraging a positive relationship with parents / guardians /carers to develop a shared approach to involve them in the implementation of the school’s policy and associated procedures  having due regard to the school’s legal duties under the Equalities Act 2010, in respect of students with Special Educational Needs.

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Brighton Hill Community School

4. Roles and responsibilities To ensure the principles of this policy are met,  students will be expected to take responsibility for their own behaviour and understand how this should reflect the principles of the school policy  all staff will be responsible for ensuring that the policy and procedures are followed consistently  any incident that attracts a detention of 30 minutes or more must be recorded in SIMS. Entries made into SIMS must accurately reflect the nature and seriousness of the incident. - For example: any bad language used by a student must be recorded fully including the exact words used  parents will be expected to take responsibility for the behaviour of their child both inside and outside the school  parents will be encouraged to work in partnership with the school to maintain high standards of behaviour  parents will have the opportunity to raise with the school any issues arising from the operation of the policy by communicating in the first instance with the students’ teacher/tutor and if necessary with relevant middle leaders/senior staff  the Governing Body will establish, in consultation with the Headteacher, staff and parents, the policy for the promotion of good behaviour in the school and will keep it under review  the Governing Body will ensure that it is communicated to students and parents/ guardians/carers, is non-discriminatory and that the expectations are clear  Governors will support the school in maintaining high standards of behaviour.

5. General expectations . comply with all student-related policies . show consideration for the feelings, interests and property of others . be courteous and well mannered . comply quickly with instructions given by staff without argument . show respect for staff, other adults and fellow students and behave in a way which brings credit to themselves, their families and the school . switch off mobile phones & other electronic devices including headphones and leave them out of sight whilst on school site up to 3.15pm. . keep the school clean and tidy . conduct themselves to a high standard on journeys to and from school

Students will/must not:  smoke on the school site nor to and from school or at any time whilst wearing our uniform  be in possession of banned or prohibited items in school (see a fuller list of these items in Section 10, p. 8, of this policy), such as controlled drugs, non-prescription drugs such as ‘legal highs’, weapons, fireworks, alcohol, cigarettes or stolen goods, inappropriate materials (such as pornography)  bring gum onto the school site or chew gum on the school site  bring valuable possessions to school  leave the school premises at any time without a written request from his/her parents and and/or permission from a senior member of staff (all students leaving must sign in and out at Student Welfare and where appropriate an exeat slip must be produced)  drop litter or damage the fabric of the school or the school premises

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Brighton Hill Community School  bring into school nor consume ‘energy’ drinks such as Relentless, Monster (i.e. drinks high in caffeine or other similar stimulant chemicals) or any carbonated drinks, including carbonated water  eat during lessons, unless for authorised medical reasons  drink anything other than still water from a clear plastic bottle during lessons (at the teacher’s discretion) ; any consumption in Science and ICT lessons is not normally permitted

6. Behaviour in and around the school  In movement around the school, students should move in an orderly and quiet fashion. They should line up sensibly outside rooms and enter and leave all classrooms in a calm manner, as directed by staff.  Students should observe the one-way systems in operation around the school and should keep to the left in corridors.  All bells are action bells and students should move when informed by the teacher/tutor.  Students must be on time for school and for lessons and have the necessary equipment and books with them.  Students should only use the official entrances to the school grounds.

7. Rewards A school ethos of encouragement is central to the promotion of good behaviour. Rewards have a motivational role in helping students to realise that good behaviour is valued. Our view is success is its own reward but we also recognise that students respond positively to a system whereby they can earn points for meeting standards of good behaviour. To that end, all students can earn Merit Stamps from their subject teachers for their conduct and performance in lessons and from their tutors for attendance and punctuality; these Merit Stamps are collected in the Student Planner. Academic – Faculty Stamps  Meeting expectations – The 5 Golden Rules 1. Uniform 2. Behaviour 3. On Time 4. Equipment 5. On Task

Attendance – Merit Stamps Students receive a merit stamp if they have been punctual to both morning and lunchtime Tutor period.

8. Use of mobile phones & other electronic devices At Brighton Hill, students are normally permitted to bring mobile phones and other electronic devices to school for use if necessary before entering the school site at the start of the day and after leaving the school site at the end of the day after 3.15pm. This concession is purely, therefore, a health and safety consideration; students and families should be aware that use of mobile phones and other electronic devices between these times is not permitted unless explicitly permitted by a member of staff.

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Brighton Hill Community School If mobile phones and other electronic devices are brought into school, these items remain solely the responsibility of the student; they must be kept out of sight and switched off whilst on school site, including at Powerleague, as well as throughout break and lunchtime and up to 3.15pm.

Telephone communication between parents and students must only take place through school staff; this is so that the authority of the school is not undermined, so that learning is not interrupted and so that the safety of students is not compromised. In addition, parents are specifically requested not to send (or respond to) text messages from students during the school day.

If a student is using (or allowing another student to use) a mobile phone or other electronic device for any reason other than a legitimate one (e.g. in a lesson with permission from staff), the device will be confiscated by the member of staff concerned and kept safely until after 3.15pm. If the mobile phone contravention involves other related misdemeanours, such as rude, argumentative or obstructive behaviour, the appropriate sanction will be applied. All such devices will be placed in an envelope marked with the following details: student’s name, tutor group, date, name of staff who has confiscated the item, brief description of the item; the device will then be taken by a member of staff to the Student Welfare Office where it will be kept securely in the school’s safe (see Section 10 – Confiscation – for further details) and details of the confiscation logged onto SIMS by a member of staff in the Student Welfare Office. In the event of confiscation, a member of staff will, where possible, attempt to contact the parent to inform him/her of the confiscation and to explain how the device can be recovered at the end of a school day by the parent or by a nominated responsible adult by arrangement with the parent; ultimately, the student involved has the responsibility of explaining the confiscation to his/her parents. Repeated use of an electronic device will be reported to relevant senior staff and a suitable sanction will be issued. A sanction could involve a permanent ban on a student bringing the device into school, or other appropriate sanction, up to and including an exclusion.

9. Sanctions Teachers have statutory authority to discipline students for misbehaviour which occurs in school and, in some circumstances, outside of school (see Section 12 below). At the Headteacher’s discretion, the authority to administer sanctions in line with this policy applies to all paid staff with responsibility for students, such as teaching assistants.

Sanctions are needed to respond to inappropriate behaviour; a sanction serves as a punishment and as a deterrent. Reasonable penalties can include: confiscation, retention or disposal of a student’s property (see Section 9); internal isolation; and detention. Headteachers can also decide to exclude a student for a fixed period or to permanently exclude them.

The school uses detentions as a form of sanction; whilst home/school communication is important, parental consent is not required with regard to the serving of detentions, and parents are responsible for their children’s journey home following a detention.

Teachers also have a specific legal power to impose detention outside school hours, e.g. Saturday morning detentions.

In line with this policy, school staff will base their judgements regarding the appropriateness of a sanction on their professional experience and discretion and in the best interests of the school and U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 15

Brighton Hill Community School its student body. Normally, parents will be notified via the student’s planner and/or with a phone call regarding the setting of a detention outside normal school hours at least 24 hours before the detention is due to be served. Whilst we want to operate this and all policies with the support of parents (under the Education Act of 2011) a school wishing to detain students outside of normal school hours as a means of sanctioning unacceptable behaviour is not obliged to give 24 hours’ notice to parents, only to inform parents on the day. After school sanctions that might be used:

Length of detention Staff involved

Up to 10 minutes detention Class teacher/tutor after school hours

10-30 minutes detention after Class teacher/tutor school hours

60 minute detention after Class teacher/tutor school hours

75 minute detention after Heads of Faculty/ school hours Student support leaders

90 minute Senior Staff Senior Leadership Team Detention after school hours

Student Isolation Senior Leadership Team by arrangement

Saturday morning detention Headteacher/nominated 24 hours’ notice member of staff

Fixed Term Exclusion Headteacher Communicated with parents in line with Local Authority guidelines & procedures

Permanent Exclusion Headteacher/Governing In line with Local Authority Body/Local Authority guidelines & procedures

10. Screening, Searching and Confiscation

Screening: . Schools can require students to undergo screening by a walk-through or hand-held metal detector (arch or wand) even if they do not suspect them of having a weapon and without the consent of the students. . Any member of staff may screen students.

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Brighton Hill Community School . If a student refuses to be screened, the school may refuse to have the student on the premises. If the student continues to fail to comply and the school does not allow the student on the premises, the school has not excluded the student and the student’s absence will be treated as unauthorised.

Searching with the student’s consent: . School staff can search students with their consent for any item which is banned by the school rules and/or prohibited by law (see list in Section 10). Schools are not required to have formal written consent from the student for this sort of search – it is enough for the teacher to ask the student to turn out his or her pockets or look in the student’s bag or through outer clothing when removed or locker (in the student’s presence at the moment, pending changes to home/school agreement) and for the student to consent. . There is no legal requirement to make or keep a record of a search. . Schools are not required to inform parents before a search takes place or to seek their consent to search their child.

Searching without the student’s consent: . The Headteacher (and staff authorised by him) has a statutory power to search a student or his/her possessions, without the student’s consent, where there is a suspicion that the student has certain prohibited items**. When searching without consent, there should be two members of staff (of the same gender as the student being searched where possible) present at all times. . Searches can be carried out where staff have reasonable suspicion that items have been used to cause an offence, harm to a student or damage to property. . If the student refuses to be searched or have his/her belongings searched for suspected prohibited items, the school can ask the parents and/or the police to carry out the search. . There is no legal requirement to make or keep a record of a search. . Schools are not required to inform parents before a search takes place or to seek their consent to search their child.

Other issues pertaining to searches . Electronic devices including mobile phones can be searched and their data/files searched/erased if there is good reason to do so. . If the student refuses to be searched or have his/her belongings searched, this refusal will be treated as ‘refusing to follow an instruction’ and incur the appropriate sanction. . If a student refuses to attend school because they will not allow himself or herself to be searched, it will be recorded as an unauthorised absence, not an exclusion. . We will inform parents if banned or prohibited items are found as a result of a search.

Confiscation:  The member of staff who has conducted a search for a prohibited or banned item, or an item which they consider harmful or detrimental to school discipline, can use his/her discretion to confiscate, retain and/or destroy any item found as a result of a ‘with consent’ search, as long as it is reasonable in the circumstances. Where any item is thought to be a weapon, controlled drugs or a stolen item, it must be passed to the police, unless there is good reason not to do so, as a result of a ‘with consent’ or ‘without consent’ search. The Headteacher will decide when and if to return other confiscated items, in line with the Education Act 2011.

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Brighton Hill Community School . Students found in possession of prohibited items will move to Stage 5 of the Behaviour Intervention Programme.

*Banned items at BHCS: cigarettes/tobacco products, including e-cigarettes or other simulated cigarette/nicotine related products; chewing gum; carbonated drinks and energy drinks high in caffeine content, e.g. Monster, Relentless; fireworks/firecrackers; matches/lighters; water pistols or any toy that resembles a weapon; chemical substances other than controlled drugs, e.g. ‘legal highs’; pornographic material; also any other items or materials that are prohibited for children under the age of 16 if the student in question is under the age of 16 that do not appear in the ‘Prohibited items’ list.

**Prohibited items: weapons, knives, alcohol, illegal/controlled drugs, stolen items.

11. Use of restrictive physical intervention We do all we can within our school to manage behaviour positively. However, there are times when we may need to use force to keep a child or children safe, or to maintain good order within the school. In such cases, we would always act within the principle of reasonable force; 'reasonable' means using no more force than is necessary.

The Children Services department acknowledges that there may be times when restrictive physical intervention is an appropriate response to the risks present in a given situation. The intervention must be reasonable and proportionate in relation to the situation. The force used needs to be in proportion to the risks present and the minimum needed to achieve the desired result. All school staff may use physical control or restraint when a student is: (a) committing an offence (or, for a student under the age of criminal responsibility, what would be an offence for an older student); (b) is causing personal injury to, or damage to the property of, any person (including the student himself/herself); (c) prejudicing the maintenance of good order and discipline at the school or among any students receiving education at the school, whether during a teaching session or otherwise.

12. Malicious allegations/accusations by students against school staff Allegations of abuse of students by school staff are taken seriously and we will deal with allegation quickly in a fair and consistent way that provides effective protection for the child and supports the person who is the subject of the allegation. Students who are found to have made false allegations will/are likely to be sanctioned with a Fixed Term or Permanent exclusion.

13. Discipline beyond the school gate . Where instances of non-criminal poor behaviour by students are reported to have occurred whilst the students are either on the way to/from school/a school activity, they will be dealt with in line with the Behaviour Management policy. The responsibility for administering the appropriate sanction may be delegated by the Senior Leadership Team to a relevant middle leader. . Where instances of bullying occur, either verbal or using social media, students will be sanctioned in the same way as if it occurred within school. BHCS will support parents with evidence, where available, should they wish to pursue prosecution when bullying and intimidation fails to cease after intervention strategies.

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Brighton Hill Community School . Where instances of anti-social behaviour have taken place outside school which are clearly associated with and/or threaten the good order/reputation of the school, the Headteacher may take action, up to and including excluding the student.

14. Training The Governing Body will ensure that the Senior Leadership Team will provide appropriate high quality training on all aspects of behaviour management to support the implementation of the policy.

15. Involvement of outside agencies . The school works inclusively with external agencies. The Student Support Team seeks appropriate support from them to ensure that the needs of all students are met by utilising the range of external support available. . If a student is continuously disruptive and fails to respond positively to the support structure offered within school (outlined in the School’s ‘Student Support & Guidance Directory’) and, in the relevant Middle Leaders’ professional judgement, the students’ parents are not able/willing to provide the necessary support, the relevant external agency will be contacted and the matter discussed. Relevant Middle Leaders will then discuss the student and the support available from the external agency with the Assistant Headteacher who will decide how to proceed.

16. Review The Headteacher will undertake an annual systematic monitoring and review of the behaviour management policy and procedures in order to evaluate it and ensure that the operation is effective, fair and consistent. The Head teacher will keep the Governing Body informed.

The Governing Body will regularly review this policy and associated procedures to ensure its continuing effectiveness and impact.

THE MONITORING AND REVIEW PROCEDURE FOR THIS POLICY IS AS FOLLOWS:

The relevant staff will report to the Headteacher in review meetings.

Last Ratified: June 2013

Review: June 2014

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Brighton Hill Community School

4. Charging and Remission Policy Introduction 1. This charging policy has been compiled in line with DCSF requirements and in accordance with s457 of the Education Act, 1996 School Trips 2. Day Trips – No charge will be levied in respect of day trips that take place during School hours or are part of the curriculum (but also refer to Section 8) 3. Residential Trips – Essential – For residential trips which are essential to the National Curriculum, statutory RE or in preparation for prescribed examinations, a charge will be levied for board and lodgings 4. Residential Trips – Non-essential – For residential trips which are not essential to the National Curriculum, statutory RE or in preparation for prescribed examinations: if the amount of School time on the trip is less than half of the total time of the trip, a charge will be levied up to the full cost of the trip a. If the amount of School time on the trip is half or more of the total time of the trip, a charge will be levied for board and lodging Examination Entries

The school will only pay for a single entry per subject, at the level determined by the Head teacher, for prescribed public examinations for which the school has prepared the student, unless it is decided not to make an entry on educational grounds. Parents will be advised if a decision not to enter a student is made.

Any additional entry, or entry at a level or for such an examination that is not recommended by the Head teacher, must be paid for by the parents.

If a student 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, then the Governing Body may recover the fee from the parents.

Some students may be entered for additional examinations, e.g. i. ‘non-prescribed' examinations (e.g. music grade examinations) ii. prescribed examinations for which students have not been prepared in the timetabled curriculum iii. ‘re-sits' of prescribed examinations. In the case of illness a doctors certificate must be produced In all these cases, the school will charge parents the full cost of these examination entries. If a parent is unable to pay, the following circumstances maybe taken into consideration.

 Income Support (IS);  Income Based Jobseekers Allowance (IBJSA);  support under part VI of the Immigration and Asylum Act 1999;  Child Tax Credit, provided that Working Tax Credit is not also received and the family’s income (as assessed by Her Majesty’s Revenue and Customs) does not exceed £15,575 (Financial Year 2008/09);  the guarantee element of State Pension Credit; and

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Brighton Hill Community School  an income related employment and support allowance that was introduced on 27 October 2008. 5. A charge will be levied in respect of examination entries for students where the School has not prepared the student for the examination 6. A charge will be levied in respect of examination entries for students where - the School has prepared the student for the examination and - it considers that for educational reasons the student should not be entered and - the student’s parent/guardian wishes the student to be entered (or student him/herself when over 18 years old 7. In these circumstances, if the student subsequently passes the examination, the School may refund the cost 8. A charge may be levied for students re-sitting an examination

9. A charge will be levied where a student fails without good reason to complete the requirements of any public examination where the School paid or agreed to pay the entry fee 10. The charge levied in 6 – 8 above will be the cost of the examination entry, plus any application centre Materials and Textbooks 11. Where a student or parent/guardian wishes to retain items produced as a result of art, craft and design, or design and technology, a charge may be levied for the cost of the materials used. In the case of food technology, students usually provide their own ingredients, but if the student forgets, the School provides the ingredients and levies a charge. Textbooks are provided free of charge, but in some subjects, additional revision guides are available, for which a charge is made Music Tuition 12. The school levies charges in respect of individual music tuition, and group music tuition up to and including 4 persons, if the teaching is not an essential part of either the National Curriculum or a public examination syllabus being followed by the student. 50% discount is available to students whose families are entitled to free school meals Activities Outside School Hours 13. No charge will be made for activities outside school hours that are part of the National Curriculum or religious education, or that form an essential part of the syllabus for an approved examination 14. If a student is prepared outside school hours for an examination that is not set out in regulations (the full list of which is available from the School), a charge will be levied for tuition and other costs 15. For all other activities outside School hours, a charge up to the cost of the activity will be levied Damage/Loss to Property 16. A charge will be levied in respect of wilful damage, neglect or loss of School property (including premises, furniture) equipment, books or materials), the charge to be the cost of replacement or repair, or such lower cost as the Headteacher may decide 17. A charge will be levied in respect of wilful damage, neglect or loss of property (including premises, furniture, equipment, books or materials) belonging to a third party, where the cost has been recharged to the School. The charge to be the cost of replacement or repair, or such lower cost as the Headteacher may decide

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Brighton Hill Community School

Voluntary Contributions 18. Where the School cannot levy charges, and it is not possible to make these additional activities within the resources ordinarily available to the School, the School may request or invite parents/guardians to make a contribution towards the cost of the trip. Students will not be treated differently according to whether or not their parents/guardians have made any contribution in response to the request or invitation. However, where there are not enough voluntary contributions to make the activity possible, then it will be cancelled Lettings 19. The School will make its facilities available to users at a charge of at least the cost of providing the facilities. The scale of charges will be determined annually by the Finance Committee. For users connected to the School, e.g., BHCCA, the charge will be based on the site staff overtime costs Other Charges 20. The Headteacher, Finance Committee or Governing Body may levy charges for miscellaneous services up to the cost of providing such services e.g., for providing a copy of an OfSTED report Remissions Policy 21. If the parent/guardian of a student is in receipt of income support, income based jobseekers’ allowance, support under part VI of the Immigration and Asylum Act 1999; or Child tax credit (providing that they do not also receive Working Tax Credit and have an annual income, assessed by the Inland Revenue, that does not exceed £13,230), charges in respect of board and lodging will be remitted in full

22. The Headteacher, Finance Committee or Governing Body may remit in full or part charges in respect of a student, if it feels it is reasonable in the circumstances

23. The Headteacher, Finance Committee or Governing Body may decide not to levy charges in respect of a particular activity, if it feels it is reasonable in the circumstances

Ratified: July 2012

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Brighton Hill Community School 5. Child Protection and Safeguarding CHILD PROTECTION The School fully recognises its responsibility to safeguard and promote the welfare of our students. The purpose of this policy is to provide staff, volunteers and governors with the guidance they need in order to keep children safe and secure in our school and to inform parents and guardians how we will safeguard their children whilst in our care. Context: We recognise that children have a right to feel secure and cannot learn effectively unless they do so. All children have a right to be protected from abuse. Whilst the school will work openly with parents as far as possible, the school reserves the right to contact Children’s Social Care or the Police, without notifying the parents / guardians if this is in the child’s best interests. OBJECTIVE:  To safeguard students from harm and promote their welfare. DEFINITION - A student is considered to be at risk of significant harm when his or her basic needs are not being met, through avoidable acts of either commission or omission. This includes neglect and physical, emotional and sexual abuse, or a combination of such types of abuse. CPLO -Child Protection Liaison Officers (CPLOs) registered by the County’s interagency child protection project. THIS POLICY APPLIES TO ALL STAFF, GOVERNORS AND VOLUNTEERS WORKING IN THE SCHOOL. The aim of these procedures is to prevent children being abused and to safeguard and promote the welfare of students at this school in the following ways:-  Raise awareness of child protection and safeguarding roles and responsibilities with Staff, Governors and Volunteers.  Develop, implement and review procedures in the school that enable staff and volunteers to identify and report cases, or suspected cases of abuse.  Support students who have been abused in accordance with their agreed child protection plan.  Support students with additional needs, e.g. through CAF.  Ensure the practice of safe recruitment in checking and recording the suitability of staff and volunteers to work with children.  Establish a safe environment in which students can learn and develop.  Ensure that allegations or concerns against staff are dealt with in accordance with DfE and local guidance. A. STAFF The school recognises that because of their day to day contact with the students, school staff are well placed to observe the outward signs of abuse. All school staff will: - All staff will be alert to signs of abuse and report any concerns to a CPLO. - Establish and maintain an environment where students feel secure, are encouraged to talk and are listened to. - Ensure that students know that there are adults in the school whom they can approach if they are worried about any problems. - Include opportunities in the curriculum and in particular in Preparation 4 Life lessons for students to develop the skills they need to recognise and stay safe from abuse. - Follow the procedures set out by the Local Safeguarding Children’s Board and the Local Authority and take account of guidance issued by the Department for Education.

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Brighton Hill Community School - Treat all disclosures with the strictest confidence. - Ensure that parents have an understanding of the responsibility placed on the school and its staff for child protection by setting out its obligations in the school prospectus and that parents / guardians are offered a copy of the policy on request. - Notify parents/guardians of concerns, and provide them with the opportunities to change the situation, where this does not put the student at greater risk. - Notify the allocated Social Worker if there is an unexplained absence of more than two days of a student with a child protection plan. - Develop effective links with Children’s Social Care and co-operate with their enquiries regarding child protection matters including attendance at Child Protection Case Conferences. - Liaise with other agencies that support students such as Child & Adolescent Mental Health (CAMHs), The Locality Team and the Educational Psychology Service through normal referral routes and the CAF process. - Ensure that there is a senior designated person (CPLO). - Any member of staff who suspects a student of being ‘at risk’ or who is party to a disclosure of significant harm will - - listen to the student, without questioning or guaranteeing confidentiality, - immediately inform the CPLO, - within 24 hours make a signed and dated written record of what the student said and pass this to the CPLO. - In recognition of these procedures all staff at BHCS are required, annually, to sign the Staff Policy Agreement Form; these are held centrally by the Deputy Headteacher B. CPLO In Brighton Hill Community School the CPLO is – Mr Brett Coley The CPLO will: - Ensure that the Governing Body understand their responsibilities under section 175 of the Education Act 2002. - Ensure that they have received appropriate training and attend training every 2 years. - Ensure that every member of staff, volunteer and governor knows the name of the designated person (CPLO), their role and their contact details. - Ensure that all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated person (CPLO). - Ensure that whole school training occurs every 3 years so that every member of staff, volunteer and governor can fulfil their child protection responsibilities effectively and to comply with the requirements set out in ‘Safeguarding Children and Safer Recruitment in Education’ guidance (DCSF 2007) - CPLOs when alerted to a child protection issue will - - immediately take appropriate action including warning other schools via the School Safe procedure - be available to advise staff on child protection guidelines and procedures, - liaise with Children’s Social Care as per the LA Child Protection Procedures and attend case conferences as and when necessary. - Keep written records securely and separately from the main student file and use these records to assess the likelihood of risk.

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Brighton Hill Community School - Ensure that copies of child protection records and or records of concern are transferred accordingly (separate from student files) when a student leaves the school. - Ensure that, where a student on a Child Protection Plan, or is a Looked After child (CIC), leaves the school, their information is transferred to the new school immediately and that their Social Worker is informed.

C. ENCOURAGING STUDENTS TO STAY SAFE Students at the school will be encouraged to stay safe through: - The content of the curriculum and in particular through PSHEE. - The school ethos which promotes a positive, supportive and secure environment and gives students a sense of being valued. - The creation of a culture which helps students to feel safe and able to talk freely about their concerns, believing that they will be listened to and valued. - D. PROCEDURES IF A MEMBER OF STAFF IS ACCUSED OF ABUSE - The procedures outlined in the Hampshire Manual of Personnel Practice will be followed through all stages - Allegations must be reported to the Headteacher immediately unless the Headteacher is the person against whom the allegation is made, in which case it must be reported to the Chairman of Governors. - The Headteacher or Chair of Governors will contact the LADO (Local Authority Designated Officer on 01962 87265/876255. - Further procedures will depend upon the outcome of the initial consideration and will be carried out as per the DfE guidelines. THE MONITORING AND REVIEW PROCEDURE FOR THIS POLICY IS AS FOLLOWS: The Lead Manager will – Inform the Headteacher of any ‘active’ cases of significant harm under investigation. Complete the Annual Review Form in line with Hampshire Safeguarding Children’s Board procedures and the following Local Authority Procedures and DfE guidance.

Working Together to Safeguard Children (2013) \\Admindc1\slt$\Safeguarding\working together.pdf Safeguarding Our Children - 4LSCB Procedures (2007) Safeguarding Children & Safer Recruitment in Education ( DCSF 2007) Child Protection - Dealing with Allegations against, and concerns about Staff ( HCC 2006) Guidance for Safer Working practices for Adults who Work with Children & Young People (2007) What to do if you are Worried a Child is Being Abused ( HM Govt. 2006)

Date Reviewed and ratified by Governing Body: May 2012

Date of CPLO Refresher Training: July 2013 Date of Whole School Training: 03/09/2013

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Brighton Hill Community School

Child Protection Briefing sheet for Temporary and Supply Staff

For supply staff and those on short contracts in BRIGHTON HILL COMMUNITY SCHOOL

While working in Brighton Hill Community School, you have a duty of care towards the students here. This means that at all times you should act in a way that is consistent with their safety and welfare. In addition, if at any time you have a concern about a child or young person, particularly if you think they may be at risk of abuse or neglect, it is your responsibility to share that concern with the school Child Protection Liaison Officer (CPLO), who is Mr. Brett Coley and can be contacted on 01256 362504 or by e-mail [email protected]

This is not an exhaustive list but you may have become concerned as a result of:  observing a physical injury, which you think may have been non-accidental.  observing something in the appearance of a child or young person which suggests they are not being sufficiently well cared for.  observing behavior that leads you to be concerned about a child or young person.  a child or young person telling you that they have been subjected to some form of abuse.

In any of the circumstances listed here, you must write down what you saw or heard, date and sign your account, and give it to the CPLO, a record form can be obtained from the CPLO. This may be the beginning of a legal process – it is important to understand that legal action against a perpetrator can be seriously damaged by any suggestion that the child has been led in any way.

If a child talks to you about abuse, you should follow these guidelines:  Rather than directly questioning the child, just listen and be supportive. Never stop a child who is freely recalling significant events, but don’t push the child to tell you more than they wish.  Make it clear that you may need to pass on information to staff in other agencies that may be able to help – do not promise confidentiality. You are obliged to share any information relating to abuse or neglect.  Write an account of the conversation immediately, as close to verbatim as possible. Put the date and timings on it, and mention anyone else who was present. Then sign it, and give your record to the designated person/child protection officer, who should contact children’s social care if appropriate.

The school has a policy on safeguarding children and young people which you can find, together with the local procedures to be followed by all staff, in the School Handbook (available from Les Thomas, Heads PA and on the T drive of the school network) . Remember, if you have a concern, discuss it with the CPLO.

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Brighton Hill Community School 5. Safeguarding Policy and Procedure OBJECTIVE – To ensure that all adults who come into contact with students at Brighton Hill Community School in their work understand that they have a duty of care to safeguard and promote their well being.

THIS POLICY APPLIES TO ALL SCHOOL STAFF AND ADULTS WORKING WITH STUDENTS ON BEHALF OF THE SCHOOL. Staff will be made aware of this policy through:  Induction programmes  Training opportunities  Staff meetings The Children Act 2004, through the Stay Safe outcome of Every Child Matters Change for Children programme, places a duty of care on organisations to safeguard and promote the well-being of children and young people. This includes the need to ensure that all adults who work with or on behalf of children and young people in these organisations are competent, confident and safe to do so. The vast majority of adults who work with children act professionally and aim to provide a safe and supportive environment which secures the well-being and very best outcomes for children and young people in their care. However, it is recognised that in this area of work tensions and misunderstandings can occur. It is here that the behaviour of adults can give rise to allegations of abuse being made against them. Allegations may be malicious or misplaced. They may arise from differing perceptions of the same event, but when they occur, they are inevitably distressing and difficult for all concerned. Equally it must be recognised that some allegations will be genuine and there are adults who will deliberately seek out, create or exploit opportunities to abuse children. It is therefore essential that all possible steps are taken to safeguard children and young people and ensure that the adults working with them are safe to do so. (Allegations Management Advisers – Guidance for Safer Working Practice for Adults who work with Children and Young People) This policy has been developed from the guidance issued in “Guidance for Safer Working Practice for Adults who work with Children and Young People – Allegations Management Advisers which was commissioned by the DCSF November 2007. “Safeguarding Children and Safer Recruitment in Education” DCSF A – Underpinning Principles of this Policy  The welfare of our students is paramount. (Children Act 1989)  It is the responsibility of all adults working for or with the school to safeguard and promote the welfare of our students.  Adults who work with our students are responsible for their own actions and behaviour and should avoid any conduct which would lead any reasonable person to question their motivation and intentions.  Adults should work and be seen to work in an open and transparent way.  The same professional standards should always be applied regardless of culture, disability, gender, language, racial origin, religious belief and/or sexual identity.  Adults should continually monitor and review their practice and ensure they follow the policy. B- Duty of Care

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Brighton Hill Community School All adults who work with or on behalf of our students are accountable for the way in which they exercise authority; manage risk; use resources; and safeguard our students. Adults will:  Understand the responsibilities which are part of their employment or role and be aware that sanctions will be applied if these provisions are breached.  Always act, and be seen to act in the child’s best interests.  Avoid any conduct which would lead any reasonable person to question their motivation and intentions.  Take responsibility for their own actions and behaviour. The school will:  Ensure appropriate safeguarding and child protection policies and procedures are adopted, implemented and monitored.  Ensure that codes of conduct/practices are continually monitored and reviewed  Ensure that where services or activities are provided by another body, the body concerned has appropriate safeguarding policies and procedures.  Foster a culture of openness and support.  Ensure that systems are in place for concerns to be raised.  Ensure that adults are not placed in situations that render them particularly vulnerable.  Ensure that all job descriptions and person specifications clearly identify the competences necessary to fulfil the duty of care. C – Confidentiality (Information Sharing and Confidentiality)

Adults may have access to confidential information about students in order to undertake their responsibilities. This information can only be shared when it is in the interest of the student. Such information must not be used to intimidate, humiliate or embarrass the student. The sharing of information is covered in the confidentiality policy. The storing and processing of information about the students is governed by the Data Protection Act 1998. Whilst adults need to be aware of the need to listen to and support students, they must also understand the importance of not promising to keep secrets; neither should they ask a student to keep a secret under any circumstance. Adults will:  Be clear about when information can be shared and in what circumstances it is appropriate to do so  Treat information about students in a discreet and confidential manner.  Know to whom concerns or allegations should be reported.

D - Making a Professional Judgement

There may be occasions and circumstances in which adults have to take action in the best interest of the student which are not covered by guidance. Such judgements should be recorded and shared with a senior manager. Adults will:  Discuss the circumstances that informed their action with a senior manager.  Always discuss any misunderstanding, accidents or threats with a senior manager.  Record discussions and reasons for actions taken.

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Brighton Hill Community School  Record any areas of disagreement about course of action taken and if necessary refer to a higher authority. E – Power and Positions of Trust All adults working with students are in a position of trust in relation to the students in their care. A relationship of trust can be described as one in which the adult is in a position of power and influence over the student by virtue of their work or the nature of their activity, they must understand the power this can give them over those they care for and the responsibility they must exercise as a consequence of this relationship. A relationship between an adult and a young person can not be a relationship of equals. Adults have a responsibility to ensure that an unequal balance of power is not used for personal advantage or gratification.

Where a person aged 18 or over is in a specified position of trust with a child under 18, it is an offence for that person to engage in sexual activity with or in the presence of that young person or to cause or incite that young person to engage in or watch sexual activity. Adults will not:  Use their position to gain access to information for their own or others advantage.  Use their position to intimidate, bully, humiliate, threaten, coerce or undermine the students.  Use their status or standing to form or promote relationships which are of a sexual nature, or which may become so. F – Propriety and Behaviour

All adults working with children and young people have a responsibility to maintain public confidence in their ability to safeguard the welfare and best interests of the students. It is expected that they will adopt high standards of personal conduct in order to maintain the confidence and respect of the public in general and all those with whom they work.

There may be times when an adult’s behaviour or actions in their personal life come under scrutiny from local communities, the media or public authorities. This could be because their behaviour is considered to compromise their position in their workplace or indicate an unsuitability to work with children or young people. Misuse of drugs, alcohol or acts of violence would be examples of such behaviour.

The behaviour of an adult’s partner or other family members may raise similar concerns and require careful consideration by an employer as to whether there may be a potential risk to students in the workplace.

Adults in contact with students should understand and be aware, that safe practice also involves using judgment and integrity about the behaviours in places other than the work setting of school.

Adults will not:  Behave in a manner which would lead any reasonable person to question their suitability to work with children or young people or act as a role model.  Make or encourage others to make, unprofessional personal comments which scapegoat, demean or humiliate or which might be interpreted as such. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 29

Brighton Hill Community School Adults will:  Be aware that behaviour in their personal lives may impact upon their work with students  Follow appropriate codes of conduct e.g. Code of Conduct and Practice for registered Teachers – GTC G – Dress and Appearance A person’s dress and appearance are matters of personal choice and self-expression. However, adults should dress in ways which are appropriate to their role and this may need to be different to how they dress when not in work. Dress should be appropriate for the tasks and the work which is undertaken. Those who dress in a manner which could be considered as inappropriate could render themselves vulnerable to criticism or allegations. Adults will wear clothing which:  Is appropriate to their role.  Is not likely to be viewed as offensive, revealing or sexually provocative.  Does not distract, cause embarrassment or give rise to misunderstanding.  Is absent of any political or otherwise contentious slogans.  Is not considered to be discriminatory and is culturally sensitive. H – Personal Living Space No child or young person should be in or invited into , the home of an adult who works with them, unless the reason for this has been firmly established and agreed with the parents/carers and senior managers or the home has been designated as a work place e.g. childminders, foster carers. Under no circumstances should children or young people assist with chores or tasks in the home of an adult who works with them. Neither should they be asked to do so by friends or family of that adult. Adults will:  Be vigilant in maintaining their privacy and be mindful of the need to avoid placing themselves in vulnerable situations.  Be mindful of the need to maintain professional boundaries.  Refrain from asking children or young people to undertake personal jobs or errands. I – Gifts, Rewards and Favouritism The giving of gifts or rewards to students must be part of the Behaviour Management policy (number 7) for rewarding students and supporting positive behaviour or for recognition of a particular achievement. Gifts as rewards should be recorded and discussed with the line manager or parent/carer. Adults will:  Reward students according to the Behaviour Management policy.  Ensure that gifts received or given in situations which may be misconstrued are declared.  Ensure that all selection processes which concern students are fair and that wherever practicable these are undertaken and agreed by more than one member of staff. J – Infatuation Occasionally a student may develop an infatuation with an adult who works with them. These adults should deal with these situations sensitively and appropriately to maintain the dignity and safety of all concerned. They should remain aware that such infatuations carry a high risk of

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Brighton Hill Community School words or actions being misinterpreted and should therefore make every effort to ensure that their own behaviour is above reproach. An adult who becomes aware of a student developing an infatuation, should discuss this with a senior manager or parent/carer so appropriate action can be taken to avoid any hurt, distress or embarrassment. Adults will:  Report and record any incidents or indications (verbal, written or physical) that suggest a student may have developed an infatuation with an adult in the workplace.  Always acknowledge and maintain professional boundaries. K – Communication with Students Communication between students and adults, by whatever method, should take place within clear and explicit professional boundaries. This includes the wider use of technology such as mobile phones text messaging, e-mails, digital cameras, videos, web-cams, websites and blogs. Adults should not share any personal information with a student. They should not request or respond to any personal information from students, other than that which might be appropriate as part of their professional role. Adults should ensure that all communications are transparent and open to scrutiny. Adults should also be circumspect in their communications with students so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as grooming. E-mail usage should adhere to the E-mail policy Adults will:  Not give their personal contact details to students including their personal mobile telephone number.  Only make contact with students for professional reasons.  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 to send personal messages to students.  Not accept students or past students under the age of 18 as friends on any social networking sites such as Facebook. L – Social Contact Adults who work with children and young people should not seek to have social contact with them or their families, unless the reason for this has been firmly established and agreed with senior managers. Adults will:  Have no secret social contact with students or their parents/carers.  Will not use facebook or other social network sites to contact students M – Sexual Contact All adults must clearly understand the need to maintain appropriate boundaries in their contacts with children and young people. Intimate or sexual relationships between children/young people and adults who work with them will be regarded as a grave breach of trust. Allowing or

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Brighton Hill Community School encouraging a relationship to develop in a way which might lead to a sexual relationship is also unacceptable. Any sexual activity between an adult and a child or young person with whom they work will be regarded as a criminal offence and will always be a matter for disciplinary action. Adults will not:  Have sexual relationships with children and young people.  Have any form of communication with a student which could be interpreted as sexually suggestive or provocative i.e. verbal comments, letters, notes, e-mail, phone calls, texts, physical contact.  Make sexual remarks to or about a student.  Discuss their own sexual relationships with or in the presence of students. Adults will:  Ensure that their relationships with students clearly take place within the boundaries of a respectful professional relationship.  Take care that their language or conduct does not give rise to comment or speculation. Attitudes, demeanour and language all require care and thought, particularly when members of staff are dealing with adolescent boys and girls. N – Physical Contact There are occasions when it is entirely appropriate for adults to have some physical contact with students with whom they are working. However, it is absolutely crucial that in all circumstances, adults should only touch children in ways which are appropriate to their professional or agreed role and responsibilities. Not all students feel comfortable about physical contact and adults should not make the assumption that it is acceptable practice to use touch as a means of communication. Permission should be sought before physical contact is made. Physical contact should never be secretive, or for the gratification of the adult, or represent a misuse of authority. If an adult believes that their action could be misinterpreted, or if an action is observed by another as being inappropriate or possibly abusive, the incident and circumstances should be reported to a senior manager / CPLO. Parents/carers should also be informed in such circumstances. It is recognised that some children who have experienced abuse may seek inappropriate physical contact.

Adults who work in certain settings, for example sports, drama or outdoor activities will have to initiate some physical contact with children for example to demonstrate techniques on a particular piece of equipment etc. Physical contact should take place only when it is necessary in relation to a particular activity. It should take place in a safe and open environment i.e. one that is easily observed by others and last for the minimum time necessary. Adults will:  Be aware that even well intentioned physical contact may be misconstrued by the child, an observer or by anyone to whom this action is described.  Never touch a child in a way which may be considered indecent.  Always be prepared to report and explain actions and accept that all physical contact be open to scrutiny.  Not indulge in horseplay.  Work within Health and Safety regulations. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 32

Brighton Hill Community School  Be aware of cultural or religious views about touching and always be sensitive to issues of gender.  Understand that physical contact in some circumstances can be easily misinterpreted.  Always explain to a student the reason why contact is necessary and what form the contact will take.  Conduct activities where they can be seen by others. O – Behaviour Management All children and young people have a right to be treated with respect and dignity even in those circumstances where they display difficult or challenging behaviour. Adults should not use any form of degrading treatment to punish a student. The use of sarcasm, demeaning or insensitive comments towards children and young people is not acceptable in any situation. Any sanctions or rewards used should be part of the Behaviour Management policy. The use of corporal punishment is not acceptable. Where students display difficult or challenging behaviour adults must follow the behaviour management policy and use strategies appropriate to the circumstances and situation. The use of physical intervention can only be justified in exceptional circumstances and must be used as a last resort when other behaviour management strategies have failed. (Physical Restraint policy number 12) Adults will:  Not use force as a form of punishment  Always try to defuse situations before they escalate.  Be mindful of factors which may impact upon a student’s behaviour e.g. bullying, abuse and where necessary take appropriate action.  Inform parents/carers of any behaviour management techniques used. P – Use of Control and Physical Intervention (Physical Intervention policy number 12) There are circumstances in which adults working with children displaying extreme behaviours can legitimately intervene by using either non-restrictive or restrictive physical interventions. The use of physical intervention should, wherever possible be avoided. It should only be used to manage a student’s behaviour if it is necessary to prevent personal injury to the child, other children or an adult, to prevent serious damage to property or in what would reasonably be regarded as exceptional circumstances Adults will:  Adhere to the Physical Intervention policy  Always seek to defuse situations.  Always use minimum force for the shortest period necessary.  Record and report as soon as possible after the event any incident where physical restraint has been used on form PR1. Q – First Aid and Administration of Medication It is expected that adults working with children and young people should be aware of basic first aid techniques. When administering first aid, wherever possible, adults should ensure that another adult is aware of the action being taken. Parents should always be informed when first aid has been administered. In circumstances where children need medication regularly a health care plan should be in place to ensure the safety and protection of children and the adults who are working with them. The School will:

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Brighton Hill Community School  Ensure there are trained and named individuals to undertake first aid responsibilities.  Ensure that training is regularly monitored and updated.  Ensure that arrangements are in place to obtain parental consent for the administration of first aid or medication. Adults will:  Adhere to the school policy for administrating first aid and or medication  Comply with the reporting and recording requirements for the administration of medication or aid.  Make other adults aware of the task being undertaken.  Explain to the student what is happening.  Have due regard to any health plan which is in place.  Always ensure that an appropriate health/risk assessment is undertaken prior to undertaking certain activities. R – One to One Situations Where there is a need for an adult to work on a one to one basis with a student due regard should be taken to the safeguarding of the student and of the adult. One to one situations have the potential to make young people more vulnerable to harm by those who seek to harm them. Adults working in these situations may also be more vulnerable to unjust or unfounded allegations being made against them. Meeting with children and young people should not take place without the agreement of senior managers and parents or carers. Adults should:  Avoid meeting with a student in remote, secluded areas.  Always inform colleagues and /or parents/carers about the contact beforehand, assessing the need to have them present or close by.  Avoid the use of ‘engaged’ or similar signs. Such signs may create an opportunity for secrecy or the interpretation of secrecy.  Always report any situation where a student becomes distressed or angry to a senior colleague and complete a referral form.  Carefully consider the needs and circumstances of the student when in a one to one situation. S – Home Visits There will be very few occasions for adults working at the school to need to consider a home visit. In situations where a home visit is appropriate colleagues from external agencies will be involved who will have been trained to assess the risk factors. Under no circumstances should an adult visit a student in their home outside agreed working arrangements or invite a student to their own home or that of a family member, colleague or friend. If in an emergency, such a one off arrangement is required the adult must have a prior discussion with a senior manager and the parents/carers and a clear justification for such an arrangement is agreed and recorded. Adults should:  Agree the purpose of any home visit with senior management, unless this is an integral part of their role e.g. Parent Support Advisor.  Adhere to risk management strategies.

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Brighton Hill Community School  Always make detailed records including times of arrival and departure and work undertaken.  Ensure that any behaviour or situation that gives rise to concern is discussed with their manager and where appropriate action taken.  Ensure that adults have access to a mobile telephone and an emergency contact person. T – Transporting Students There will be occasions when adults are expected to transport students as part of their duties. Adults who are expected to use their own vehicle for transporting students must ensure that the vehicle is roadworthy, appropriately insured and that the maximum capacity is not exceeded. It is the responsibility of the adult to ensure that seat belts are worn correctly. It is inappropriate for adults to offer lifts to a student outside their normal working duties, unless this has been brought to the attention of the line manager or has been agreed with the parents/carers. There may be occasions when the student requires transport in an emergency situation or when not to give a lift may place a student at risk. Such circumstances must always be reported to a senior manager and the parents/carers. Adults will:  Ensure that they are fit to drive and free from any drugs, alcohol or medication which is likely to impair judgement and or ability to drive.  Be aware that the safety and well-being of the student is their responsibility until they are safely passed over to their parent/carer.  Record details of their journey on a school referral form.  Ensure that their behaviour is appropriate at all times.  Ensure that the vehicle is roadworthy, appropriately insured, that the maximum capacity is not exceeded and that seatbelts are worn correctly. U – Trips and Outings (The Preparation and Management of Off-site Activities) Adults must take particular care when supervising students on trips and outings. Adults remain in a position of trust and need to ensure that their behaviour remains professional at all times and stays within professional boundaries. Adults will:  Adhere to The Preparation and Management of Off-site Activities policy.  Always have another adult present in out of workplace activities, unless otherwise agreed with a senior manager.  Undertake risk assessments in line with the Preparation and Management of Off-site Activities policy.  Have parental consent for the activity.  Ensure that their behaviour remains professional at all times.  Never share beds/bedrooms with students. V – Photography and Video Working with students may involve the taking or recording of images. Any such work should take place with due regard to the law and the need to safeguard the privacy, dignity, safety and well being of students. Informed, written consent should be sought from parents/carers/students should be sought before an image is taken for any purpose.

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Brighton Hill Community School Adults need to remain sensitive to any student who appear uncomfortable, for whatever reason, and should recognise the potential for such activities to raise concerns or lead to misunderstandings.

It is not appropriate for adults to take photographs or images of children for their personal use. Adults will:  Be clear about the purpose of the activity and about what will happen to the images when the activity is concluded.  Be able to justify images of children in their possession.  Avoid making images in one to one situations or show a single child with no surrounding context.  Ensure the students understand why the images are being taken, have agreed to the activity and are appropriately dressed.  Only use equipment supplied or authorised by the school.  Report any concerns about any inappropriate or intrusive photographs found.  Ensure they have parental permission to take and or display photographs. Adults will not:  Display or distribute images of children unless they have consent to do so from the parent/carers.  Use images that may cause distress.  Use mobile phones to take images of children.  Take images in secret or take images in situations that may be construed as being secretive. W – Access to Inappropriate Images and Internet Usage There are no circumstances that will justify adults possessing indecent images of children. Adults who access and possess links to such websites will be viewed as a significant and potential threat to children. Accessing, making and storing indecent images of children on the internet is illegal. This will lead to criminal investigation and the individual being barred from working with children and young people, if proven. Adults must not use equipment belonging to the school to access adult pornography, neither should personal equipment containing these images or links to them be brought into the workplace. This will raise serious concerns about the suitability of the adult to continue to work with children. Adults should ensure that students are not exposed to any inappropriate images or web links. Where indecent images of children or other unsuitable material are found, the police and Local Authority Designated Officer (LADO) should be immediately informed. Adults should not attempt to investigate the matter or evaluate the material as this may lead to evidence being contaminated which in itself can lead to a criminal prosecution. The School will:  Have an e-safety and Use of the Internet policies Adults will:  Follow the school policy on the safe use of the internet.  Ensure that students are not exposed to unsuitable material on the internet.  Ensure that any films or material shown to students are age appropriate.

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Brighton Hill Community School X – Whistle Blowing (Procedures for Protected Disclosure policy) Whistle blowing is the mechanism by which adults can voice their concerns, made in good faith, without fears of repercussion. Adults should acknowledge their individual responsibilities to bring matters of concern to senior management and or relevant external agencies. This is particularly important where the welfare of children may be at risk. The school will:  Have a Whistle Blowing policy in place  Display the policy in the staff room.  Have clear procedures for dealing with allegations against staff. Adults will:  Report any behaviour by colleagues that raises concerns regardless of the source. Y – Sharing Concerns and Recording Incidents (Child Protection policy number 16) Individuals should be aware of the school child protection procedures, including procedures for dealing with allegations against adults. All allegations must be taken seriously and properly investigated. Adults who are the subject of allegations are advised to contact their professional association. It is essential that accurate and comprehensive records are maintained wherever concerns are raised about the conduct or actions of adults working with children and young people. Adults will:  Make themselves familiar with the school system for recording concerns.  Take responsibility for recording any incident, and passing on the information where they have concerns about any matter pertaining to the welfare of an individual in the workplace.  Temporary and Supply staff will be issued with a Child Protection Briefing sheet when they arrive at the school. Z – Safer Recruitment of Staff Safer practice in recruitment requires people to consider a range of issues to do with child protection, safeguarding and promoting the welfare of the child at every stage of the process. This process starts at the point of advert and continues through and beyond induction of new staff. To ensure safe and appropriate appointments are made a consistent and thorough process of obtaining information, collating, analysing and evaluating from all the applicants is essential. All recruitment of staff will be made following the Safeguarding Children and Safer Recruitment in Education (DCSF) procedures and Safeguarding toolkit Hampshire Manual of Personnel Practice. A member of staff who has completed the Safer Recruitment Training will be on any interview panel. All vetting and barring procedures will be carried out and the Single Central record will be updated and maintained by the school staff. This record will be subject to scrutiny by the Headteacher on a termly basic and by the Link Governor with responsibility for Safeguarding.

THE MONITORING AND REVIEW PROCEDURE FOR THIS POLICY IS AS FOLLOWS:- The Headteacher will – - Ensure that the appropriate associated policies are reviewed and updated as necessary - Complete the annual Safeguarding report for the Governors and LA. - Ensure that the Safer Recruitment of staff procedures are followed.

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Brighton Hill Community School - Ensure that the Single Central Record is complete and accurate. - This policy and Procedures link to the following policies:

Anti-bullying First Aid Health and Safety Internet Safety Intimate Care Off-site Activities (Educational Visits) Physical Intervention Safer Recruitment Security policy SEN and Disabilities Sex and Relationship Education and Drug Education Single Equality scheme

The policy was shared with the Teaching Staff on Monday 15th March 2010 and with the support staff on Thursday 18th March 2010. Review of the policy has been undertaken by the Leadership team in January 2011. This policy was ratified by the Governing Body on 24th January 2011. Policy Reviewed: April 2012

Ratified: May 2012

Next Review: September 2013

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Brighton Hill Community School

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6. Complaints Policy and Procedure

PURPOSE: . To provide a transparent and straightforward system for complaints to be processed . To promote effective and sustainable resolutions to difficulties . To promote good quality communications

OBJECTIVE: . To provide a formal process for the hearing and adjudication of complaints on the part of students, parents/carers/guardians and other individuals in receipt of the School’s services

PRINCIPLES: Every complaint is a matter of concern to the School and will be investigated with due urgency and thoroughness. Whenever a complaint is upheld every reasonable effort will be made to rectify the issue and, if appropriate, action will be taken to try to prevent a recurrence of the problem. The School will not normally investigate anonymous complaints or allegations but confidentiality will be respected and identity of informants will be protected whenever necessary.

GENERAL CONCERNS: Most concerns and complaints can usually be resolved informally and complainants should normally attempt to have their concern/complaint resolved informally prior to undertaking the formal route set out in this Policy. Parents/carers/guardians who wish to raise concerns are guided to the Head of House for their child. As appropriate the link member of the Senior Leadership team will get involved in the resolution of the concern. This Complaint Policy and Procedure is intended to address the situation where concerns have not been resolved in this way. Any allegation of abuse should be reported directly to the Headteacher who will inform the Child Protection Liaison Officer. Any allegation against the Headteacher should be reported to the Chair of Governors who will take appropriate action.

Verbal Complaints received by members of the Governing Body: In normal circumstances the governor should advise the complainant to contact the School direct. If the complainant is reluctant to do so, the governor should ensure he/she understands the full facts as perceived by the complainant without making any commitment or comment on the issue except that it will be investigated and a response provided either direct to the complainant or via the governor. The governor should then discuss the matter with the Chair of Governors.

Written Complaints received by members of the Governing Body: The letter of complaint should be passed by the receiving governor to the Headteacher and the Chair of Governors should be informed. The matter will be investigated as set out in this Policy and a copy of the response will be sent to the receiving governor and to the Chair of Governors.

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Brighton Hill Community School Concerns from Students: Students who feel they have been unfairly treated are encouraged to speak to their tutor or Head of House. He/she will investigate and document the concern, and will seek to resolve the matter informally between the student and the member of staff. Where the complaint or subsequent investigation raises issues of disciplinary significance, the matter should be referred immediately to the Headteacher.

Concerns from Parents/Carers/Guardians – Informal Stage: The first point of contact for general concerns is normally the student’s tutor as soon as possible after the incident, or the Head of House. For subject related concerns the class teacher or the Head of Department or Faculty should be the first point of contact. Most concerns/complaints will usually be resolved satisfactorily through informal discussion. However, where there is not the case then formal steps may be taken and the investigation will be documented. If the complaint or concern is about the Headteacher, the complainant should be directed to the Chair of Governors.

Concerns from Members of the Public – Informal Stage: These should be directed to the Headteacher or his/her designated representative, normally a member of the Senior Leadership Team, who may then delegate an appropriate member of staff to deal with the matter and document the investigation.

PRE-REQUISITE FOR A FORMAL COMPLAINT UNDER THIS POLICY:

Stage One – Complaint heard by Headteacher 1.1 The complaint must be put in writing to the Headteacher, clearly headed as a complaint. It must set out the concerns and what steps the parent/carer/guardian wishes the School to take to remedy the situation. 1.2 The Headteacher will write to the complainant within 5 working days acknowledging the receipt of the written complaint A further letter will be sent within 10 working days which will provide: . a full considered response to the complaint; or . an offer to discuss the complaint at a date and time that is mutually convenient; or . where it has not been possible to fully investigate the complaint within 10 working days, a commitment to continue to investigate the matter and a timescale within which he/she will then provide either a full considered response or the opportunity to discuss the complaint. 1.3 Following any meeting with parents/carers/guardians the Headteacher will summarise the main points in a follow-up letter. This may prevent any misunderstandings and ensure that all parties have a clear record of progress or agreements. 1.4 If either party feels that the matter has not been resolved, Stage 2 may be implemented.

Stage Two – Complaint referred to the Chair of Governors Complaints will only be dealt with under this stage of the Policy  if Stage One has been exhausted; or  if the Headteacher has failed to act as required under Stage One; or  if the complaint is about the Headteacher. 2.1 The parent/carer/guardian must set out in writing –  the nature of their complaint; and

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Brighton Hill Community School  why they remain dissatisfied; and  what steps they now which the School to take. This should be addressed to the Chair of Governors at the School address, clearly headed as a ‘Complaint under the Complaints Policy’. 2.2 Where the Chair of Governors receives a complaint that has not been through Stage One, he/she will refer this to the Headteacher to deal with as a complaint at Stage One. 2.3 The Chair of Governors will decide who is responsible for dealing with the issues involved and therefore what powers are available to governors with respect to the particular complaint. This will depend on whether the issues are related to responsibilities that: . are delegated to the Headteacher by the Governing Body; or . fall within the Governing Body’s remit only; or . are within the Headteacher’s terms and conditions of employment and relate to the internal organization, management and control of the School. 2.4 For matters that are the Headteacher’s responsibility, the Chair of Governors is only empowered to look at whether the Headteacher’s decision or action was reasonable in the light of the information available at the time. 2.5 If the matter relates to the Headteacher’s conduct, the Chair of Governors will decide whether the matter should be dealt with through the Complaints Procedure or Staff Disciplinary Procedure. Advice may be sought from the LA Complaints Advisor or Education Personnel Services. 2.6 After investigating the complaint, the Chair of Governors will write to the complainant informing him/her of the outcomes and of his/her right to appeal to the Governing Body’s Complaints Appeal Panel (Stage Three).

Stage Three – Complaint heard by the Governing Body’s Complaints Appeal Panel At the request of the Chair of Governors, the Clerk will convene a Panel meeting within 10 school working days of the request. The Panel will consist of three governors determined by availability. The Complaints Appeal Panel can: . dismiss the complaint in whole or part; or . uphold the complaint in whole or part; or . decide on the appropriate action to be taken to resolve the complaint; or . recommend changes to the School’s systems or procedures to ensure that problems of a similar nature do not recur. 3.1 It is important that the appeal hearing is independent and impartial. No governor may sit on the Panel if he/she has had prior involvement in the complaint or in the circumstances surrounding it. 3.2 The aim of the hearing, which needs to be heard in private, will always be to resolve the complaint and achieve reconciliation between the School and the parent/carer/guardian. 3.3 The hearing will be held in an informal atmosphere but will follow a formal agenda. The Panel chair will ensure that the proceedings are as welcoming as possible to ensure the setting is not adversarial. 3.4 The Clerk will inform the complainant in writing of the Panel’s decision normally within two working days following the hearing.

The Role of the Clerk: The Clerk will: . set the date, time and venue for the hearing, ensuring that the dates are convenient to all parties and that the venue and proceedings are accessible; . with the assistance of the School, collate any written material and send it to the parties in advance of the hearing; U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 41

Brighton Hill Community School . meet and welcome the parties as they arrive at the hearing; . record the proceedings; . notify all parties of the Panel’s decision.

The Role of the Chair of the Governing Body: The Chair of Governors will: . check that the correct procedure has been followed; . if a hearing is appropriate, notify the Clerk to arrange the Panel.

The Role of the Chair of the Panel: The Chair of the Panel will be appointed by the Panel before the complainant and the Headteacher and any other attendees except the Clerk, are invited into the room. He/she will ensure that: . no member of the Panel has a vested interest in the outcome of the proceedings or any involvement in an earlier stage of the procedure; . the remit of the Panel is explained to the parties and that each party has the opportunity of putting their case without undue interruption; . the issues are addressed; . key findings of fact are made; . parents/carers/guardians and others who may not be used to speaking at such a hearing are put at ease; . the hearing is conducted in an informal manner with each party treating the other with respect and courtesy; . each side is given the opportunity to state their case and ask questions; . all written material is seen by all parties. If a new issue arises during the hearing, all parties should be given the opportunity to consider and comment on it.

The Panel’s Decision : The Panel will come to its decision in the absence of the parent/carer/guardian and of the Headteacher and any other person who may have been present, with the exception of the Clerk who will remain. The Chair of the Panel will ensure that the parent/carer/guardian is notified of the Panel’s decision in writing within 2 school working days. The letter will state this is the final stage in the School’s internal complaints procedure and that if the complainant feels that the matter has still not been resolved satisfactorily and they wish to take their complaint further, this should be addressed to the Secretary of State for Education.

Policy reviewed: 12th February 2014 by the Governing Body

Policy ratified: 12th February 2014 by the Governing Body

Next review date: Spring Term 2016

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Brighton Hill Community School

STAGED APPROACH TO HANDLING COMPLAINTS

COMPLAINANT’S SCHOOL’S ACTIONS ACTIONS PRELIMINARY STAGE SPEAK WITH RELEVANT INFORMAL DISCUSSION MEMBER OF STAFF Listen Discuss Consider who should deal with the matter Record concern Resolve

PARENT/CARER/GUARDIAN NOT SATISFIED EXPLAIN PROCEDURES AND SATISFIED NEXT STAGE

STAGE 1 WRITE TO HEAD TEACHER Acknowledge within 5 days Investigate Agree to meet Confirm outcome within 10 days after discussion

PARENT/CARER/GUARDIAN NOT RESOLVED EXPLAIN PROCEDURES AND SATISFIED NEXT STAGE

STAGE 2 WRITE TO CHAIR OF Acknowledge within 5 days GOVERNORS Agree to investigate Speak with Head Teacher Meet with both parties Try and resolve PARENT/CARER/GUARDIAN NOT SATISFIED WITH EXPLAIN PROCEDURES AND SATISFIED OUTCOME NEXT STAGE

STAGE 3 ASK FOR A HEARING BY No statutory timescale THE GOVERNORS Good practice is for the clerk COMPLAINTS PANEL to set up the hearing within 20 days Three Governors on the panel Panel to consider written and verbal submissions from all parties Decision preferably within 10 U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 43

Brighton Hill Community School days

THIS IS THE FINAL STAGE OF THE SCHOOL’S INTERNAL COMPLAINTS PROCEDURE

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7. Data Protection Policy Brighton Hill Community School collects and uses personal information (referred to in the Data Protection Act as personal data) about staff, pupils, parents and other individuals who come into contact with the school. This information is gathered in order to enable the provision of education and other associated functions. In addition, the school may be required by law to collect, use and share certain information.

The school is registered as a Data Controller, with the Information Commissioner’s Office (ICO). Details are available on the ICO website.

The school issues a Privacy Notice to all pupils/parents, this summarises the information held on pupils, why it is held and the other organisations to whom it may be passed on to.

Purpose This policy sets out how the school deals with personal information correctly and securely and in accordance with the Data Protection Act 1998, and other related legislation.

This policy applies to all personal information however it is collected, used, recorded and stored and whether it is held on paper or electronically.

All school staff and governors involved with the collection, use, processing or disclosure of personal data will be aware of their duties and responsibilities and will adhere to this policy.

What is Personal Information/ data? Personal information or data is information which relates to a living individual who can be identified from that data, or from that data in addition to other information available to them. Personal data includes (but is not limited to) an individual’s, name, address, date of birth, photograph, bank details and other information that identifies them.

Data Protection Principles The Data Protection Act 1998 establishes eight principles that must be adhered to at all times: 1. Personal data shall be processed fairly and lawfully; 2. Personal data shall be obtained only for one or more specified and lawful purposes; 3. Personal data shall be adequate, relevant and not excessive; 4. Personal data shall be accurate and where necessary, kept up to date; 5. Personal data processed for any purpose shall not be kept for longer than is necessary for that purpose or those purposes; 6. Personal data shall be processed in accordance with the rights of data subjects under the Data Protection Act 1998; 7. Personal data shall be kept secure i.e. protected by an appropriate degree of security;

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Brighton Hill Community School 8. Personal data shall not be transferred to a country or territory outside the European Economic Area, unless that country or territory ensures an adequate level of data protection.

Commitment The school is committed to maintaining the above principles at all times. Therefore the school will:  Inform individuals why personal information is being collected.  Inform individuals when their information is shared, and why and with whom unless the Data Protection Act provides a reason not to do this.  Check the accuracy of the information it holds and review it at regular intervals.  Ensure that only authorised personnel have access to the personal information whatever medium (paper or electronic) it is stored in.  Ensure that clear and robust safeguards are in place to ensure personal information is kept securely and to protect personal information from loss, theft and unauthorised disclosure, irrespective of the format in which it is recorded.  Ensure that personal information is not retained longer than it is needed. Ensure that when information is destroyed that it is done so appropriately and securely.  Share personal information with others only when it is legally appropriate to do so.  Comply with the duty to respond to requests for access to personal information, known as Subject Access Requests.  Ensure that personal information is not transferred outside the EEA without the appropriate safeguards  Ensure all staff and governors are aware of and understand these policies and procedures.

Subject Access Rights (SARs) Individuals have a right to access any personal data relating to them which are held by the school. Any individual wishing to exercise this right should apply in writing to their Head of House. Any member of staff receiving a SAR should forward this to the Head of House. The school reserves the right to charge a fee for data subject access requests (currently £25).

CCTV There are some CCTV systems operating within Brighton Hill Community School for the purpose of protecting school members and property. Brighton Hill Community School will only process any personal data obtained by the CCTV system in a manner which ensures compliance with the legislation.

Complaints Complaints will be dealt with in accordance with the school’s complaints policy. Complaints relating to the handling of personal information may be referred to the Information Commissioner who can be contacted at Wycliffe House, Water Lane Wilmslow Cheshire SK9 5AF or at www.ico.gov.uk Review This policy will be reviewed as it is deemed appropriate, but no less frequently than every 2years. The policy review will be undertaken by the Headteacher, or nominated representative.

Contacts If you have any enquires in relation to this policy, please contact The School Data Manager who will also act as the contact point for any subject access requests.

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Brighton Hill Community School

Ratified: January 2011 Reviewed: June 2013

PRIVACY NOTICE

Privacy Notice - Data Protection Act 1998

We Brighton Hill Community School are the data controller for the purposes of the Data Protection Act. We collect information from you and may receive information about you from your previous school, Hampshire County Council and the Learning Records Service. We hold this personal data and use it to:

 Support your teaching and learning;  Monitor and report on your progress;  Provide appropriate pastoral care;  Statistical forecasting and planning; and  Assess how well your school is doing.

This information includes your contact details, national curriculum assessment results, attendance information1, modes of travel and personal characteristics such as your ethnic group, any special educational needs and relevant medical information. If you are enrolling for post 14 qualifications we will be provided with your unique learner number (ULN) by the Learning Records Service and may also obtain from them details of any learning or qualifications you have undertaken.

We will not give information about you to anyone outside the school without your consent unless the law allows us to. We follow the Hampshire Children’s Trust policy on Information Sharing & Confidentiality which can be viewed at http://www3.hants.gov.uk/information_sharing_policy_2009_-_trust_version.pdf

We are required by law to pass some information about you to the Local Authority and the Department for Education (DfE).

If you want to see a copy of the information about you that we hold and/or share, please contact your Head of House.

If you require more information about how the Local Authority (LA) and/or DfE store and use your information, then please go to the following websites:

For Hampshire County Council:

1 Attendance is not collected for pupils under 5 at Early Years Settings or Maintained Schools as part of Censuses for the Department for Education. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 46

Brighton Hill Community School http://www3.hants.gov.uk/education/schools/schoolsdataprotection/fairprocessing.htm and For the DfE: http://www.education.gov.uk/schools/adminandfinance/schooladmin/ims/datamanagement/priv acynotices/b00212337/datause If you are unable to access these websites we can send you a copy of this information. Please contact the LA or DfE as follows:  Colin Payne Data & Information Manager Children’s Services Elizabeth II Court (East) The Castle WINCHESTER SO23 8UQ Website: http://www3.hants.gov.uk/learning email: [email protected] Telephone: 01962 845700

 Public Communications Unit Department for Education Sanctuary Buildings Great Smith Street London SW1P 3BT Website: www.education.gov.uk email: http://www.education.gov.uk/help/contactus Telephone: 0370 000 2288

Once you are aged 13 or over, we are required by law to pass on certain information to the providers of youth support services in your area. This is the local authority support service for young people aged 13 to 19 in England. We must provide the name and address of you and your parents (and your date of birth) and any further information relevant to the support services' role.

However, until you are aged 16 or older, your parent(s) can ask that no information beyond your name, address and date of birth (and their name and address) be passed on to the youth services provider. This right transfers to you on your 16th birthday. Please inform your tutor if you or your parents wish to opt-out of this arrangement.

For more information about young peoples’ services, please go to the Directgov Young People page at www.direct.gov.uk/en/YoungPeople/index.htm. For more information about the Integrated Youth Teams in Hampshire please go to http://www3.hants.gov.uk/childrens- services/youthtube.htm .”

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Brighton Hill Community School

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8. Freedom of Information Publication Scheme

Publication scheme on information available under the freedom of information act 2000 The Governing Body is responsible for maintenance of this scheme.

1. Introduction : 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.

2. Aims and Objectives  Effective Learning: To provide effective learning experiences appropriate to the individual and to enable all individuals to fulfil their potential.  Secure Environment: To provide a secure and caring environment for all the students.  Work Attitudes: To encourage the students to develop enthusiasm, self-confidence, a spirit of enquiry, a pride in their work and the ability to work with others.  Parental Involvement: To foster a sense of partnership between home and school so that parents will feel committed and involved in the life of the school.  Respect: To promote self-respect and respect for other people, regardless of race, gender or religious belief.  Broad and Balanced Curriculum: To help students acquire a range of skills, knowledge and understanding that is broad and balanced in nature and relevant to their personal growth and to their adult life and to prepare them for life in the 21st century.

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Brighton Hill Community School  Community Awareness: To increase students’ awareness of their role and responsibilities in the community and to develop constructive links with the community.  Progression Through Education: To facilitate the child’s progress between primary and secondary phases and later into the tertiary phase and or employment. This publication scheme is a means of showing how we are pursuing these aims.

3. Categories 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 Prospectus - Information published in the School Prospectus Governors’ Documents - Information published for and by the Governing Body Students and Curriculum - Information about policies that relate to students and the school curriculum School Policies and Other Information Related to the School - Information about policies that relate to the school in general

4. How to Obtain or Request Information If you require a paper version of any of the documents within this scheme, please contact the school by telephone, fax, e-mail or letter. Contact details are set out below: Tel: 01256 350606 Fax: 01256 840116 e-mail: [email protected] Address: Brighton Hill Community School Brighton Way Basingstoke Hants RG22 4HS

Please clearly mark any correspondence “PUBLICATION SCHEME REQUEST” If the information you are looking for is not available via the scheme and is not on our website, you can still contact the school to ask if we have it.

5. 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, we will let you know the cost before fulfilling your request.

6. Classes of Information Currently Published* *Some information may be confidential or otherwise exempt from the publication by law – we cannot therefore publish this

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Brighton Hill Community School Class Description School Prospectus  Information about the school’s policy on providing for students with special educational needs a description of the policies relating to disabled students, including facilities to improve access and the accessibility plan.  National Curriculum assessment results for appropriate Key Stages, with national summary figures  School GCSE other results  The number of students studying for and percentage achieving other vocational qualifications  The destinations of school leavers  The arrangements for visits to the school by prospective parents  The number of places for students of normal age of entry in the preceding school year and the number of written applications / preferences expressed for those places Instrument of  The name, address and telephone number of the school and the type of Government school  The category of the school  The names of the Headteacher and Chair of Governors (IEB)  Details of any trust  If the school has a religious character, a description of the ethos  The date the instrument takes effect Student and  Home School Agreement Curriculum Policies  Curriculum Plans  Sex and Relationship Education  Special Educational Needs and Disability  Accessibility Plan  Single Equality Scheme  Behaviour Management  Child Protection Policy  Uniform Policy School Policies and  Ofsted report Additional  Charging and Remissions Policy Information  School session times and term dates  Health and Safety Policy  Complaints Procedure

7. Feedback 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 at the school.

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, Wycliffe House, Water Lane, Wilmslow, Cheshire, SK9 5AF or Enquiry/Information: 01625 545700 Website: www.informationcommissioner.gov.uk

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Brighton Hill Community School

Ratified: July 2012

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9. Governors’ Allowances Policy

This policy statement has been developed in accordance with the Education (Governors' Allowances) Regulations 2003. These regulations give Governing Bodies the discretion to pay allowances from the school's annual budget allocation to governors for certain allowances which they incur in carrying out their duties. Brighton Hill Community School Governing Body believes that paying governors' allowances, in specific categories as set out below, is important in ensuring equality of opportunity to serve as governors for all members of the community and so is an appropriate use of school funds. The specific items allowable reflect this objective. From 1 September 2012 all governors of Brighton Hill Community School will be entitled to claim the actual costs, which they incur as follows: Governors will be able to claim allowances providing the allowances are incurred in carrying out their duties, as a Governor or representative of The Connaught School. Governors will be able to claim for the following, on a case-by-case basis and with the prior approval of the Governing Body: 1. Childcare or baby sitting allowances (excluding payments to a current/former spouse or partner); 2. Cost of care arrangements for an elderly or dependent relative (excluding payments to a current/former spouse or partner); 3. The extra costs they incur in performing their duties either because they have special needs or because English is not their first language; 4. The cost of travel relating only to travel to meetings or training courses more than 10 miles from home, at a rate of 24 pence per mile or the cost of public transport, providing a receipt is produced, which does not exceed the specified rates for school personnel; 5. Travel and subsistence costs, payable at a rate not exceeding the maximum level of the authorised HMRC mileage rate associated with attending national meetings or training events, unless these costs can be claimed from the LA or any other source; 6. Telephone charges, photocopying, stationery, postage etc;

7. Any other justifiable allowances. The Governing Body at Brighton Hill Community School acknowledges that: · Governors may not be paid attendance allowance. · Governors may not be reimbursed for loss of earnings.

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Brighton Hill Community School Governors wishing to make claims under these arrangements, once prior approval has been sought, should complete a claims form (obtainable from the School Finance Office), attaching receipts where possible, and return it to the School within two weeks of the date when the allowances were incurred, when they will be submitted for approval by the Chair of Governors or Chair of Management. Claims will be subject to independent audit and may be investigated by the Chair of Governors (or Chair of Management in respect of the Chair of Governors) if they appear excessive or inconsistent. This policy will be reviewed annually by the Management committee.

Date Reviewed: September 2011

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10. Health and Safety Statement of Intent It is our policy to carry out our activities in such a way as to ensure so far as is reasonably practicable, the health, safety and welfare of our employees and all persons likely to be affected by our activities including the general public where appropriate. We will co-operate and co-ordinate with partnerships, contractors, sub-contractors, employers, Hampshire County Council departments and the occupiers and owners of premises and land where we are commissioned to work in order to pursue our Health and Safety Policy aims. Our aims are to:  Provide and maintain a safe and healthy working environment ensuring the welfare of all persons  Maintain control of health and safety risks arising from our activities  Comply with statutory requirements as a minimum standard of safety  Consult with all staff on matters affecting their health, safety and welfare  Provide and maintain safe systems, equipment and machinery  Ensure safe handling, storage and use of substances  Provide appropriate information, instruction and supervision for everyone  Ensure staff are suitably trained and competent to do their work safely  Continually develop a safety culture to remove or reduce the possibility of accidents, injuries and ill-health  Assess risks, record significant findings and monitor safety arrangements  Review and revise safety policies and procedures periodically and when circumstances may introduce a requirement to amend or improve arrangements  Develop and maintain a positive health and safety culture through regular communication and consultation with employees and their representatives on health and safety matters Our health and safety management system has been developed to ensure that the above commitments can be met. All staff and governors will be instrumental in its implementation.

ORGANISATION Employer Responsibility The overall responsibility for health and safety at Brighton Hill Community School is held by Hampshire County Council who will: U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 52

Brighton Hill Community School  Ensure that health and safety has a high profile  Ensure adequate resources for health and safety are made available  Consult and advise staff regarding health and safety requirements & arrangements  Periodically monitor and review local health and safety arrangements

Responsible Manager The responsible manager for the premises is the Head teacher who will act to:  Develop a safety culture throughout the school  Consult staff and provide information, training and instruction so that staff are able to perform their various tasks safely and effectively  Assess and control risk on the premises as part of everyday management  Ensure a safe and healthy environment and provide suitable welfare facilities  Make operational decisions regarding health and safety  Ensure periodic safety tours and inspections are carried out  Ensure significant hazards are assessed and risks are managed to prevent harm  Ensure staff are aware of their health and safety responsibilities  Periodically update governing bodies as appropriate  Produce, monitor and periodically review all local safety policies and procedures

All Staff All staff have a statutory obligation to co-operate with the requirements of this policy and to take care of their own health and safety and that of others affected by their activities by:  Supporting the College health and safety arrangements  Ensuring their own work area remains safe at all times  Not interfering with health and safety arrangements or misusing equipment  Complying with all safety procedures, whether written or verbally advised, for their own protection and the protection of those who may be affected by their actions  Reporting safety concerns to their staff representative or other appropriate person  Reporting any incident that has led, or could have led to damage or injury  Assisting in investigations due to accidents, dangerous occurrences or near-misses  Not acting or omitting to act in any way that may cause harm or ill-health to others

Site Manager The site manager is responsible for undertaking a wide range of typical health and safety related duties on behalf of, and under the direction of the Head teacher. He is to work within the parameters of any provided training and in accordance with risk assessments and the on-site safe working practices. He is to work within his level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

On-Site Health & Safety Officer The on-site health & safety officer to the College will manage, advise and co-ordinate local safety matters on behalf of, and under the direction of the responsible manager. She is to work within their level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

All Teachers & Cover Supervisors

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Brighton Hill Community School The responsibility of applying local safety procedures on a day-to-day basis rests with the teachers and cover supervisors. Where any new process or operation is introduced in the area of their responsibility, they are to liaise appropriately so that the associated risks are assessed and any precautions deemed necessary are implemented. They are to ensure that all new members of staff under their control are instructed in their own individual responsibilities with regards to health and safety, and they will appropriately monitor those new staff. They are to make periodic inspections of their areas of responsibility, taking prompt remedial action where necessary to control risk.

Health & Safety Committee The purpose of the Health & Safety committee is to assist in the assessment of safety related matters and provide appropriate support to the head teacher. The health & safety committee is to periodically meet to monitor and discuss on-site health and safety performance, and recommend any actions necessary should this performance appear or prove to be unsatisfactory. Health & Safety Committee staff will be kept informed of all changes in practices and procedures, new guidance, accidents, incidents and risk related matters. The health & safety committee consists of 4 members of staff / 1 Governor and they meet once per term (i.e. 3 times per year)

Fire Safety Co-ordinator Jane Halsey (Assistant Head teacher) is the fire safety co-ordinator who is the competent person for fire safety on the premises and acts on behalf of the head teacher. She has attended the fire safety co-ordinator training course and will refresh this training every three years. The fire safety co- ordinator is responsible for the local management and completion of day-to-day fire safety related duties and upkeep of the fire safety manual. The fire safety co-ordinator is to work within their level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

Facilities Management Trained Staff The facility management trained member of staff is the competent person for the overall management of general premises facilities and acts on behalf of the head teacher. He has attended the facilities management training course and will refresh this training every six years. He is responsible for the local management and completion of day-to-day premises matters and duties. He is to work within his level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

Health & Safety Representative The premises health and safety representative (who is locally nominated and is a union representative) will represent the staff with regard to their health and safety at work. She is expected to promote a positive safety culture throughout the premises and carry out the health and safety duties appropriate to their role in accordance with current guidance and legislative requirements.

Heads of Faculty & Heads of House The Heads of Faculty and Heads of House are responsible for the day-to-day local management of health and safety within their own departments, acting on behalf of the headteacher. They will ensure that staff are provided with adequate safety information and they will manage all integral and specific risks relating to the department’s functions. They will ensure the department complies

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Brighton Hill Community School with overall College policies and procedures; that all activities are periodically risk assessed, periodic inspections are carried out, and necessary controls are implemented.

Legionella Competent Person Stuart Bavage, Site Manager is the nominated competent person for Legionella on the premises and acts on behalf of the head teacher to provide the necessary competence to enable Legionella to be managed safely. He is to annually complete the Legionella e-learning course and all training records are to be retained. The Legionella competent person will ensure that all periodic and exceptional recording, flushing, cleaning and general Legionella management tasks are correctly completed and recorded in accordance with departmental and corporate requirements. He will advise the head teacher of any condition or situation relating to Legionella which may affect the safety of any premises users. He is to work within his level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

Asbestos Competent Person Stuart Bavage, Site Manager is the nominated competent person for asbestos on the premises and acts on behalf of the head teacher to provide the necessary competence to enable asbestos to be managed safely. He is to annually complete the asbestos e-learning course and all training records are to be retained. The asbestos competent person will ensure that all staff have a reasonable awareness of asbestos management and dangers. He is to ensure that the appropriate staff are competent in the use of the asbestos register and that asbestos is managed in accordance with departmental and corporate requirements. He will advise the head teacher of any condition or situation relating to asbestos which may affect the safety of any premises users. He is to work within his level of competence and seek appropriate guidance and direction from the head teacher and/or the Children’s Services Health & Safety Team as required.

Accident Investigator The on-site trained accident investigator is Salli Chandler, Business Manager who will lead on all accident investigations in accordance with departmental and corporate procedures.

ARRANGEMENTS The following arrangements for health and safety have been developed in accordance with the Management of Health and Safety at Work Regulations 1999. These arrangements set out all the health and safety provisions for Brighton Hill Community School and will be used alongside other current College procedures & policies. In carrying out their normal functions, it is the duty of all managers and staff to act and do everything possible to prevent injury and ill-health to others. This will be achieved in so far as is reasonably practicable, by the implementation of these arrangements and procedures.

Accident/Incident Reporting & Investigation The on-site management, reporting and investigation of accidents, incidents and near misses is carried out in accordance with departmental and corporate policy requirements. Any accident, incident or injury involving staff, visitors or contractors is to be reported and recorded in the HCC Accident Report Book held in the Welfare Office. A copy of the completed form is to be forwarded to the Children’s Services Health & Safety Team in accordance with Children’s Services Safety Guidance Procedure SGP 17-07.

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Brighton Hill Community School Minor accidents to pupils are to be recorded in the minor accident book located in the Welfare Office. Accidents involving children locally considered to be of a more serious nature than the minor incidents are be recorded on a CSRF-003 Accident Internal Report Form which is to retained on site. The more serious accidents that are notifiable to the Health & Safety Executive (HSE) are to be reported using the F2508 Report Form and a copy is to be forwarded to the Children’s Services Health & Safety Team. All significant accidents, incidents and near-misses are to be immediately reported to the head teacher. The trained accident investigator is to always conduct a documented investigation into more serious incidents. The purpose and intended outcome of the investigation is to identify the immediate and underlying causes of the accident so as to be able to implement appropriate measures to prevent reoccurrence. The HCC online accident investigation report tool is to be used for the recording/reporting of investigations. The head teacher will ensure that the governing body is appropriately informed of all incidents of a serious nature. All accident/incident reports will be monitored through the Health & Safety Committee Meetings for trend analysis in order that repetitive causal factors may be identified to prevent reoccurrences. Premises hirers and community users must report all incidents related to unsafe premises or equipment to the College staff, who will appropriately report and investigate each incident. Incidents related to the user’s own organised activities are to be reported by them in line with their own reporting procedures.

Administration Of Medicines Arrangements regarding medicines are set out in the Administration of Medicines Policy.

Asbestos Management Asbestos management on site is controlled by the asbestos competent person. The asbestos register as issued by PBRS is located at reception and is to be shown to all contractors who may need to carry out work on site. Contractors must sign the register as evidence of sighting prior to being permitted to commence any work on site. Any changes to the premises’ structure that may affect the asbestos register information will be notified to PBRS in order that the asbestos register may be updated accordingly. Under no circumstances must staff drill or affix anything to walls that may disturb materials without first checking the register and/or obtaining approval from the competent person. Any damage to any structure that possibly contains asbestos, which is known or identified during inspection, should be immediately reported to the head teacher and/or the asbestos competent person who will immediately act to cordon off the affected area and contact the PBRS Asbestos Team for guidance. Any contractor suspected to be carrying out any unauthorised work on the fabric of the building should be immediately stopped from working and immediately reported to the head teacher and/or asbestos competent person.

Child Protection Arrangements regarding child protection are set out in the Child Protection Policy.

Community Users/Lettings The head teacher will ensure that:  Third parties and other extended service users operate under hire agreements  A risk assessment for the activity is completed using RATF-047A or RATF-047B  The premises is safe for use and is always inspected prior to, and after each use U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 56

Brighton Hill Community School  Means of general access and egress are safe for use by all users  All provided equipment is safe for use  Fire escape routes and transit areas are safe and clear of hazards  Hirers/users are formally made aware of fire safety procedures and equipment

Contractors on Site HCC approved contractors are always to be used for contractual work on the premises. Where non- HCC approved contractors may be required or selected for use then appropriate safe selection procedures are to be used to ascertain competence prior to engaging their services. The departmental CSAF-013 Safe Selection of Contractors Checklist is to be used to determine competence of non-HCC contractors who will require adequate risk assessments to demonstrate their safe working practices for specific work being undertaken. All contractors must report to the main reception where they will be logged in and given photo identification on a red lanyard which must be worn, and then sign the asbestos register. In holiday periods they will be asked to sign the visitor’s book and asbestos register, and will be shown which toilets to use and any areas that are out of bounds. All contractors will be issued with the local written contractor induction brief that includes all relevant details of fire safety procedures & local safety arrangements. Host staff are responsible for monitoring work areas and providing appropriate supervision, moreso where the contractor’s work may directly affect staff and pupils on the premises.

Curriculum Activities All safety management and risk assessments for curriculum based activities will be carried out under the control of the relevant Heads of Faculty and subject teachers using the appropriate codes of practice and safe working procedural guidance for Technology, Science, Physical Education, IT, Humanities, Modern Languages, Maths and English as issued by CLEAPSS, HIAS and Hampshire County Council. Heads of Faculty and the appropriate subject teachers will be responsible for local risk management and ensuring that maintenance of equipment and premises in their areas of the curriculum are managed safely following the appropriate guidance.

Display Screen Equipment All users must complete the display screen equipment e-learning course every year without exception. All users must carry out periodic workstation assessments using CSAF-001 Workstation Assessment Form. Workstation assessments will be actioned as necessary by line managers and routinely reviewed at intervals not exceeding three years.

Electrical Equipment The head teacher will ensure that:  Only authorised and competent persons are permitted to install or repair equipment  Where 13-amp sockets are in use, only one plug per socket is permitted  Equipment is not to be used if found to be defective in any way  Defective equipment is to be reported & immediately taken out of use until repaired  All portable electrical equipment will be inspected/tested at intervals of 12months  Equipment testing/inspection can only be carried out by a competent person.  The competent persons to be used are Stuart Bavage (Site Manager), Jem Cooper (Site Services Assistant) and John Woodman (Site Services Assistant)  Private electrical equipment is not to be brought onto the premises or used unless its use is approved by management and it has been tested

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Brighton Hill Community School  New equipment must be advised to the Site Manager in order that it can be added to future PAT testing schedules Any defective or suspected defective equipment, systems of work, fittings etc must be reported to Stuart Bavage (Site Manager) and attended to as soon as possible.

Emergency Procedures General emergency evacuation for non-fire related emergencies is to be carried out in accordance with the emergency evacuation plan. There is a fire emergency plan for fire related emergencies and an emergency evacuation plan for all non-fire emergencies. All staff will receive a copy of the emergency evacuation plan at induction, and they will be periodically provided with updated information as the emergency evacuation plan is routinely reviewed and amendments are introduced. Personal Emergency Evacuation Plans are completed, provided and exercised for any vulnerable persons to be able to ensure safe, assisted evacuation in the event of an emergency incident. Fire Safety Arrangements regarding fire safety are set out in the Fire Safety Manual. The fire safety co-ordinator is the competent person for fire safety on the premises and is the immediate point of contact for all fire safety related enquiries on site. The head teacher will ensure through the fire safety co-ordinator that:  All staff complete the mandatory fire safety induction e-learning course every year  Fire safety procedures are readily available for all staff to read  Fire safety information is provided to all staff at induction and periodically thereafter  Fire safety notices are posted in the key areas of the building close to the fire points  Evacuation routes and assembly points are clearly identified  Staff are aware of their own responsibilities for knowing the location of fire points and fire exits. They should also know the location of the assembly point in the event of fire  All staff are familiar with the flammable potential of materials and substances that they use and exercise maximum care in their use, especially with those marked flammable  Fire evacuation procedures, fire safety training and fire alarm testing are carried out in accordance with corporate guidance and the premises fire safety manual  The fire risk assessment is reviewed annually by the fire safety co-ordinator and amended as new hazards or required amendments are identified

First Aid Arrangements regarding first aid provision are set out in the First Aid Policy. The names and locations of the first aid trained staff on site are listed in the first aid policy and also clearly signposted around the school. First aid will never to be administered by anyone except first aid trained staff with in-date training certification, operating within the parameters of their training.

General Equipment All general equipment requiring statutory inspection and/or testing on site (eg. boilers, hoists, lifting equipment, local exhaust ventilation, PE equipment, climbing apparatus) will be inspected by appropriate competent contractors as provided by the term contractor under PBRS arrangements, or as locally arranged. Equipment is not to be used if found to be defective in any way. Defective equipment is to be reported and immediately taken out of use until repairs can be carried out.

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Brighton Hill Community School Good Housekeeping Tidiness, cleanliness and efficiency are essential factors in the promotion of good health and safety. The following conditions are to be adhered to at all times:  All corridors and passageways are kept free from obstruction  Shelves in storerooms and cupboards are stacked neatly and not overloaded  Floors are kept clean and dry, and free from slip and trip hazards  Emergency exits and fire doors are not obstructed in any way  Supplies are stored safely in their correct locations  Rubbish and litter are cleaned and removed at the end of each working day  Poor housekeeping or hygiene conditions are immediately reported

Hazardous Substances Hazardous substances, materials, chemicals and cleaning liquids are not permitted to be used or brought into use on site unless a documented COSHH assessment has been undertaken by the trained COSHH assessor, and the product has been approved for safe use on site by the head teacher. The premises COSHH assessor acting on behalf of the head teacher is Stuart Bavage (Site Manager). When using a harmful substance, whether it is a material, cleaning fluid or chemical substance, staff must ensure that adequate precautions are taken to prevent ill-health in accordance with the COSHH assessment completed for that hazardous substance. Staff must never attempt to use a harmful substance unless adequately trained to do so, and then only when using the safe working practices and protective equipment identified in the COSHH assessment. All hazardous substances are to be stored in the secure and signed storage when not in use which is at the store cupboard in the Community Hall (Cleaning substances) and Chemical Store in Science for the chemicals for this premises. This is to remain locked at all times.

Inspections and Monitoring Daily monitoring of the premises, through working routines and staff awareness, is expected to identify general safety concerns and issues which should be immediately reported via BHCC Site Services Help Desk on line forms. These will be reviewed daily and allocated to one of the Site Services team for action or if it cannot be dealt with in-house, passed on to the Property Services main contractor. Monitoring and inspections of individual departments will be carried out by Heads of Faculty and/or the subject teachers as nominated by the Heads of Faculty. Routine documented inspections of the premises will be carried out every 6- 8 weeks (during holiday periods) in accordance with the premises monthly inspection schedule. Inspection findings are recorded on CSAF-005/CSAF-010 Monthly Premises Safety Inspection Checklist and the Site Inspection spreadsheet. Defects identified during these routine documented inspections are immediately reported to Stuart Bavage (Site Manager) and recorded on the Site Inspection spreadsheet. Any identified high level risks or safety management concerns will be actioned at Leadership Team meeting (8am every working day) and reported to early morning briefing at 8.15am if all staff need urgent notification. Periodic detailed inspections of the premises’ safety management system will be carried out every year by Salli Chandler (Business Manager). These documented inspections will examine all areas of the safety management system and will be carried out using the locally adapted CSAF-004/CSAF-011 Annual H&S Inspection Checklist.

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Brighton Hill Community School Kitchens The main kitchen area is only to be used by authorised staff in accordance with the identified safe working procedures. Authority and procedures for local management of the main kitchen is run by the Kitchen Manager (Scott Cripps) through Catering Academy. Any persons not normally authorised but wishing to enter the kitchen area must gain approval prior to entry and must strictly adhere to the kitchen safe working practices. Safe working procedures and authorised access for other kitchen areas, canteens, food preparation areas are set by Eden Food Service with their own written procedures in line with Policy guidelines.

Legionella Management Legionella management on site is controlled by the Legionella competent person who will manage and undertake all procedures regarding Legionella in accordance with Children’s Services Safety Guidance Procedure SGP 13-07. Records of all related training, flushing, temperature monitoring, cleaning and defects are to be retained for auditing purposes.

Lone Working All lone working is approved by the head teacher and is to be carried out in accordance with the premises lone working risk assessment and the local written procedures. The lone working arrangements for staff who may undertake lone working on this site are to refer to CSG Guidance Procedure 03/07 and complete Lone Working risk Assessment 11.

Minibuses Stuart Bavage (Site Manager) is responsible for the operation and maintenance of minibuses in accordance with requirements set out in the HCC corporate Minibus Policy. All minibus drivers must have completed MIDAS training prior to being permitted to drive minibuses.

Moving and Handling All staff must complete the moving and handling e-learning course every year without exception. Staff are not permitted to regularly handle or move unreasonably heavy or awkward items, equipment or children unless they have attended specific moving and handling training and/or have been provided with mechanical aids in order to work safely. Any significant moving and handling tasks are to be specifically risk assessed in order that training requirements and mechanical aids can be accurately determined to ensure that the task is carried out safely. The Site Manager is expected to undertake regular physical work which would typically include significant moving and handling, so therefore he must attend a formal moving and handling course specific to the work requirements.

Off-site Activities Arrangements regarding off-site activities are managed in accordance with the Outdoor Education Service’s procedures and guidance.

Physical Restraint Arrangements regarding physical restraint are set out in the Physical Restraint Policy number 12.

Provision of Information The head teacher will ensure that information systems are established so that staff are periodically provided with information regarding safety arrangements on the premises. These systems are set out in the Safeguarding Policy number 16a and any further information is provided by email distribution or the daily early morning briefing at 8.15am. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 60

Brighton Hill Community School Local health and safety advice is available from Salli Chandler (Business Manager) and the Children’s Services Health & Safety Team can provide both general and specialist advice.

The Health and Safety Law poster is displayed in the Staff Room and Business Manager’s Office.

Risk Assessment General risk assessment management will be co-ordinated by Salli Chandler (Business Manager). in accordance with guidance contained in the Children’s Services Safety Guidance Procedure SGP 01-07. Risk assessments must be undertaken for all areas where a significant risk is identified or a possibility of such risk exists. The trained risk assessor on site, Stuart Bavage will oversee the correct completion of risk assessments as appropriate. Risk assessments will be carried out by those staff with the appropriate knowledge and understanding in each area of work. All risk assessments and associated control measures are to be approved by the head teacher or their delegated member of staff prior to implementation.

Completed risk assessments are listed in the Risk Register and will be reviewed periodically in accordance with each risk assessment’s review date as listed for review in the premises bring-up diary system.

Security Arrangements regarding security are based on the premises security risk assessment and are set out in the on-site security policy & procedures which include emergency unlock routines.

Smoking Smoking is not permitted on the premises.

Stress & Wellbeing Brighton Hill Community School is committed to promoting high levels of health and wellbeing and recognises the importance of identifying & reducing workplace stressors. Stress management through risk assessment and appropriate consultation with staff will be periodically reviewed and acted upon in accordance with the Children’s Services’ and Health & Safety Executive’s Management Standards, guidance and requirements. On-site arrangements to monitor, consult and reduce stress situations for staff are to refer to CSG Guidance procedure 05/07 and complete stress risk assessment number 10. The completed assessments would then be analysed by the Head teacher and discussed with personnel for any further action.

Traffic Management Arrangements regarding on-site traffic safety are based on the premises traffic risk assessment and are set out in the on-site traffic policy and procedures.

Training Health and safety induction training will be provided and recorded for all new staff in accordance with the CSAF-017 New Staff Health & Safety Induction Checklist. The head teacher is responsible for ensuring that all staff are provided with adequate information, instruction and training regarding their safety at work. A training needs analysis will be carried out from which a comprehensive health and safety training plan will be developed and maintained to ensure health and safety training is effectively managed for all staff who require it. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 61

Brighton Hill Community School

All staff will be provided with following as a minimum training provision:  Induction training regarding all the requirements of this health and safety policy  Appropriate local training regarding risk assessments and safe working practices  Updated training and information following any significant health and safety change  Specific training commensurate to their own role and activities  Periodic refresher training that will not exceed three yearly intervals  Appropriate annual e-learning courses to meet HCC mandatory corporate training requirements Training records are held by Salli Chandler (Business Manager) who is responsible for co-ordinating all health and safety training requirements, maintaining the health and safety training plan, and managing the planning of refresher training for all staff.

Violent Incidents Violent, aggressive, threatening or intimidating behaviour towards staff, whether verbal, written, electronic or physical, will not be tolerated at Brighton Hill Community School. Staff must report all such violent and aggressive incidents to ensure that there is an awareness of potential issues and/or injuries, and so as to enable incidents to be appropriately investigated so that reasonable actions may be taken to support those involved and reduce the risk of similar incidents occurring in the future. Violent incident reporting is completely confidential. Violent and aggressive incidents are to be reported using CSRF-001 Violent Incident Report (VIR) Form in accordance with Children’s Services Safety Guidance Procedure SGP18-07.

Visitors All visitors must initially report to the main reception where they will be provided with the key health, safety and fire safety information to enable them to act appropriately and safely in the event of an incident. Visitors to the premises will be provided with Health & Safety for Visitors leaflet, photo identification badge with red lanyard.

Work at Height Work at height is undertaken in accordance with the Children’s Services Safety Guidance Procedure SGP 23-08. At Brighton Hill Community School general work at height will be undertaken in accordance with the on-site generic risk assessment for work at height which identifies general requirements and safe working practices. Specific or higher risk tasks will be carried out in accordance with a specific risk assessment for that task. The competent person for work at height on the premises who has attended the Caretaker Support Service Ladder & Stepladder Safety half-day course is Stuart Bavage (Site Manager) and he is authorised to:  Use steps, stepladders and leaning ladders in accordance with their training  Provide step stool instructional training briefs to staff in accordance with SGP 23-08  Provide stepladder and steps training to staff using the Children’s Services Stepladder & Steps Safety user training presentation  Carry out periodic inspections of all on-site ladders, stepladders and podium steps  Remove access equipment from use if defective or considered inappropriate for use

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Brighton Hill Community School The competent person for work at height and all other staff are not permitted to use any other access equipment for work at height without specific training. This includes the use of scaffolding, mobile towers and mobile elevated work platforms. Work at height on the premises is only permitted to take place under the following conditions:  Any work to be carried out at height must be underpinned by a risk assessment  Access equipment selected for work at height must be as per the risk assessment  Any staff working at height must be appropriately trained to use the access equipment  Staff are not to improvise or use alternative access methods of their own choice  Use of any furniture, including tables and chairs, is forbidden for any work at height  Staff may only use step stools if they have received a local instructional training brief  Staff may only use stepladders if they have received training from the ladder and stepladder competent person  Staff may only use leaning ladders if they have personally attended the Caretaker Support Service Ladder & Stepladder Safety half-day course within every three years  Any safety concerns about a work at height task must be raised prior to work starting  Access equipment used on site such as ladders and stepladders must only be that provided and are never to be lent to, or borrowed from third parties or contractors  Contractors working at height are to be appropriately supervised and must only use their own access equipment

Appendices

A. Safeguarding Policy B. Child Protection Policy C. Emergency Evacuation Plan D. Fire Safety Manual E. First Aid Policy F. Physical Restraint Policy G. On-Site Security Policy & Procedures H. Staff Training Induction & Development

Ratified: April 2012

Next review date: April 2014

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Brighton Hill Community School

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10. Administration of Medicines Policy Policy Statement Brighton Hill Community School will undertake to ensure compliance with the relevant legislation and guidance in Health Guidance for Schools with regard to procedures for supporting children with medical requirements, including managing medicines. Responsibility for all administration of medicines at Brighton Hill Community School is held by the Head teacher who is the responsible manager. It is our policy to ensure that all medical information will be treated confidentially by the responsible manager and staff. All administration of medicines is arranged and managed in accordance with the Health Guidance for Schools document. All staff have a duty of care to follow and co-operate with the requirements of this policy.

Aims & Objectives Our administration of medicine requirements will be achieved by:  Establishing principles for safe practice in the management and administration of: • prescribed medicines • non-prescribed medicines • maintenance drugs • emergency medicine  Providing clear guidance to all staff on the administration of medicines  Ensuring that there are sufficient numbers of appropriately trained staff to manage and administer medicines  Ensuring that there are suitable and sufficient facilities and equipment available to aid the safe management and administration of medicines  Ensuring the above provisions are clear and shared with all who may require them  Ensuring the policy is reviewed periodically or following any significant change which may affect the management or administration of medicines

Administration The administration of medicines is the overall responsibility of the parents. The head teacher is responsible for ensuring children are supported with their medical needs whilst on site, and this may include managing medicines where appropriate and agreed with parents.

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Brighton Hill Community School

Routine Administration Prescribed medicines  It is our policy to manage prescribed medicines (eg. antibiotics, inhalers) where appropriate following consultation and agreement with, and written consent from the parents Non-prescribed medicines  It is our general policy not to take responsibility for the administration of non-prescribed medicines, (eg. Calpol or cough mixtures provided by the parents) as this responsibility rests with the parents  On occasions when children require paracetamol it is our policy to administer providing that written consent from the parents has been received in advance and administration is in accordance with guidance provided in the Health Guidance for Schools document  Children under 16 years old are never to be administered aspirin unless prescribed by a doctor  Responsibility for decision-making about the administration of all non-prescribed medicines will always be at the discretion of the responsible manager who may decide to administer under certain miscellaneous or exceptional circumstances Maintenance drugs  It is our policy to manage the administration of maintenance drugs (eg. Insulin) as appropriate following consultation and agreement with, and written consent from the parents. On such occasions, a health care plan will be written for the child concerned

Non-Routine Administration Emergency medicine  It is our policy (where appropriate) to manage the administration of emergency medicines such as (for example): o Injections of adrenaline for acute allergic reactions  In all cases, professional training and guidance from a competent source will be received before commitment to such administration is accepted

Procedure for Administration  When deciding upon the administration of medicine needs for children we will discuss this with the parents concerned and make reasonable decisions about the level of care required.  Any child required to have medicines will have an ‘administration of medicines/treatment’ consent form completed by the parent and kept on file.  Individual health care plans will be completed for children where required and reviewed periodically in discussion with the parents to ensure their continuous suitability.  For any child receiving medicines, there is a daily record log of all students in/out of medical room and it is noted if any medicine is administered.  If a child refuses to take medication the parents will be informed the earliest available opportunity.

Contacting Emergency Services When a medical condition causes the child to become ill and/or requires emergency administration of medicines, then an ambulance will be summoned at the earliest opportunity.

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Brighton Hill Community School Medical Accommodation The Welfare Office will be used for medicine administration/treatment purposes. The room will be made available when required.

Training Where staff are required to carry out non-routine or more specialised administration of medicines or emergency treatment to children, appropriate professional training and guidance from a competent source will be sought before commitment to such administration is accepted. A ‘staff training record’ sheet will be completed to document the level of training undertaken. Such training will form part of the overall training plan and refresher training will be scheduled at appropriate intervals.

Storage The storage of medicines is the overall responsibility of the head teacher who will ensure that arrangements are in place to store medicines safely.

The storage of medicines will be undertaken in accordance with product instructions and in the original container in which the medicine was dispensed. It is the responsibility of all staff to ensure that the received medicine container is clearly labelled with the name of the child, the name and dose of the medicine and the frequency of administration. It is the responsibility of the parents to provide medicine that is in date. This should be agreed with the parents at the time of acceptance of on-site administration responsibilities.

Disposal It is not Brighton Hill Community School responsibility to dispose of medicines. It is the responsibility of the parents to ensure that all medicines no longer required including those which have date-expired are returned to a pharmacy for safe disposal.

‘Sharps boxes’ will always be used for the disposal of needles. Collection and disposal of the boxes will be locally arranged as appropriate.

Name of Unit/Premises/Centre/School Brighton Hill Community School Date of Policy Issue/Review March 2011 Name of Responsible Manager/Headteacher Head teacher Signature of Responsible Manager/Headteacher

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Brighton Hill Community School

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10. First Aid Policy Policy Statement Brighton Hill Community School will undertake to ensure compliance with the relevant legislation with regard to the provision of first aid for all employees and to ensure best practice by extending the arrangements as far as is reasonably practicable to children and others who may also be affected by our activities. Responsibility for first aid at Brighton Hill Community School is held by the Head teacher who is the responsible manager. All first aid provision is arranged and managed in accordance with the Children’s Services Safety Guidance Procedure SGP 08-07(First Aid). All staff have a statutory obligation to follow and co-operate with the requirements of this policy.

Aims & Objectives Our first aid policy requirements will be achieved by:  Carrying out a First Aid Needs Assessment to determine the first aid provision requirements for our premises o It is our policy to ensure that the First Aid Needs Assessment will be reviewed periodically or following any significant changes that may affect first aid provision o The Children’s Services First Aid Needs Assessment Form (CSAF-002) will be used to produce the First Aid Needs Assessment for our site  Ensuring that there are a sufficient number of trained first aid staff on duty and available for the numbers and risks on the premises in accordance with the First Aid Needs Assessment  Ensuring that there are suitable and sufficient facilities and equipment available to administer first aid in accordance with the First Aid Needs Assessment  Ensuring the above provisions are clear and shared with all who may require them  First Aid training The responsible manager will ensure that appropriate numbers of appointed persons, school first aid trained staff, emergency first aiders, qualified first aiders and paediatric first aid trained staff are nominated, as identified by completion of the First Aid Needs Assessment, and that they are adequately trained to meet their statutory duties.

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Brighton Hill Community School

Appointed Persons At Brighton Hill Community School there are 3 appointed persons who are as follows:  Jennie Mallin (Attendance Officer)  Jem Cooper (Site Services Assistant) – After hours  John Woodman (Site Services Assistant) – After Hours Where the first aid needs assessment identifies that qualified first aid staff are not necessary due to the nature/level of risk, the minimum legal requirement is to appoint a person (the Appointed Person) to be on site at all times during the working day. Appointed persons are in place to take charge of first aid arrangements including looking after equipment and calling emergency services.

Note: Appointed Persons are not First Aiders and should not provide first aid for which they have not been trained. However it is good practice to provide appointed persons with some level of first aid training. Such training does not require HSE approval.

School First Aid Trained Staff At Brighton Hill Community School there are school first aid trained staff who are as follows:  Corinne Jane (Admin Assistant)  Les Thomas (PA to Head teacher)  Kate Bishop (Admin Assistant)  Pat Hare (Receptionist) This optional, bespoke training for school staff is available to assist the school in meeting its own duty of care towards its pupils. It is not a substitute for HSE-approved first aid training which qualifies staff to provide first aid to other staff. This training should be provided only where:  Additional training is considered to be required for appointed persons in order to enhance their role to provide first aid to children; and/or  Other staff, in addition to Emergency/Qualified First Aiders, are also considered to require some level of training in order to provide first aid to children

Emergency First Aiders (Those completing the HSE approved 1-day emergency first aid course) At Brighton Hill Community School there are numerous emergency first aiders who are as follows:  Please see attached list They will be responsible for administering first aid, in accordance with their training, to those that become injured or fall ill whilst at work or on the premises. They may also have other duties and responsibilities which are identified and delegated as appropriate (eg. first aid kit inspections).

Qualified First Aiders (Those completing the HSE approved 3-day first aid course) At Brighton Hill Community School there are 3 qualified first aiders who are as follows:  Lynsey Roche (Flexible Learning Centre Manager)  Aaron Boyd ( Assistant in Sport) They will be responsible for administering first aid, in accordance with their training, to those that become injured or fall ill whilst at work or on the premises. There may also be other duties and responsibilities which are identified and delegated to the first aider (eg. first aid kit inspections).

First Aid Provision Our First Aid Needs Assessment has identified the following first aid kit requirements:  1 first aid kit on the premises o This first aid kit is situated in the Welfare Office

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Brighton Hill Community School  6 travel first aid kits for vehicles o These travel first aid kits will be located in the Welfare Office It is the responsibility of the emergency/qualified first aiders/appointed persons to check the contents of all first aid kits every 12 months and record findings on the Children’s Services First Aid Kit Checklist (CSAF-003). Completed checklists are to be stored in the Welfare Office The contents of first aid kits are listed under the ‘required quantity’ column on the checklist itself. The Welfare Office is designated as the first aid room for treatment, sickness and the administering of first aid. The first aid room will have the following facilities:  Bed, running water, first aid kit, first aid supplies, telephone, chair, wheelchair, computer, toilet, locked medical cupboard.

Emergency Arrangements Upon being summoned in the event of an accident, the first aider/appointed person is to take charge of the first aid administration/emergency treatment commensurate with their training. Following their assessment of the injured person, they are to administer appropriate first aid and make a balanced judgement as to whether there is a requirement to call an ambulance. The first aider/appointed person is to always call an ambulance on the following occasions:  In the event of a serious injury  In the event of any significant head injury  In the event of a period of unconsciousness  Whenever there is the possibility of a fracture or where this is suspected  Whenever the first aider is unsure of the severity of the injuries  Whenever the first aider is unsure of the correct treatment  In the event of an epileptic fit  In the event of anaphylactic shock In the event of an accident involving a child, where appropriate, it is our policy to always notify parents of their child’s accident if it:  is considered to be a serious (or more than minor) injury  requires first aid treatment  requires attendance at hospital Our procedure for notifying parents will be to use all telephone numbers available to contact them and leave a message should the parents not be contactable. In the event that parents cannot be contacted and a message has been left, our policy will be to continue to attempt to make contact with the parents every hour. In the interim, we will ensure that the qualified first aider, appointed person or another member of staff remains with the child until the parents can be contacted and arrive (as required). In the event that the child requires hospital treatment and the parents cannot be contacted prior to attendance, the qualified first aider/appointed person/another member of staff will accompany the child to hospital and remain with them until the parents can be contacted and arrive at the hospital.

Records All accidents requiring first aid treatment are to be recorded with (at least) the following information:  Name of injured person  Name of the qualified/emergency/school first aider or appointed person  Date of the accident  Type of accident (eg. bump on head etc)

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Brighton Hill Community School  Treatment provided and action taken

Date of Policy Issue/Review March 2011 Name of Responsible Manager/Headteacher Head teacher Signature of Responsible Manager/Headteacher

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11. Home School Agreement We place the greatest importance on the home/School partnership in order to secure the success of every student. This means maintaining good communication and proactively promoting student learning. As a student, to give myself and others the best possible chances of learning at BHCS, I will:  attend regularly, on time and properly equipped for work  complete all class work and homework as well as possible, and not disrupt the work of others  value the resources provided to me, including the internet policy, by using them with care and only in support of my learning  respect the views, feelings and needs of others, and comply with all School expectations  be polite, supportive and helpful to others  wear the correct uniform of the School and keep a tidy appearance  show care, responsibility and respect for our School, its equipment and surroundings at all times by keeping the School free from litter and graffiti and respecting its environment and fabric  use my planner on a daily basis with care and show it to my parent/guardian(s) and School on a regular basis, at least weekly  make sure that letters and messages given to me are passed on promptly  maintain high standards of behaviour travelling to and from School  take advantage of the opportunities provided by the School’s programme after School enrichment activities

By signing, I acknowledge and accept my responsibilities in relation to this Home-School Partnership Agreement; I accept and recognise the responsibilities of both my parent/guardian(s) and BHCS. Name: …………………………………………………………………………….. Signature: ………………………………………………………………………… Date: ……………………………………… As a Parent/Guardian, to support our child and BHCS, I/we will:  emphasise to my child the importance of a good education for a happy and successful life  ensure that my/our child attends regularly and punctually  take reasonable steps to avoid absences during the School day and term times  ensure that (s)he wears the correct uniform and is properly equipped  contact School promptly about things which may affect or influence the education, behaviour or attendance of my/our child

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Brighton Hill Community School  support the School’s Behaviour Management Policy, including the approved sanctions of the School and its internet policy (including, on the rare occasion, the need to check the content of students’ lockers, in relation to Safeguarding and Health & Safety regulations)  support my/our child in doing homework and other opportunities for home-learning  read and sign my/our child’s planner weekly, and reports when received  attend Parents Consultation Events and other meetings about my/our child’s education and progress  make every effort to stay informed about the School  encourage my child to take part in enrichment activities and other out of classroom opportunities for learning  engage actively in the home-School partnership By signing, I acknowledge and accept my responsibilities in relation to this Home-School Partnership Agreement; I/we accept and recognise the responsibilities of my/our child and BHCS. Name(s): ……………………………………………………………………………………………………………………………………………………… Signature(s): ……………………………………………………………………………………………………………………………………………… Date: …………………………………………… Email address*: ……………………………………………………………………… *Email address for which I/we are happy to be contacted regarding my/our child, and understand our responsibility in ensuring this information is up-to-date, along with contact telephone numbers, immediately informing the School of any changes. In order to achieve the best we can for each student in the School, as Staff, Governors and as a School, we will:  aim to ensure the safety and well being of your child whilst in our care  maintain high expectations with regard to communication, uniform, positive behaviour, attendance, progress and conduct  encourage and challenge your child, through a supportive learning environment, to achieve the best of which (s)he is capable in all aspects of School life  provide a broad, balanced curriculum following national guidelines with opportunities for continuity, designed to meet your child’s individual needs  encourage independent learning by providing access to a range of resources, including the internet, to encourage your child to discover and process information for themselves  recognise your child’s academic and other achievements within the School  offer your child opportunities to take part in a variety of enrichment activities which provide new experiences or develop work completed as part of the curriculum  promote the positive attributes of respect and responsibility  reserve the right to search your child’s locker, in the absence of your child and/or you  keep you informed about your child’s progress  provide information through a range of communication sources, in support of your child’s education, including letters, newsletters, reports, SIMS Learning Gateway and the School website  value your involvement in the life of the School  assess and monitor each student’s progress regularly and send home an annual full written report and Progress Reviews at least termly  set, mark and monitor homework regularly and provide facilities for students to do homework in School.  provide support to students with additional Special Educational Needs, according to the SEN Code of Practice

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Brighton Hill Community School  provide a careers education programme and opportunities for every student to take part in Work Related Learning  respond to parental contacts normally within one working day. Respond promptly to parents’ requests to discuss their child’s progress and welfare at times other than Parents’ Consultation Meetings  provide opportunities for parents to discuss their child’s progress and welfare by organising Parents’ Consultation events  offer the possibility for parents to join the BHCSA and, through the election process, the Governing Body  provide revision class opportunities to aid every student’s preparation for public examinations  sign the student planner each week By signing, on behalf of the School and its staff, we acknowledge and accept our responsibilities in relation to this Home-School Partnership Agreement; we accept and recognise the responsibilities of you and your child at BHCS. ……………………………………………………… ……………………………………………………… C E Currie Jane Pratt Headteacher Chair of Governors Signature for the Staff and Governors Back to Index

12. Instruments of Governance

INSTRUMENT OF GOVERNMENT (Variation)

1. The name of the school is Brighton Hill Community School

2. The school is a community school

3. The name of the governing body is “The governing body of Brighton Hill Community School”

4. The governing body shall consist of: a. Four parent governors [at least one third of the places] b. Two authority governors [one fifth of the places] c. Two staff governors [at least two, up to and including one third of the places and including the head teacher] d. Three community governors [at least one fifth of the places] e. [where applicable] sponsor governors [up to two]

5. Total number of governors Eleven

6. [Applicable only to community special schools]. The body/ies entitled to nominate a person for appointment as a community governor under schedule 3 to the Regulations is/are [Insert here the name of the body designated by the LEA].

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Brighton Hill Community School 7. The sponsor[s] entitled to nominate [a] person[s] for appointment as sponsor governors under schedule 5 of the Regulations is/are

8. [applicable if the term of office of one or more categories of governor is shorter than four years] The term of office of [category of governor] is [insert period between one and four years]

9. This instrument of government comes into effect on 31 August 2012

10. This instrument was made by order of Hampshire Local Authority on 10 May 2012

11. A copy of the instrument must be supplied to every member of the governing body (and the head teacher if not a governor).

Authorised by …………………………………………………………… Director of Children’s Services

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13. Performance Management

Part 1: Performance Management Policy

Part 2: Capability Procedure

Introduction This policy and procedure has been consulted upon with the recognised trade unions and professional associations for Hampshire maintained schools. Where Hampshire maintained schools wish to localise this policy and procedure further, consultation will need to take place with staff and representatives of the recognised unions and associations. This policy and procedure is commended to academies and other schools who have freedom to develop their own policy and procedure, although such schools who wish to adopt this policy and procedure are advised to take this through their own negotiation/consultation framework.

This policy and procedure will be reviewed every three years or whenever a change in employment legislation necessitates a review, whichever is sooner. Schools should ensure that employees clearly understand the ethos of the school and that performance management arrangements are in place to support employees to achieve their individual and school aspirations. It should be recognised that there is a collective responsibility to achieve these goals. The Capability Procedure is a supportive process aimed at generating sustained improvement.

Purpose This document sets out the framework for a clear and consistent assessment of the overall performance of employees, including the Headteacher, and for supporting their development within the context of the school’s plan for improving educational provision and performance, and

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Brighton Hill Community School the standards expected of teachers and other staff. It also sets out the arrangements that will apply when employees fall below the levels of competence that are expected of them.

Application The Performance Management Policy is for all employees working within a school/school managed provision or establishment (which for ease of reference are referred to throughout this document as ‘schools’), with the exception of those employees on contracts of less than one term, those undergoing induction (i.e. NQTs), and those who are subject to the Capability Procedure (see Part 2 of this document).

The Capability Procedure is for all employees working within a school/school managed provision or establishment (which for ease of reference are referred to throughout this document as ‘schools’).

Part 1 – Performance Management Policy 1. Principles 2. The Performance Management Cycle 3. Appointing reviewers 4. Setting objectives 5. Reviewing performance 6. Dealing with performance concerns

Part 2 - Capability Procedure 1. Principles 2. Stages of the Procedure 3. Stage 1 - Formal Meeting 4. Stage 2 - Final Meeting 5. Stage 3 – Headteacher/Governors’ Committee Hearing 6. Improvement in performance achieved 7. Fast-track Procedure 8. Gross Incapability 9. Failure to make progress during a review period 10. Right of Appeal 11. Requirement for schools to pass on information about a teacher’s capability to a new employer 12. Support

Appendix 1 Employees with less than one or two years of continuous service

Part 1 – Performance Management Policy 1. Principles 1.1 Performance management in this school will be a supportive and developmental process designed to ensure that all employees have the skills and support they need to carry out their role effectively. It will help to ensure that all employees are able to continue to improve their professional practice and to develop in their careers. 1.2 The process of setting and reviewing performance objectives for staff in schools is an integral part of the school’s overall approach to school improvement and development.

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Brighton Hill Community School Performance objectives will be written in such a way that they complement and link to the targets expressed in the school Raising Attainment Plan and School Improvement Plan. 1.3 It is important to recognise that the objectives set for any member of staff will not represent the complete job that the individual is expected to perform. Reviewing performance is about measuring the progress made against the objectives set with appropriate support, which will represent key priorities for that individual, and in addition, assessing and recognising the overall performance of that person in the job, including an assessment against any relevant standards/accountabilities. 1.4 There is no correct number of objectives to set for any member of staff; however, a minimum of three objectives will be set. The total number will depend on the role they undertake, the relevant priorities for that person at that time and the nature and complexity of each objective set. 1.5 The process of performance management will be carried out in accordance with this policy, which is underpinned by the statutory regulations for teachers and local agreements for support staff. 1.6 Performance management will be carried out in such a way to ensure consistency of treatment and fairness. 1.7 The Governing Body and Headteacher will monitor the operation and effectiveness of the school’s performance management arrangements. 1.8 The performance management process will be treated with confidentiality. Normally only the reviewer, reviewee and the Headteacher will have access to performance management information and documentation relating to the reviewee. However, in the event of an Ofsted inspection taking place, Ofsted inspectors may request that anonymised information about the school’s performance management arrangements, including the most recent performance management outcomes and their relationship to salary progression, is provided. Governors may also request an anonymised sample of performance management statements to enable them to perform their role in monitoring the effectiveness of the school’s performance management system. 1.9 The Governing Body and Headteacher will ensure that all written performance management records are retained securely for six years and then destroyed. 1.10 Where an employee’s performance is affected by a health problem and/or sickness absence, the matter will normally be dealt with in accordance with the school’s Absence Policy and Procedure. This is likely to lead to a referral to Occupational Health in order to assess the employee’s fitness for work. 1.11 When assessing an employee through the performance management process, factors such as any periods of ill health, or maternity leave, will be taken into account as this may affect an employee’s ability to meet their objectives.

2. The Performance Management Cycle 2.1 The performance management cycle for the Headteacher and all teachers will run for twelve months, with the end of year review being completed by October for teachers, and December for the Headteacher, in reference to the previous academic year. The performance management cycle for support staff will run for twelve months with the end of year review being completed by December, in reference to the previous academic year or current financial year. 2.2 Employees who are employed on a fixed-term contract of less than one year will have their performance managed in accordance with the principles underpinning this policy. The length of the period will be determined by the duration of their contract.

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Brighton Hill Community School 2.3 The performance management cycle will link to the pay arrangements for employees. In the case of teaching staff, the end of year review and the annual pay determination will take place by the end of October each year (December for the Headteacher) and is informed by the performance management cycle concluding at the end of the previous academic year (31 August). In the case of support staff who are performance managed via the Individual Performance Planning (IPP) process, the end of year review will be completed by December in order for decisions about pay to be made, effective from 1 April each year.

3. Appointing reviewers 3.1 The Headteacher’s performance will be reviewed by the Governing Body, supported by a suitably skilled external adviser who has been appointed by the Governing Body for that purpose. 3.2 In this school, the task of reviewing the Headteacher, including the setting of objectives, will be delegated to a sub-group consisting of two/three (delete as appropriate) members of the Governing Body. The appointed governors will be known as the Headteacher Performance Management Committee (HPMC). 3.3 Given the close working relationship between the Headteacher and the Chair of Governors, it would not normally be appropriate for the Chair of Governors to be part of the HPMC. 3.4 The Headteacher will decide who will review other teachers and support staff, however this will normally be the employee’s line manager. The Headteacher has the discretion to delegate the review process to other employees who will normally be line managers. Reviewers will have the necessary knowledge and training in order to undertake this role.

3.5 Where performance concerns arise (see section 6), the Headteacher may re-delegate the reviewer role to a senior manager or undertake the role of reviewer themselves. 3.6 The maximum number of reviewees assigned to a reviewer is 5.

4. Setting Objectives 4.1 The Headteacher’s objectives will be set by the Governing Body after consultation with the external adviser. At least one of the targets for the Headteacher will relate to outcomes for pupils. Objectives for each employee will be set before, or as soon as practicable after, the start of each performance management cycle. In setting objectives, reviewers will have regard to what can reasonably be expected given the employee’s role and level of experience. The level of expectation of an employee’s performance must also be communicated at the outset of the performance management cycle. For example, where the School has been explicit that to achieve their improvement plans teaching needs to be good or above, this expectation must be clearly communicated to all staff. Where a member of staff on the Upper Pay Scale or in receipt of a TLR wishes to relinquish the extra responsibilities that come with that role/pay in advance of a new Performance Management cycle beginning, a formal request to the Headteacher, outlining specific reasons for this request, will be considered. 4.2 Objectives must be SMART: specific, measurable, achievable, relevant and time-defined. The proforma provided for the objective setting process facilitates the setting of SMART objectives. 4.3 In this School, the expectation is that teaching will be good or outstanding in a very large majority of lessons, i.e. 80%+ of lessons.

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Brighton Hill Community School 4.4 The objectives set for each teacher will, if achieved, contribute to the school’s plans for improving the school’s educational provision and performance and improving the education of pupils at the school, and will take into account the outcomes for pupils. Objectives will also take into account the professional aspirations of the employee if appropriate to the needs of students. 4.5 Objective setting will have regard to a reasonable level of expectations of the employee in the context of work/life balance. 4.6 Before, or as soon as practicable after, the start of each performance management cycle, each teacher will be informed of the standards, objectives and success criteria against which that teacher’s performance in that performance management cycle will be assessed. In addition, the reviewer and reviewee will agree the reviewee’s CPD needs for that year. 4.7 Before, or as soon as practicable after, the start of each performance management cycle, each member of support staff will be informed of the key accountabilities against which that employee’s performance in that performance management cycle will be assessed, for example those contained within the role profile applicable to that employee. In addition, the reviewer and reviewee will agree the reviewee’s development needs for that year.

5. Reviewing Performance 5.1 Evidence A number of methods will be used in order to obtain evidence by which to assess an employee’s performance. These include those detailed below. Such evidence will be triangulated in order to undertake an overall assessment of the employee’s performance. This will include their performance against their objectives and against the relevant standards/key accountabilities for their role.

5.1.1 Observation This school believes that observation of classroom practice and other responsibilities is important both as a way of assessing the performance of classroom-based employees in order to identify any particular strengths and areas for development they may have, and of gaining useful information which can inform school improvement more generally. Therefore, feedback from lesson observations will be developmental and not simply a judgement. All observation will be carried out in a supportive manner. In this school classroom-based employees’ performance will be regularly observed but the amount and type of classroom observation will depend on the individual circumstances of the employee and the overall needs of the school at that time. Classroom observation of teachers will normally be carried out by those with QTS. In addition to formal observation, the Headteacher or other leaders with responsibility for standards in the classroom may “drop in” in order to evaluate the standards of teaching and to check that high standards of professional performance are established and maintained. The length and frequency of “drop in” observations will vary depending on specific circumstances. Teachers will be given a minimum of five working days’ notice of a formal lesson observation related to Performance Management objectives will

Observations are a snapshot in time and reviewers will use the information gathered from these alongside other types of evidence to make judgements about performance. As soon as practicable after an observation and normally within one working day, oral feedback will be given to the employee This will be followed up with written feedback within three working days of the observation taking place where it has not been possible to provide written feedback during the oral feedback. Where it is not reasonably practicable U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 77

Brighton Hill Community School to provide feedback within these timescales, feedback will be provided at the earliest opportunity thereafter.

Teachers (including the Headteacher) who have responsibilities outside the classroom, and support staff who are not classroom-based will also have their performance of those responsibilities observed and assessed. Observations undertaken by Ofsted inspectors or as a result of local authority monitoring, will not, in themselves, be used for performance management purposes. However, these observations may highlight the need for the school to undertake separate observations for performance management purposes, for example if a lesson is rated as inadequate by Ofsted. Observations undertaken by a local authority officer may be used in performance management where this has been planned and communicated to all parties in advance.

5.1.2 Pupil progress and attainment Rates of pupil progress and levels of attainment as pertinent to the teacher’s role will be used in assessing a teacher’s performance against the Teachers’ Standards and, where relevant, against objectives. The HPMC, with advice from the External Adviser, will review levels of pupil attainment, rates of pupil progress and whole school performance in their assessment of a Headteacher’s performance in addition to other objectives that may have been set. Where support staff are providing support to groups or individual pupils, the progress and attainment of those pupils may be taken into account in assessing the performance of the employee. This will only be used alongside other evidence which supports the level of contribution of the employee to the progress and attainment of pupils.

5.1.3 Work sampling Work sampling may be used in assessing teacher performance against the standards for the role, and where relevant, against objectives.

5.1.4 Other evidence Other evidence may be considered, where it is pertinent to the objectives set and the standards/accountabilities for the role. Examples of such evidence may include (but are not limited to): Teachers  Short, medium and long-term planning.  Exam/test/assessment data.  Annotated work samples.  Classroom observation.  Video/audio recordings of students’ work.  Student questionnaires/Student Voice work.  Colleague questionnaires.  Parent questionnaires.  Action research findings.  Effective deployment and management of classroom-based support staff.  LSA feedback. The Headteacher  Evidence from reports from external sources such as Ofsted, the local authority, or other reviews.

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Brighton Hill Community School  RAISEonline and other performance tables. Support staff  A sample of written correspondence produced (administrative staff).  A sample of budget correspondence (finance staff).  A sample of health and safety monitoring (site staff).  Examples of displays and resources prepared (classroom-based support staff). It may also be appropriate to consider evidence such as feedback from colleagues, including peers, and for line managers, their staff.

5.2 Feedback 5.2.1 Employees will receive constructive feedback on their performance throughout the year and as soon as practicable after observation has taken place or other evidence has come to light. Feedback will highlight particular areas of strength and celebrate success, as well as any areas that need development and support. Where there are any concerns about any aspects of an employee’s performance, this will be managed in accordance with Section 6 of this policy.

5.3 Annual Assessment 5.3.1 Every employee’s performance will be formally assessed in each performance management cycle. In assessing the performance of the Headteacher, the Governing Body will consult the external adviser. 5.3.2 This assessment is the end point to the annual performance management process, but performance and development priorities will be reviewed and addressed on a regular basis throughout the year and formally in an interim meeting which will take place in February.

5.3.3 An employee will receive a written performance management statement as soon as practicable following the end of each performance management cycle. The employee will have the opportunity to comment on this. Teachers will receive their written performance management statement by 31 October (31 December for the Headteacher). Support staff will receive their performance management statement by 31st December. The performance management statement will include:  an assessment of the employee’s performance of their role and responsibilities against their objectives in the last performance management cycle;  an assessment of the employee’s performance of their role and responsibilities against the standards/accountabilities for their role in the last performance management cycle;  summary of the evidence considered to support the decisions made;  a recommendation on pay based on performance in the last performance management year (where this is relevant). The employee will also receive a new performance management statement for the new performance management cycle. This will include:  details of the employee’s objectives for the new performance management cycle;  details of the standards/accountabilities to apply in the new performance management cycle;  an assessment of the employee’s current training and development needs and identification of any action that should be taken to address them in the new performance management cycle;  an indication of when monitoring will take place.

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Brighton Hill Community School 5.3.4 The assessment of performance against the objectives and standards will inform the planning process and training and development needs for the next performance management cycle. 5.3.5 All staff and reviewers are encouraged to also use performance management meetings to discuss other matters pertinent to their employment. 5.3.6 With the exception of the Headteacher pay recommendation, all pay recommendations arising out of the performance management process must be approved by the Headteacher before being shared with the individual member of staff to whom the recommendation relates, and referred to the governors’ pay committee. The HPMC must also refer their recommendation to the governors’ pay committee. 5.3.7 Pay progression within grades and scales is normally automatic unless the employee has been placed on the formal Capability Procedure.

5.4 Moderation of Performance Management Statements 5.4.1 The Headteacher will take responsibility, where the reviewer role has been delegated, for moderating a sample of performance management statements to ensure consistency and equality of treatment.

6. Dealing with performance concerns 6.1 The majority of employees are competent in their role for the majority of the time. On occasions, however, an individual’s performance can be deemed to be below accepted standards and support is needed to help them re-attain and sustain the required level of performance. 6.2 Concerns about performance will be addressed at the time they are identified and not left to the employee’s next performance management meeting. This will assist the employee to recognise issues at an early stage.

6.3 Performance concerns may be identified by the reviewer or by a Senior Manager/Headteacher. Where a concern is identified that is likely to require structured managerial support, the Headteacher may re-delegate the reviewer role to a senior manager or undertake the role themselves. A reviewer must notify the Headteacher where they identify performance concerns and confirm how the Headteacher intends to proceed. 6.4 Concerns about the performance of the Headteacher may be identified by an individual or combination of sources. Where a concern is identified via the HPMC, the Chair of the HPMC must notify the Chair of Governors. Where the concern is notified to the Chair of Governors, the Chair of Governors must notify the Chair of the HPMC. In both circumstances, the Chair of the HPMC will review the evidence available with the School’s School Improvement provider to determine how to proceed. 6.5 Where it is necessary to take forward a performance concern in respect of the Headteacher, this will be undertaken by the HPMC, with professional advice from the School’s School Improvement provider, and the Chair of Governors will be kept appraised of the situation. 6.6 When raising performance concerns with an individual, the Headteacher/Senior Manager/HPMC will take into account any factors which may be having an impact on the employee’s ability to perform their duties. However, such factors in themselves do not negate the need to address performance concerns.

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Brighton Hill Community School 6.7 Whilst there are not formal rights of representation at this stage, employees are encouraged to contact their Professional Association or Trade Union Representative for advice and support.

6.8 Identifying when performance is deemed to be below accepted standards 6.8.1 The Headteacher/Senior Manager/HPMC may consider a member of staff to be underperforming where:  the standard of performance falls below that which is required to meet or make progress towards a specific performance management target; and/or  the standard of performance falls below that which is required to meet the expectations of a particular role in their school; and/or  the performance falls below the relevant standards/accountabilities for the role; and/or  the overall school performance falls below that which is required (in the case of the Headteacher). 6.8.2 Post-Threshold and TLR holders are expected to meet the professional duties and standards relevant to their role as well as the core standards that apply to all teachers. If the Headteacher/Senior Manager has evidence to show that an employee is no longer meeting the expectations of their role, these concerns will be addressed with the individual promptly. 6.8.3 Where the school has clearly communicated a level of expectation, the Headteacher and senior managers may consider a member of staff to be underperforming if they are not reaching this level of expectation.

6.9 Determining possible initial courses of action 6.9.1 Depending on the severity of the underperformance, the Headteacher/Senior Manager/HPMC need to take a view as to the proportionate response. This may include:  an early conversation to confirm the expected standards of the role;  coaching/mentoring support;  structured managerial support;  consideration of application of the Capability Procedure (exceptional circumstances or concerns). An early conversation and coaching/mentoring support will only be used on their own to support low level or early stage concerns where these may be an effective measure. Where the performance concern is more significant or continues, structured managerial support will normally be put in place.

6.10 Structured managerial support 6.10.1 Where a performance concern has been identified that requires additional support, a discussion will be held between the Headteacher/Senior Manager/HPMC and the employee. The outcome of the meeting will be to identify what steps will be taken to assist the employee to improve their performance and move to the required standard. (In cases involving the Headteacher, the HPMC will normally invite the School’s School Improvement provider to provide support at this meeting.) The discussion will include:  what area(s) of performance is/are of concern;  what improvement is required/the standard the employee needs to meet;  the timescales in which this is to be achieved (these will vary depending on the issues identified);

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Brighton Hill Community School  the support that will be provided to assist the employee;  how frequently the performance/progress will be monitored and reviewed;  the seriousness of the issue and potential consequences of improvement not being achieved. 6.10.2 The employee will be invited to provide his/her point of view on the shortfall in performance and whether they believe there is an underlying reason. The employee will also be asked to identify what support they feel they need in order to achieve the required improvement, and the Headteacher/Senior Manager/HPMC will indicate what support they intend to put in place. 6.10.3 The key outcomes of the discussion will be recorded in writing and shared with the individual. The written record of the discussion will be placed on the individual’s personal file and a copy given to the employee. 6.10.4 Review meetings will be held at the agreed timescales to review progress towards targets set and the appropriateness of the support being given. At these meetings, any improvements will be communicated to the individual as well as the remaining gap between their current level of performance and the expectations set. The outcome of these meetings will also be recorded in writing and a copy shared with the individual. 6.10.5 The purpose of any structured managerial support programme is to assist the employee to achieve the necessary improvement within the agreed timescales. Where this is successful the Headteacher/Senior Manager/HPMC will confirm this at the relevant review meeting and record this in writing to the employee. The employee will be informed that the improvement in their performance must be sustained. 6.10.6 If the employee is not making the necessary progress towards the required improvement, the employee will be informed that failure to achieve this may lead to the Capability Procedure being applied (see Part 2 of this document). The Headteacher/Senior Manager/HPMC will make a judgement about when to communicate this given that it may not be appropriate to do so during the first discussion. However, if a move to the Capability Procedure is a likely outcome, the potential for this must be communicated to the member of staff in good time. It must be recorded in writing that the employee has been informed of the potential consequences should their performance not meet the required standard. If the necessary improvement is then not achieved within the agreed timescales, the Headteacher/Senior Manager/HPMC will need to consider use of the Capability Procedure. 6.10.7 Where the employee has initially made the required improvement but this performance has not been sustained independently over a 6 month period, the Headteacher/Senior Manager/HPMC will need to consider use of the Capability Procedure.

6.11 By-passing structured managerial support 6.11.1 In most circumstances a structured managerial support programme will be put in place prior to the Capability Procedure being used. However, the Headteacher/Senior Manager/HPMC may determine that it is appropriate to move straight to the Capability Procedure, in the following circumstances:  the employee’s performance is putting the health and safety of pupils and/or staff at risk;  the employee’s performance is putting the education of pupils in serious jeopardy;  the employee’s performance has not been sustained independently for 6 months at an accepted level following an earlier managerial support programme.

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Brighton Hill Community School 6.12 Transition to the Capability Procedure 6.12.1 At any stage the Headteacher/Senior Manager/HPMC may consider a transition to the Capability Procedure (Part 2 of this document). The Headteacher/Senior Manager/HPMC will have specific regard to:  the nature and severity of the underperformance;  the impact on pupils and colleagues both in the short and longer term;  the likely and required timescale for improvements to be made;  the engagement of the employee in the programme. 6.12.2 In a typical case, if a managerial support programme has been in place and the issues have not resolved after 4 school weeks/half a term then it would be appropriate to consider moving onto the Capability Procedure. However, when determining how long to wait before moving onto the Capability Procedure, the Headteacher/Senior Manager/HPMC will give consideration to the circumstances of the case, in particular the factors listed under paragraph 6.12.1 above. In such circumstances where the Headteacher/Senior Manager/HPMC determine a need to consider the application of the Capability Procedure, the employee will be invited to attend a meeting at which such a consideration will be undertaken. The individual will be given the opportunity to be accompanied at the meeting by a Professional Association/Trade Union Representative or work colleague and be provided with a copy of the Capability Procedure in advance. The meeting will be arranged in accordance with Section 3 of the Capability Procedure (Stage 1 – Formal Meeting). 6.12.3 At this meeting, depending on the level of concern, the responses of the employee, the progress so far, and whether the Headteacher/Senior Manager/HPMC feels improvement is likely to be seen in the necessary time frame, the Headteacher/Senior Manager/HPMC will decide either to continue to offer a further period of managerial support or to confirm that the employee will now be moved onto the Capability Procedure. 6.12.4 Should the Capability Procedure commence, performance management will be suspended.

Part 2 – Capability Procedure 1. Principles 1.1 This procedure will apply in circumstances where poor performance is assessed to be as a result of an employee’s lack of skill, ability, knowledge, experience or aptitude. Where poor work performance is assessed to be due to a deliberate or wilful failure to fulfil the duties of an employee’s role and/or a deliberate lack of care, the matter will be dealt with under the School’s Disciplinary Procedure as this is a conduct concern. 1.2 Where an employee wilfully and unreasonably refuses to co-operate with the application of the Capability Procedure, the matter will be dealt with under the Disciplinary Procedure. 1.3 Poor performance due to health problems and/or sickness absence will normally be dealt with via the School’s Sickness Absence Policy and Procedure (insert link). This is likely to lead to a referral to Occupational Health in order to assess the employee’s fitness for work. In some cases it may be appropriate for the Capability Procedure to continue during a period of sickness absence, however the Headteacher/Senior Manager/Headteacher Performance Management Committee (HPMC) will want to take the views of Occupational Health into account. 1.4 Prior to the implementation of this procedure, the Headteacher/Senior Manager/ HPMC will normally need to be able to show that, through the performance review process, reasonable efforts have been made to identify any performance concerns, discuss them with the employee and, as appropriate, provide support designed to facilitate improvement. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 83

Brighton Hill Community School 1.5 This procedure aims, through advice and support, to improve to an acceptable level, as set by the school, the performance of an employee who is causing concern. Such advice and support may be provided:  from within the school;  through accessing expertise in another school;  via the local authority’s advisory services;  from other expert sources external to the school;  through training courses or events. 1.6 The stages specified in this document must be dealt with on a professional and confidential basis. Governors will be notified in the event that the formal Capability Procedure is applied to a member of staff, but will not be provided with any other detail, as this may prejudice governors’ involvement in a later stage if recourse to that stage eventually becomes necessary. 1.7 Employees are encouraged to be accompanied by a professional association or trade union representative or by a work colleague under any stages of the Capability Procedure and to seek advice at the earliest opportunity where they are subject to formal action. The companion is allowed to make representations on behalf of the employee, submit papers, ask questions and address a meeting on behalf of the employee but is not allowed to answer questions on behalf of the employee. It is the employee’s responsibility to arrange their own companion and advise management of this. If the employee, or their companion, is unable, for good reason, to attend a meeting, an alternative date will be arranged, once only, normally within 5 working days of the original meeting. 1.8 When the Capability Procedure has commenced, the employee will be provided with a copy of the Procedure. 1.9 All targets and support and review meetings will be recorded during the capability process. 1.10 The employee will not normally be permitted to raise a grievance related to any action taken, or contemplated, under this procedure. Such grievances will normally be managed within the hearing and appeal process detailed below. 1.11 If the employee has less than one or two years of continuous service with the school (depending on the employee’s start date), the procedure at Appendix 1 will be used.

1.12 The employee will have the right of appeal against any formal action taken against them in accordance with section 10 of this procedure. 1.13 The School will have the right to request that an officer from Education Personnel Services attends any meetings under Stages 1 or 2 of the Capability procedure, in order to provide support to the Senior Manager/Headteacher/HPMC. Education Personnel Services will have the right to attend a meeting held under Stage 3 of the Capability Procedure in Hampshire Maintained Schools (other than in Voluntary Aided or Foundation Schools unless such rights exist) on behalf of the Local Authority. 1.14 In the interests of fairness, both parties are expected to provide details of any significant issues and relevant papers in advance of meetings arranged under the formal procedure. Management documents will normally be supplied with the letter inviting the employee to the formal meeting. The employee, or their representative/colleague, must submit their information to arrive at least 3 working days before the meeting. 1.15 Responsibility for decision-making within this procedure rests with the Headteacher/Senior Manager/HPMC. If the governing body has delegated to the Headteacher the power to dismiss, the Headteacher will not normally be able to fulfil that role where he/she has had substantial involvement in the earlier stages of the procedure.

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Brighton Hill Community School 1.16 Where this procedure is used in relation to Headteacher poor performance, the HPMC will undertake the role of Headteacher/Senior Manager. In such cases, an additional professional adviser from the School’s School Improvement provider will be present, at any stage, to provide governors with professional advice. 1.17 The time periods in this procedure will also apply to part-time employees. 1.18 A first formal warning given as part of the application of this procedure will lapse at the point when the Headteacher/Senior Manager/HPMC decides that an acceptable level of performance has been reached. If performance concerns return within 12 months from the date of such a decision, the Headteacher/Senior Manager/HPMC, following consultation with Education Personnel Services (or HIAS in the case of the Headteacher), may re-enter the procedure at the appropriate point in Stage 1. 1.19 Where a final warning has been issued, this will lapse at the point when the Headteacher/Senior Manager/HPMC decides that an acceptable level of performance has been reached. If performance concerns return within a period of two years (six terms) from the date of issue, the Headteacher/Senior Manager/HPMC, following consultation with Education Personnel Services (or HIAS in the case of the Headteacher), may re-enter the procedure at the appropriate point in Stage 2 at any time during this two-year period. 1.20 In the case of a teacher, where the Capability Procedure has commenced during the year under review and prior to the annual pay determination which takes place by the end of October each year, the Headteacher/Senior Manager has the option to withhold incremental progression of a main scale teacher or an unqualified teacher who has not already earned the maximum experience points on the teachers’ or unqualified teachers’ pay spine. The school will write to any teacher concerned in order to warn them about the potential loss of an increment. This experience point may be reinstated when the teacher’s performance has reached the required level. 1.21 In the case of a member of non-teaching staff who is subject to the Individual Performance Planning (IPP) process, where the formal Capability Procedure has commenced during the year under review, the Headteacher/Senior Manager will withhold incremental progression, where the employee receives an ‘improvement required’ rating.

1.22 Action involving use of a formal written warning and beyond will not be taken in respect of an accredited representative of a Trade Union unless the Headteacher or Education Personnel Services (as appropriate) has informed the relevant full-time official of the action that is being contemplated.

2. Stages of the Procedure 2.1 There are three stages in the Capability Procedure, as follows:  Stage 1 - Formal Meeting Stage  Stage 2 – Final Meeting Stage  Stage 3 – Headteacher/Governors’ Committee hearing 2.2 At every stage of the procedure the employee will be advised of the nature of the concern, be given an opportunity to provide their view, and have the right to be accompanied.

3. Stage 1 - Formal Meeting 3.1 Invitation to a Stage 1 Formal Meeting 3.1.1 The Headteacher/Senior Manager/HPMC will write to the employee to invite them to a Stage 1 Formal Meeting. The invitation letter will:  inform the employee of the stage of the procedure being followed;

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Brighton Hill Community School  provide the employee with a minimum of 5 working days’ notice of the meeting;  inform the employee of the right to be accompanied at the meeting;  inform the employee of the requirement to confirm before the meeting whether they intend to be accompanied at the meeting, and, if so, by whom;  inform the employee that, if they wish to refer to any written information at the meeting, this must be submitted to arrive 3 working days before the meeting;  explain that if the employee needs special support or assistance during the meeting, they should notify the Headteacher/Senior Manager/HPMC in advance of the meeting;  remind the employee of their access to the Council’s employee support line service;  enclose a copy of the Capability Procedure (if they have not already been provided with a copy) and all written information the Headteacher/Senior Manager/HPMC wishes to rely upon during the meeting;

3.2 Conduct of the Stage 1 Formal Meeting 3.2.1 The Headteacher/Senior Manager/HPMC will:  clearly set out the nature of the performance concerns, discuss the measures put in place during any period of structured managerial support and explain why progression to the Capability Procedure may be required;  refer to any documents or evidence (for example, evidence of support provided, monitoring and training records and examples of the employee’s work) and clarify the requirements of the employee’s role and the standards expected;  ask the employee to account for their continued under-performance including any mitigation the employee feels is relevant;  consider all the facts and, if necessary, adjourn the meeting to consider these further before making a decision about whether the employee will move onto the Capability Procedure;  define success criteria and the evidence that will be used to assess whether or not the necessary improvement has been made;  define the nature and frequency of any support to be provided, and of the monitoring process, and the dates of interim progress reports and formal reviews.

3.3 Outcomes of the Stage 1 Formal Meeting 3.3.1 Possible outcomes include:  no formal action required (in which case it may be appropriate to continue to address the concerns through the performance management process and the Capability Procedure will not apply);  a Formal Warning is issued;  (in serious cases) a Final Warning is issued (see section 7);  (in exceptional cases) a decision is made to suspend the employee pending an investigation into a concern of gross incapability. In such circumstances, the Headteacher/Senior Manager/HPMC may refer the matter directly to a hearing under Stage 3. An employee issued with a warning will be told the consequences of further poor performance or failure to improve within the set review period. The length of the review period will depend on the circumstances of the individual case but in most cases will be between four and ten weeks. Progress will be formally reviewed at the end of this period, however interim reviews will also be held to assess progress.

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Brighton Hill Community School 3.3.2 The outcome of the meeting will be confirmed in writing to the employee. A copy of this letter will be placed on the employee’s personal file.

4. Stage 2 - Final Meeting 4.1 Invitation to a Stage 2 Final Meeting 4.1.1 The Headteacher/Senior Manager/HPMC will write to the employee to invite them to a Stage 2 Final Meeting. The invitation letter will be in accordance with paragraph 3.1.1.

4.2 Conduct of the Stage 2 Final Meeting 4.2.1 The Headteacher/Senior Manager/HPMC will:  clearly set out the nature of the performance concerns, discuss the measures put in place during any period of structured managerial support and explain why progression to the next stage of the Procedure may be required;  refer to any documents or evidence (for example, evidence of support provided, monitoring and training records and examples of the employee’s work) and clarify the requirements of the employee’s role and the standards expected;  ask the employee to account for their continued under-performance including any mitigation the employee feels is relevant;  consider all the facts and, if necessary, adjourn the meeting to consider this further before making a decision about whether the next formal stage will be commenced or the current stage extended;  define success criteria and the evidence that will be used to assess whether or not the necessary improvement has been made;  define the nature and frequency of any support to be provided, and of the monitoring process, and the dates of interim progress reports and formal reviews.

4.3 Outcomes of the Stage 2 Final Meeting 4.3.1 Possible outcomes include:  no further action, in which case the Capability Procedure will cease;  the Formal Warning remains in place for a further specified period of time;  a Final Warning is given.

The employee will be told the consequences of further poor performance or failure to improve within the set review period. In most cases, a review period will be set of no more than four weeks. The outcome of the meeting will be confirmed in writing to the employee. A copy of this letter will be placed on the employee’s personal file.

4.4 Stage 2 Final Review Meeting 4.4.1 At the end of the review period in Stage 2, the employee will be invited to a Final Review Meeting. The invitation letter will be in accordance with paragraph 3.1.1. The conduct of the meeting will be in accordance with paragraph 4.2. 4.4.2 Possible outcomes include:  a decision to refer the matter to a Headteacher/Governors’ Committee Hearing to consider dismissal on the grounds of Capability;  the Final Warning remains in place for a further specified period of time;  no further action, in which case the Capability Procedure will cease.

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Brighton Hill Community School 4.4.3 The Headteacher/Chair of the HPMC (in the case of a Headteacher) will inform the Chair of the Governing Body and Education Personnel Services (if not already involved) of the outcome of the Stage 2 Final Review Meeting. 4.4.4 The outcome of the meeting will be confirmed in writing to the employee and a copy placed on the employee’s file.

4.5 Consideration of alternative options Before any meeting takes place under Stage 3 of this procedure (with the exception of potential gross incapability cases), Education Personnel Services and, where appropriate, a Local Authority Officer and/or, in the case of an Aided School, an officer of the Diocese, will meet with the employee and the Headteacher/Senior Manager/HPMC separately to examine any available alternatives which would obviate the need for the application of Stage 3 or beyond. This will include consideration of whether or not it is feasible to make any offer of alternative employment to the employee.

5. Stage 3 – Headteacher/Governors’ Committee Hearing 5.1 Invitation to a Stage 3 Hearing 5.1.1 The Headteacher/Senior Manager/HPMC will write to the employee to invite them to a Stage 3 Hearing. The invitation letter will be in accordance with paragraph 3.1.1 and the employee must be advised that dismissal is a potential outcome. The employee must be advised of their right to be accompanied at the Hearing in accordance with paragraph 1.7. 5.2 Conduct of a Stage 3 Hearing 5.2.1 Where the Headteacher has formally delegated powers of dismissal and has not had substantial involvement in Stages 1 and/or 2 of the procedure, the Headteacher may hear the matter. Where this is not the case, the matter will be heard by a Governors’ Committee. 5.2.2 The Hearing will be conducted in accordance with the procedure for Headteacher/Governor Committee Hearings (insert link). 5.2.3 In the case of the Headteacher, the Chair of the HPMC will commission an Advocate from the School Improvement Service and a senior officer from Education Personnel Services to present the management case. The Chair of the HMPC will normally be called as a witness.

5.3 Outcomes of the Stage 3 Hearing 5.3.1 Possible outcomes include:  no further action, in which case the Capability Procedure will cease;  the previous Final Warning should remain in place for a further specified period of time (in which case the required improvement in performance will be identified as well as the support that will be provided to help the employee achieve this and the period of time in which the necessary improvement must be made);  the employee is dismissed on the grounds of capability with the appropriate contractual notice;  the employee is dismissed summarily (in gross incapability cases). 5.3.2 The outcome of the meeting will be confirmed in writing to the employee. If the decision is to dismiss the employee the letter will:  specify the reason for the decision to dismiss;  confirm that the dismissal will take place with notice (or without notice in the case of gross incapability);

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Brighton Hill Community School  confirm that the employee has the right of appeal against the decision, and the mechanism for doing so.

6. Improvement in performance achieved 6.1 If the employee’s performance improves as required, the Headteacher/Senior Manager/HPMC will meet the employee to tell them this. This will be confirmed in writing to the employee and the letter will be placed on the employee’s file. The Capability Procedure will cease at this point and Performance Management will re-start. If the employee was at Stage 1 of the Capability procedure, their improvement in performance will need to be sustained for at least 12 months, at Stage 2 the improvement would need to be sustained for at least 24 months. If the employee’s performance declines during this period of time, the Headteacher/Senior Manager/HPMC will have the option to re-enter the procedure at the appropriate point.

7. Fast-track procedure 7.1 In very serious cases it may be necessary to issue a Final Warning at a Stage 1 meeting. In such cases, if the necessary improvement in performance is not achieved during the review period, the Headteacher/Senior Manager/HPMC will proceed to Stage 3 – a Headteacher/Governors’ Committee Hearing.

8. Gross Incapability 8.1 When an employee’s performance is regarded as gross incapability it would be inappropriate to take them through a staged procedure, particularly if the health and safety of pupils or other employees is in serious jeopardy or there are serious consequences for the school, to the extent that dismissal would be justified. In such cases, a full investigation must take place and the employee must be given the opportunity to respond. The matter would normally be referred straight to a Headteacher/Governors’ Committee hearing and a potential outcome is that the employee is summarily dismissed on the grounds of gross incapability.

9. Failure to make progress during a review period 9.1 The review periods set at each stage of the Procedure are the maximum number of weeks in which an employee must make the necessary improvements in performance. However, where during a stage there is evidence to suggest a more serious problem or that progress is insufficient or the individual is unlikely to make the required improvements, the Headteacher/Senior Manager/HPMC may decide to move to the next Stage of the Procedure.

10. Right of Appeal 10.1 An employee may appeal against any warning issued to them through the Capability Procedure and/or against a decision to dismiss them. The conduct of the meeting will be in accordance with the Procedure for Headteacher and Governors’ Committee Hearings (insert link). The employee, or their companion, must lodge an appeal in writing to the Headteacher/Senior Manager within 10 working days of receipt of the letter confirming the decision they are appealing against. The employee must state in full the reasons for their appeal.

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Brighton Hill Community School 11.1 The School Staffing (England) (Amendment) Regulations 2012 require maintained schools to pass on information to a prospective employer about any teacher or Headteacher who has been on the Capability Procedure in the last two years. Specifically they will need to provide details of the duration of capability and an explanation of the outcome. Whilst the Regulations do not apply to Academies, Academies can also ask for the information as part of their recruitment processes.

12. Support 12.1 The employee support line is a confidential counselling and support service provided by trained, experienced counsellors, providing telephone and face-to-face counselling. This service is available to all staff in Hampshire maintained schools and more information can be found at http://www3.hants.gov.uk/employeesupport.htm, or by contacting the helpline on 023 8062 6606 or sending a confidential email to [email protected]. Staff in Academies and other schools should contact their school’s counselling service where provided.

12.2 Employees can also seek advice and support from their professional association or trade union. A list of teacher professional association contact details are available at http://www3.hants.gov.uk/education/teachers-info/tlp/tlp-contacts.htm Teachers can also seek support from the Teacher Support Line http://teachersupport.info/

Ratified: September 2012

Appendix 1 - Employees with less than one or two years of continuous service

This procedure applies to employees who started on or before 5th April 2012 with less than one year of continuous service and employees who started on or after 6th April 2012 with less than two years of continuous service where performance is considered unacceptable. It is expected that all new employees, during and after their induction, will have informal discussions with their line manager and that any concerns over the employee’s performance are raised as early as possible. Formal Meeting There is only one formal meeting for employees in the first or second year of service (depending on the employee’s start date). The Headteacher/Senior Manager will adopt the same approach as they would for a Stage 2 Final Meeting (see Section 4 of the Capability procedure). Possible outcomes include:  no formal action required (in which case it may be appropriate to continue to address the concerns through the induction and/or performance management process and the Capability Procedure will cease;  a Final Warning is given in which case the employee will be told the consequences of further poor performance or failure to improve within the set review period;  the matter is referred to a Headteacher/Governors Committee Hearing in order to consider whether the employee should be dismissed. The outcome of the meeting will be confirmed to the employee. If the decision is to issue a Final Warning, the letter will:  specify the reasons for the Stage 2 Final Warning, including details of the performance problems; U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 90

Brighton Hill Community School  include details of how long the final warning will remain in place;  identify the improvement in performance required;  identify any additional support or training to help the employee achieve the performance standards required;  specify the period of time allowed for the necessary improvement to be made;  specify the review dates;  remind the employee that failure to improve to the required standard may lead to dismissal;

The timescale for the set review period for employees in their first and second year of service (depending on the employee’s start date) will be shorter and will not result in the employment being extended beyond one or two years prior to a final decision being taken. If the decision is to refer the matter to a Headteacher/Governors’ Committee Hearing, the letter will confirm the arrangements for this in accordance with the Procedure for Headteacher and Governors’ Committee Hearings (insert link). The letter will confirm that a possible outcome of this hearing is that the employee could be dismissed on the grounds of capability. This Procedure does not prevent a summary dismissal on the grounds of gross incapability in accordance with Section 8 of the Capability Procedure.

Right of Appeal against Dismissal During the first or second year of service (depending on the employee’s start date), an employee only has the right of appeal against a dismissal decision; there is no right of appeal against a warning. The employee must lodge an appeal as set out in Section 10 of the Capability Procedure. Back to Index

14. Pemises Management

This is incorporated in the Health and Safety policy.

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Brighton Hill Community School

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15. Sex and Relationship Education (SRE) and Drugs Education

Introduction Brighton Hill Community School is committed to developing the attitudes and values of our young people which influence healthy choices and promote healthy patterns of behaviour. Sex and Relationship Education and Drug Education are part of the PSHEE programme which enables the students to develop skills to make informed decisions which combat exploitation or peer pressure. The purpose of sex and health education is to assist the students to prepare for adult life by supporting them through their physical, emotional, moral and social development and help them to understand themselves, respect others and form and sustain healthy relationships.

Definitions and Terminology SRE – Sex and Relationship Education. Aspects of SRE form part of the science curriculum, whilst other aspects are taught through the PSHEE programme. Topics covered include puberty, changing relationships, sexual relationships and sexual health. Students will also look at love and marriage including divorce and remarriage.

PSHEE – Personal, Social, Health and Economic Education. The overriding aim is to prepare students for life and the world in which they are going to live, love and grow in. The PSHEE programme covers the three main subject areas: Philosophy, Ethics and Beliefs; Citizenship; Personal, Social, Health and Economic Education.

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Brighton Hill Community School Drugs Education – The term ‘drugs’ includes both legal, especially nicotine and alcohol, and illegal drugs and the use of medicines. Drugs education is delivered through science and the PSHEE programme.

This policy applies to all students, teaching and support staff. The lead manager for the application and monitoring of this policy is the SLT line manager of Humanities.

Delivery of the Sex, Relationship, Personal and Health Education Programme There are three main elements which provide balanced delivery: Attitudes and Values  Learning the importance of values and individual conscience and moral considerations  Learning the value of family life and stable loving relationships  Learning the value of respect, love and care  Exploring, considering and understanding moral dilemmas  Developing critical thinking as part of decision making Personal and Social Skills  Learning to manage emotions and relationships confidently and sensitively  Developing self-respect and empathy for others  Learning to make choices based on an understanding of difference and with an absence of prejudice  Developing an appreciation of the consequences of choices made  Managing conflict  Learning how to recognise and avoid exploitation and abuse Knowledge and Understanding  Learning and understanding physical development at appropriate stages  Understanding human sexuality, reproduction, sexual health, emotions and relationships  Learning about contraception and the range of local and national sexual health advice, contraception and support services  Learning the reasons for delaying sexual activity and the benefits to be gained from such delay  The avoidance of unplanned pregnancy Specific Aims of Drugs Education  To help students to use the factual information provided on drugs to make informed decisions about lifestyle choices, including how to keep themselves safe; thereby challenging ‘street myths’ and incorrect information  Stressing the benefits of a healthy lifestyle to both themselves, their family and friends  Providing students with opportunities to practice and reflect upon assessing risk and assertive decision making  Providing students with accurate information on the laws relating to drug use and misuse The management of ‘Drugs’ related incidents in the school will be dealt with under the school’s discipline procedures and Behaviour Management policy. However, the school has a zero tolerance policy to students who pass on or sell prohibited substances to other students.

Delivery of the PSHEE programme The PSHEE programme is delivered through the Humanities curriculum area and is overseen by the Head of Philosophy, Ethics and Belief.

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Brighton Hill Community School Teachers should deal honestly and sensitively with sexual orientation, answer appropriate questions and offer support.

Additionally specific work is done with targeted groups of students through the Flexible Learning Centre, for example group work on self-image. This work compliments the programme of study in the curriculum.

Criteria for the Selection of Materials and Resources As is the case with materials and resources used in any subject area, priority is given to ensuring that the content is appropriate both in the nature and in style has due regard to the age, religion and cultural background of our students. Materials should have a sound factual base, present information and opinion in an objective and balanced way and use the correct terminology for body parts and sexual behaviours. Students are required similarly to use correct terminology. Prior to any lesson in which sensitive issues are to be discussed, ground rules for interaction, communication and behaviour will be clearly established.

Parents’ Right to Withdraw Parents / Guardians have a legal right to withdraw their child from any or all parts of a school’s programme of Sex and Relationship Education, other than those elements that are statutorily required by the National Curriculum Science Order. Parents have access to the schools policy on Sex Education via the school website. Any student withdrawn for elements of the Sex and Relationship programme, by prior arrangement with the Headteacher, will be provided with alternative work to be undertaken, in an alternative location for the duration of the topic.

Confidentiality and Advice Whereas the general discussion in the PSHEE lesson should remain confidential to the lesson, all teachers of PSHEE must make it clear to students that they cannot be offered unconditional confidentiality if a student begins to talk about something where confidentiality may become an issue, particularly if there is a child protection issue or if the student discloses illegal activities. In these situations teachers are under a duty to inform the school’s Child Protection Liaison Officer, who may decide to involve other agencies. (Child Protection Policy).

It is important to distinguish between the school’s function of providing education generally about sexual matters and the giving of advice to individual students on these matters. The rights and responsibilities of the parents must be considered alongside the welfare and well-being of the students. If a student is contemplating a course of conduct which is likely to place him or her at moral or physical risk, or in breach of the law, the teacher has the general responsibility to ensure that the student is aware of the implications and is urged to seek advice.

Linked Policies Anti-Bullying Child Protection Safeguarding Information Sharing and Confidentiality Behaviour Management

Monitoring and Review

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Brighton Hill Community School The Head of PEB (Philosophy, Ethics and Belief) and the Head of Science will review the PSHEE programme in response to the needs of the students and changes in curriculum requirements. The teaching of PSHEE is monitored through the school’s Performance Management programme. The policy will be monitored by the Senior Leadership Team and the Governing Body.

Ratified: July 2009 Reviewed and amended: July 2012

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16. Single Equality Statement (SES) 1. Introduction We welcome the equality duties on schools. We believe that all students and members of staff should have the opportunity to fulfil their potential whatever their background, identity and circumstance. We are committed to creating a community that recognises and celebrates difference within a culture of respect and cooperation. We appreciate that a culture which promotes equality in relation to all protected characteristics (age, disability, gender reassignment, marriage or civil partnership, pregnancy and maternity, race, religion or belief, sex and sexual orientation) will create a positive environment and a shared sense of belonging for all who work, learn and use the services of our school. Our commitment to equality and diversity is a fundamental part of our drive towards excellence.

We recognise that equality will only be achieved by the whole school community working together – our learners, staff, governors and parents in particular. Throughout this Statement, ‘parents’ can be taken to mean mothers, fathers, carers and other adults responsible for caring for a child. The school is committed to:  dealing firmly with any incidents of discrimination, harassment and victimisation U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 95

Brighton Hill Community School  enabling equality of opportunity to access the school curriculum, extra- curricular activities, resources, staff vacancies, training opportunities etc  recognising the value of a diverse and inclusive school community  ensuring that staff and students within the school operate within the requirements of equality legislation and where necessary deal firmly with breaches of this statement and it’s principle through student and staff discipline procedures  ensuring support is provided to students and staff where a formal complaint or grievance is submitted This Single Equality Statement sets out how our school intends to:  eliminate discrimination, harassment and victimisation  advance equality of opportunity  and foster good relations in a holistic and proactive way and in line with our duties under the Equality Act 2010. It also sets out how we will publish information and objectives to demonstrate our commitment to and compliance with the Public Sector Equality Duty. The Statement is based on the core principles that its effectiveness will be determined by • active involvement with key stakeholders, not just in developing this Statement but also in its review and implementation • proactive leadership • prioritising activities that produce specific, tangible improved outcomes • removal of attitudinal and cultural barriers 2. Information gathering  We will collect a broad range of qualitative and quantitative information to monitor our policies and practice and to demonstrate our progress in equality, inclusion and community cohesion. Our single equality approach helps us to more effectively monitor our progress and performance, as our students and staff may face more than one barrier to achieving their full potential. We will consider the information we have collected about our school, where possible, in the context of national and county information. Quantitative information about the:  local catchment area, demographics  for students  admissions  participation in the student council  attendance  incidents of bullying  achievement and progression  rewards and sanctions staff information in relation to the protected characteristics.  staff recruitment, retention  Leavers  CPD  Staff exit surveys  Promotion  Workforce representation  Discipline and grievance  Rates of return from maternity leave  Gender pay gap Qualitative information:  school policies (where they make a statement about prohibited conduct and the importance of avoiding discrimination)  minutes of governor meetings (particularly those evidencing discussions regarding responsibilities for equality)

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Brighton Hill Community School  notes of student council providing their views on equality issues  notes of staff meetings (where staff responsibilities for equalities have been discussed) or details of staff training in relation to equalities has been undertaken  notes of staff meetings (where staff have been made aware of how to raise awareness of their concerns or where they have been directed to key policies for them in respect of their concerns – e.g. advised to discuss concerns with the Head, or awareness of whistle blowing, staff harassment/bullying policies raised)  a note about how the school monitors equality issues in everyday school life  detail about particular initiatives undertaken in the school (e.g. a focus on racist bullying; an initiative to assist girls to catch up in science; an initiative to help boys improve in their handwriting) and where possible, the impact of this initiative (e.g. increases in attainment)  information about aspects of the curriculum which promote tolerance, friendship and an understanding of different cultures  details about assemblies which deal with relevant equality related issues The most recent information collected by the school will be available on the school website from 6 April 2012 and updated annually thereafter. The school will do its best to respond positively to requests for copies in paper form or alternative formats. 3. Using equality information We use the information collected to  evaluate how well we comply with all our duties under the Equality Act  assess the potential and actual impact of policies and procedures  decide where positive action may be appropriate  identify priorities, set equality objectives and update our accessibility plan  monitor progress towards meeting these objectives and implementing our accessibility plan  inform future action. Current information shows us that:  The students who enter the school with low and middle attainment do not all make the expected progress.  The attendance of girls is higher than of boys and that 56% of the students claiming free school meals is below 94%.  High steps, in particular access to X2 cause difficulties for students needing wheelchair access.  Additional data will be collected on participation rates to ensure that there is equality of access for disabled learners. The objective set for the next four years is to: Make sure that students who arrive at the school with lower than average attainment make at least the progress expected of them over 5 years. This objective is published on the school’s website and will be updated at least every four years. We will try to respond positively to any request made for a copy in another format. 4. Involvement of staff, students, and parents a) Developing our Statement The involvement of a diverse group of people has been instrumental in shaping our Single Equality Statement. We have strived to involve the full diversity of our school and community, recognising that people who share a protected characteristic are best placed to identify key issues for us to address.

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Brighton Hill Community School In developing our Statement, we have involved staff, students, parents and others in the following ways: -  focus group  involvement of the student council  contact with parents, These activities have involved people with protected characteristics as follows:  involved a disabled person, and a person from an ethnic community  used an equal opportunities monitoring form for staff recruitment  approached specific learners  approached parents of students with protected characteristics b) Ongoing involvement We have strategies in place to promote the participation of students, parents, staff and others in decision-making and in making a positive contribution to school life. We will embed equality and inclusion into these strategies so that learners, parents and others from diverse backgrounds are appropriately involved in shaping provision and improving practice. We will consult students, parents, staff and others where there is an individual need or requirement to do so e.g. reasonable adjustments (wheelchair access to all areas) and auxiliary aids, and seek expert advice where it is difficult for us to respond positively. We will ensure that outcomes from all involvement activities inform the action taken by the school’s senior leadership team.  provide support for ‘hard to reach’ groups, for example disengaged young people, looked after young people and disabled young people  address under-representation on the student council or on the governing body  involve learners, parents, staff and others in developing policy and practice where equality issues are key e.g. bullying policies 5. Monitoring and evaluating the Single Equality Statement We will regularly monitor and evaluate the implementation of our Single Equality Statement and our objective(s), using the information which we publish annually. This information also allows our local community to see how the school is advancing equality of opportunity. We want this Statement to be a ‘whole organisational’ document that drives forward equality and achieves improved outcomes. We will therefore ensure that the objectives we set and the proposed action to achieve them are incorporated in our School Improvement Plan. As such, our progress will have regular oversight by the senior leadership team and the governing body We will formally review, evaluate and revise this Single Equality Statement and our objective(s) every four years. This process will again involve staff, learners, parents and others who reflect the full diversity of the school community. 6. Key school policies and procedures School policies where consideration of equality issues is likely to be particularly relevant are;  Admissions  Anti-bullying  Behaviour  Educational Visits  Pay  Special Educational Needs

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Brighton Hill Community School  Community Cohesion  Complaints 7. Roles and responsibilities The governing body will  monitor the implementation of the Statement and the objective(s) to check progress and assess impact on staff, learners, parents and others  ensure that all governors are aware of their legal responsibilities under equality legislation  approve the equality information to be published annually and the objectives to be published every four years  check that implementation of the Statement and objectives achieves improved outcomes for people who share a protected characteristic and fosters good relations between them and those who do not share that characteristic The head teacher will  provide proactive leadership to create a community that recognises and celebrates difference within a culture of respect and cooperation  ensure staff, students, parents and any other interested stakeholders are aware of this Statement and their roles and responsibilities in implementing it  monitor to ensure effective implementation of the Statement and objective(s)  provide regular reports for governors on progress and performance  allocate appropriate responsibilities, and provide suitable training and development for staff to implement this Statement The senior leadership team will  drive forward implementation of the Statement and action to achieve the objective(s)  support staff to carry out their role in implementing this Statement  provide effective leadership on equality issues  respond in a timely and appropriate manner when dealing with any incidents of discrimination, harassment or victimization All staff will  recognise that they have a role and responsibility in their day-to-day work to - eliminate discrimination, advance equality and foster good relations - challenge inappropriate language and behaviour - tackle bias and stereotyping - respond appropriately to incidents of discrimination and harassment and report these - respond appropriately to the needs of students, parents, staff and others with protected characteristics and encourage students to do the same.  highlight to the senior leadership team any staff training or development that they require to carry out the above role and responsibilities. For further information, or to request this Statement in an alternative format, please contact: [email protected]

Date statement approved by GB: June 2012 Date for statement review:

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Brighton Hill Community School

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16. Single Equality Statement (SES) – April 2012 Objective and Data The Public Sector Equality Duty 2011 has three aims under the general duty for Schools: 1. Eliminate unlawful discrimination, harassment and victimisation and other conduct prohibited by the Act. 2. Advance equality of opportunity between people who share a protected characteristic and those who do not. 3. Foster good relations between people who share a protected characteristic and those who do not.. We have considered how well we currently achieve these aims with regard to the protected groups under the Equality Act (race, disability, gender, gender re-assignment, age, pregnancy and maternity, marital status, sexual orientation, religion and belief and sexual orientation).

Our Equality Objective for 2012-2016 is: To make sure that students who arrive at the school with lower than average attainment make at least the progress expected of them over 5 years.

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Brighton Hill Community School School Context: Brighton Hill Community School is one of eight 11-16 secondary schools serving the town of Basingstoke. The catchment area for the school, situated on the south west side of the town, consists primarily of three local estates of mixed privately owned and social housing and three outlying villages. The school ranks 47/70 on the Indices of Multiple Deprivation Rank within the Hampshire Secondary Schools (October 2011).

Student Body: Student numbers (March 2012) Year Boys Girls Total

Year 7 80 98 178

Year 8 132 89 221

Year 9 118 112 230

Year 10 111 109 220

Year 11 128 108 236

Totals 569 516 1085

52% of the student population is male and 48% female.

89% of the students are White British; 1.7% MWBC (White and Black Caribbean); 1.8% AOTH (Any Other Asian Background); and 1.3% WOTH (Any Other White Background). 4.7% (51 students) have a first language other than English. Of the students whose first language is not English 25% speak Nepali and 14% Polish.

5.5% (60) of students claimed free school meals in March 2012. 8 students have a statement of Special Educational Needs, and 46 are supported at School Action Plus. 12% (135) are School Action. 6 students are disabled either for visual or hearing impairment.

Staff Body: There are 153 members of staff at Brighton Hill with a total of 75 teachers. 87% of the staff are of White British ethnicity. No data is available from 7 members of staff and of the remaining staff the majority are of Other White Background. Of the teaching staff 68% are female and 32% male. The school does not collect data regarding the sexual orientation of staff.

Student-related information

Information Time Frame Evidence and commentary

Attainment – 5+A*-C 2010-11 Examination Boys – 57% inc. English and Maths results Girls – 63% Based on Prior attainment – Low – 0% Middle – 43% U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 101

Brighton Hill Community School High – 96%

Attainment in English 2010-11 Examination GCSE Grades: – by gender results A* Boys 1% Girls 8% C Boys 21% Girls28 % A Boys 10% Girls 22% D Boys 18% Girls 16% B Boys 30% Girls 28% E Boys 9% Girls 12% Attainment in Maths – Year 7 entry 2011 76% of all year 7 students achieved L4+ in Maths. by race 13% of the cohort is from other ethnic background than White British and of those students 65% have come in with Level 4+ in mathematics.

Attendance by gender September 2011 – April 60% of girls have over 95% attendance and 56% of boys have over 95% 2012 attendance Attendance of Free September 2011 – April 5.5% of students claim free school meals. School Meals 2012 56% of the students claiming free school meals have an attendance of less than 94% and 44% greater than 94% Free School Meals by September 2011 – April 10% of the students claiming Free School Meals are White and Black race 2012 Caribbean or Black African Membership of Senior 2011/2012 85% of senior prefects are White British. Of the 15% who are not White Prefect group by race British 50% of those are Indian and the remainder is Any Other Asian; White and Black Caribbean and Any Other Mixed race. One of the students has a Statement of Special Education Need for hearing impairment This is broadly reflective of the school community Incidents of bullying – September 2011 – April Bullying – race, religion or culture race, religion or 2012 2 incidents both by White British boys culture; bullying Bullying – sexual orientation sexual orientation; 8 incidents, 2 girls and 6 boys, 1 Indian and 7 White British or racist incidents Racist Incidents – 4 incidents all White British boys

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17. Special educational needs (SEN) and Disability

Brighton Hill Community School is an inclusive comprehensive school and is committed to meeting the needs of all of the students. Definition: Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them.

“Children have a learning difficulty if they: a) have a significantly greater difficulty in learning than the majority of children of the same age; or (b) have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in schools within the area of the local education authority

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Brighton Hill Community School (c) are under compulsory school age and fall within the definition at (a) or (b) above or would so do if special educational provision was not made for them. Children must not be regarded as having a learning difficulty solely because the language or form of language of their home is different from the language in which they will be taught. Special educational provision means: (a) for children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of their age in schools maintained by the LEA, other than special schools, in the area (b) for children under two, educational provision of any kind.”

Objectives:  To ensure that all students have the right to an accessible and relevant curriculum, appropriate to their needs as individuals  To ensure that all staff employed by the College and parents are aware of and understand the operational structures and procedures employed by the College in identifying and responding to students’ Special Educational Needs.

This policy applies to all teaching staff and learning support assistants (LSA’s) The lead managers for the application and monitoring of this policy is the deputy Headteacher and the learning support manager

A. Roles and Responsibilities Provision for the students with special educational needs is a matter for the School as a whole. However specific responsibility is taken by:  The Governing Body – In co-operation with the Headteacher they determine the School’s general policy and approach to provision for students with SEN, establish the appropriate staffing and funding arrangements and maintain a general oversight of the work within the School. The Link Governor with responsibility for SEN will monitor the provision for SEN.  The SENCO / Operational SENCO – is responsible for the application and operation of this policy and for co-ordinating provision for students with SEN. This involves ensuring that students who need extra support are identified early, and that appropriate provision is made for their needs. The Learning Support Manager is also responsible for liaising with students; parents; colleagues and other agencies as appropriate.  Specialist Teacher – is responsible for the diagnostic assessment of SpLD, assessment of eligibility for access arrangements, testing of student’s needs and for liaising with the students, parents and examinations officer with regard to Examination Access Arrangements.  Teachers – all teachers are aware of the School’s procedures for identifying, assessing and making provision for students with SEN. Teachers take responsibility for ensuring that the needs of the students are catered for in their lessons.  LSA’s – take responsibility for supporting the students that they work with to enable them to make progress with their learning.  One-to-one tutors – work with identified students on particular areas of need.

B .Information and liaison with parents and guardians

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Brighton Hill Community School Communication between Staff and parents / guardians is integral to the effective and appropriate support given to students with SEN.  Parents’ Evenings as scheduled at the start of the Academic Year.  1 to 1 Review Days as scheduled at the start of the Academic Year.  Home-School books as agreed with the Learning Support Manager.  Direct communication with the Learning Support Manager or Specialist Teacher via letter, telephone, email or arranged appointment.  Attendance at Year 6 Annual Reviews for children with a Statement of SEN to ensure initial contact has been made and to ensure a smooth transition into Year 7.  Direct communication with a designated Learning Support Assistant (LSA) via letter, telephone, email or arranged appointment.  Communication through the tutor and Head of House

C. Curriculum Entitlement and Integration Within and Beyond the School  All students will receive the full range of provision as prescribed by the National Curriculum via teaching and learning materials appropriate to their needs and abilities. The only exceptions will be Statemented students whose Statement of provision requires an alternative approach or modification of the Curriculum.  Teaching groups are differentiated by ability. Students with SEN will be assigned to appropriate teaching groups within each Faculty and may have the support of Learning Support Assistants allocated to them where possible.  Work Related Learning programmes are implemented by the Flexible Learning Centre Manager, who will liaise with the SENCO and Operational SENCO, to ensure appropriate study programmes are available for students with SEN.  In addition Post 16 provision is supported by a designated Higher Level Teaching Assistant (HLTA), who will support the applications to further education centres for students with SEN. The HTLA will accompany students with SEN to visits and interviews at Post 16 establishments, where necessary.  The SENCO / Operational SENCO will liaise with Primary Schools and Post 16 Educational establishments to ensure efficient and effective progression to the relevant Key Stages in Education. Post 16 providers are also invited to the Annual Review of Year 11 Statemented students to ensure that appropriate support and allocation of resources is in place.

D. Allocation of Funding The School resources SEN provision through;  Devolved funding and standards funding  Qualified teacher staffing levels, to enable reduced teaching group sizes for groups with significant numbers of SEN students.  The provision of Learning Support Assistants to support students with a Statement of SEN.  The provision of a Specialist Teacher for students with Specific Learning Difficulties (SpLD).  The provision of an SEN budget for consumable materials and capital resources.  1 to 1 lunchtime support for students with an identified need.  Group support for students with an identified need.

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Brighton Hill Community School Appropriate resources are allocated to children with SEN according to current need. This is monitored so that existing resources match those needs and new resources are purchased when necessary.

E. Identification, Assessment and Intervention Students can be referred for assessment by staff, parents/ guardians and also via self referral. Information is then collated on that student and forwarded for assessment to the Specialist Teacher for students with Specific Learning Difficulties, who will ensure that appropriate forms of testing are applied.

Identification of students who may have special educational needs may be through:  Statement of Special Educational Needs and review or IPA  Observation  Key Stage 2 or 3 results  Performance in assessments  CAT test results  Learning Support Information Sharing document for new students to the School  The results of tests are submitted to the Learning Support Manager and then subsequently sent out to parents / guardians, Head of Houses and tutors. Recommendations are sent out to Teaching Staff and the Learning Support Register is thus updated. A note testifying to this process is written into the student file, held within the Learning Support Department. Assessment and Intervention:  Teaching and Support Staff have full access to the Learning Support Register and are expected to refer to this document to inform their planning and delivery of effective lessons. A student’s access arrangements for public examinations are also noted on the register.  Once a child’s area of SEN has been identified, they are placed on the Register as a means of intervention through a Graduated Approach: School Action, School Action + and Statement. A Summary of the Hampshire County Council guidelines, outlining the Graduated Approach is available from the School on request.  Students with an Individual Plan of Action (IPA) from Primary School are also given support and recommendations contained therein are noted on the Register.  Students, who are on the Learning Support Register and receive direct support through a Statement or 1 to 1 support, will have an Individual Education Plan (IEP), discussed and written up with the student. This will be completed by the designated LSA for that student under the guidance of the Specialist Teacher and forwarded to parents. IEP’s will be available for staff to access, to inform them of student targets. IEP’s will be formally evaluated at least termly. Intervention work carried out by the LSA’s will be logged for each student and shared with the relevant teachers so that progress is kept constantly under review.  Students with statements will have short term targets set through an IEP. All statements are reviewed annually. The annual review ensures that all parties involved consider both the progress made over the previous twelve months and whether any amendments need to be made to the description of need or provision.  Support is given to the Examinations Officer by the Learning Support Department during the administration of CAT tests in Year 7, based on the information gleaned from Primary Schools during Summer Term visits by the Learning Support manager and the LSA’s.

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Brighton Hill Community School  LSA’s will act as Scribes and/or Readers in public examinations for identified students, but not with the students they normally work with as this will contravene examination guidelines.  Specific guidance on meeting the needs of students with medical conditions is available on the Hampshire Intranet for School staff at http://intranet.hants.gov.uk/childrens- services/cs-healthandsafety/cs-a-zindex/cs-indexm.htm

F. SEN Inset for Staff All staff are encouraged to consider their personal and professional development as part of their performance review. Appropriate training is delivered and/or located where possible. The SENCO and Specialist Teacher will deliver INSET for Staff as appropriate to the training needs of the School, and as and when new national SEN related issues arise. This will be coordinated by the Assistant Headteacher with responsibility for performance management.

G. Relationship with Agencies External to the School The Flexible Learning Centre Manager and SENCO will liaise with Teaching Staff, Head of Houses and Parents if external involvement is necessary in providing appropriate support and advice for students. Multi Agency Meetings to discuss students, with prior agreement from parents, are held termly, with attendance from professionals in the fields of Medicine, Educational Psychology, Children’s Services, Education Welfare Support, CAMHs (Child and Adolescent Mental Health), Outreach Support, Police and any other agency supporting the students.

H. Gifted And Talented Programme It is recognised that our students may have an SEN at the other end of the spectrum of ability and appropriate provision is delivered under the supervision of the Assistant Headteacher with responsibility for Gifted and Talented Students in liaison with School Faculties.

I Admission To The School Admission to the School is in accordance with the Hampshire County Council Admissions policy which is published in the School prospectus and on the Hampshire website. http://www3.hants.gov.uk/learning Special Educational Needs will not be a reason for declining any student admission to the School except where the LA regard the School’s resourcing unsuited to the needs of the student.

J. Complaints Procedure Complaints from parents / guardians about special educational needs provision should follow the School complaints procedure as outlined in the School prospectus. Copies of the complaints procedure are available from the School office. Issues should be communicated to the class teachers, tutors, Head of House or SENCO in the first instance with a view to being resolved early. MONITORING AND REVIEW PROCEDURE FOR THIS POLICY IS AS FOLLOWS:

 The Lead Manager will prepare an annual report for the Headteacher outlining the School’s operation with respect to each of the sections of the policy.  The Headteacher will liaise with the Governor with Responsibility for Special Education Needs and the Chair of Governors to consider any information regarding complaints about SEN provision or other input related to SEN. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 106

Brighton Hill Community School  This policy will be reviewed annually.

Ratified: May 2011

Next review date: May 2013

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18. Staff Discipline, Conduct and Grievance The Governing Body of Brighton Hill Community School have agreed to adopt the Hampshire County Council Manual of Personnel Practice.

All issues relating to staff discipline, conduct and grievance will be dealt with according to the policy and procedures in the Manual of Personnel Practice.

Managing Misconduct

Under the terms of the School Staffing (England) Regulations 2009, responsibility for determining any disciplinary rules, and the disciplinary procedure to be followed, rests with the governing body. The model disciplinary rules and disciplinary procedure incorporated in Model disciplinary rules and Disciplinary procedure comply with relevant legislation and the ACAS Code of Practice

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Brighton Hill Community School and have been accepted by trade unions/professional associations in Hampshire, and are therefore commended for adoption by governing bodies.

Special arrangements apply to the position of staff with less than one year of service and supply teachers, and these are defined in Disciplinary Procedure for employees during their first year of service and Model disciplinary and capability procedure for supply teachers.

Disciplinary rules are necessary because they set standards for the Headteacher to maintain. Moreover a good disciplinary procedure will help employees to keep to the rules, and will help schools to deal fairly with those who do not. Disciplinary rules should normally cover issues such as absence, health and safety, misconduct, use of school facilities and timekeeping.

It is essential that they are clear, always in writing and known and understood by all employees (who should have access both to them and to the disciplinary procedure). Schools are commended to adopt the disciplinary rules in Model disciplinary rules, but should they wish to develop their own it is important that the employees are involved in this process through the recognised professional associations/trade unions. In the same way, if a school wishes to develop its own disciplinary procedure it should always seek to do this in consultation with staff representatives; and it should not be forgotten that senior school staff (and some governors) should be trained to ensure understanding of the content and operation of both the rules and the procedure. Model disciplinary rules gives an illustration of the type of specification a school might draw up to define the disciplinary rules it wishes its staff to adhere to.

Once a breach of disciplinary rules has occurred, certain steps must be followed to ensure that the problem is dealt with fairly. The model procedure in Disciplinary procedure covers the essential constituents which can be summarised as:

Clarify the nature of the allegation, giving the employee an initial opportunity to respond.

Observe these two distinct elements when dealing with a disciplinary problem:  the initial process of investigation/establishing facts  deciding the appropriate disciplinary course.

Gather all the relevant facts:  promptly before memories fade  take statements & collect documents  in serious cases, consider suspension with pay during the investigation

Decide whether the action should be:  advice and counselling  formal disciplinary action.

If formal action is required, arrange a disciplinary hearing:  ensure that the individual is aware of the nature of the allegations and that the hearing is a disciplinary one  tell the individual where and when the hearing will take place and of the right to be accompanied by a trade union/professional association representative, work colleague.

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Brighton Hill Community School  ensure that the individual (and his/her representative) is issued with a copy of all relevant documentation in advance of the hearing  ensure that the individual is advised if witnesses are to be called and ask the individual to notify the clerk to the hearing of any additional witnesses that they plan to call.  arrange for a second member of management to be present and, where a panel is required, ensure that it is properly constituted (ie against statutory requirements and the rules of natural justice).

Start by introducing:  those present and explaining the purpose of the hearing  the nature of the allegation(s)  the supporting evidence.

Allow the individual to state his/her case consider and examine any explanations put forward.

If any new facts emerge:  decide whether further investigation is required  if so, adjourn the hearing and recommence when the investigation is completed.

Except in very straightforward cases, call an adjournment before reaching a decision come to a clear view about the facts, if they are disputed, decide on the balance of probabilities what version of the facts is true.

Before deciding any penalty consider:  the gravity of the offence and whether the procedure gives guidance  the penalty applied in similar cases in the past  the individual’s disciplinary record and general service  any mitigating circumstances  whether the proposed penalty is reasonable in all the circumstances.

Reconvene the disciplinary hearing to:  inform the individual clearly of the decision and the penalty, if any  explain the right of appeal and how this operates  in the case of a warning, explain what improvement is required, how long the warning will last and what the consequences may be of failure to improve.

Record the action taken. Monitor the individual’s subsequent conduct.

Model Disciplinary Rules 1.0 The governing body of this school is committed to ensuring that all staff at the school should be treated in a consistent, fair and sensitive manner. This approach requires that the governing body should specify those aspects of misconduct which may warrant consideration under the terms of the school’s disciplinary procedure. The following disciplinary rules have been drawn up in consultation with the Hampshire trade unions and professional associates. It is expected that, wherever possible, problems of indiscipline will initially be dealt with through managerial advice. Where such advice has not led to the desired improvement, or the matter

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Brighton Hill Community School is sufficiently serious to warrant immediate formal action, the disciplinary procedure will be operated.

2.0 The lists below are not exclusive or exhaustive and there may be other matters which are sufficiently serious to warrant categorisation and consideration as either ‘misconduct’ or ‘gross misconduct’. Gross misconduct occurs when the actions complained of are sufficiently serious to destroy the relationship between the employee and employer and in particular the trust and confidence that the employer holds in the employee.

3.0 In cases of alleged gross misconduct it is likely that it will not be feasible to permit the continued presence of the employee at the place of work while the matter is being investigated leading to suspension. Suspension on full pay is a neutral act and this period should be as brief as possible, kept under review and made clear that the suspension itself is not disciplinary action.

4.0 For the purposes of the disciplinary procedure, the terms ‘misconduct’ and ‘gross misconduct’ are also taken to include ‘negligence’ and ‘gross negligence’ where the occurrence amounts to a breach of duty.

5.0 Misconduct which may warrant action under the appropriate stage of the disciplinary procedure includes:

 poor timekeeping or persistent lateness  unauthorised absence from work  unauthorised or inappropriate use of school facilities and resources (including the internet, e-mail, IT hardware or software), action contravening the school’s acceptable use policy or action leading to the loss of data or contravention of the Data Protection Act or any damage to the school’s IT resources  inappropriate use of personal IT facilities and resources (including internet, email, social networking sites and IT hardware and software) where this use is not compatible with the expectations of adults working with children  wilful failure to comply with a reasonable instruction from a member of senior management  persistent minor breaches of health and safety requirements  foul or abusive language  unauthorised disclosure of examination material or unauthorised assistance to pupils prior to or during examinations  discrimination, harassment, victimisation or bullying on any grounds which are not sufficiently serious to fall into the category of ‘gross misconduct’  actions inconsistent with the Teacher Standards.

6.0 Gross misconduct which, due to its nature is incompatible with the expectations of staff working with children and young people and may lead to a suspension from post prior to consideration of dismissal. This includes:

 unauthorised removal of the school’s property  serious discrimination, harassment, victimisation or bullying on any grounds  offences of dishonesty

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Brighton Hill Community School  serious breaches of health and safety requirements  sexual offences  serious criminal offences which undermine the employee’s ability to perform his/her job  sexual misconduct at work  persistent wilful failure to comply with a reasonable instruction from a member of senior management  fighting and/or physical assault  repeated unauthorised absences from work  actions which bring the school into serious disrepute  drunkenness or serious misconduct at work brought on by misuse of alcohol, drugs or any other substance misuse  falsification of timesheets, subsistence and expenses claims, accounts, budgets, self- certification forms  theft  malicious damage to the school’s property  serious breach of confidence  causing loss, damage or injury through serious negligence  accessing and/or downloading (via school resources) and/or possession at school of inappropriate material (i.e. pornographic, offensive or obscene material)  initiating and/or maintaining inappropriate online relationships with pupils, young people or vulnerable adults through social networking sites, text messaging, instant messaging or other IT media  deliberately accessing and/or downloading via personal, school or other resources, and/or possession of obscene material containing images of children  inappropriate relationships with pupils, young people or vulnerable adults  other actions and personal behaviour which are incompatible with the expectations of staff working with children and young people  deliberately aiding or encouraging another individual to undertake any of the above actions  serious actions inconsistent with the GTC Code of Conduct and Practice for Registered Teachers.

Ratified:

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19. Pay policy

1. General commitment The Governing Body will seek to ensure that staff are rewarded for the level of responsibility they carry and the individual contributions they make to the work of the School subject only to the constraints of statutory documents, national and local pay structures, and budgetary provision. The aim of this pay policy is to enable the School to recruit and retain sufficient staff of suitable quality and number and thereby secure its school improvement objectives.

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Brighton Hill Community School This policy operates in conjunction with the School’s policy on Performance Management.

2. Basic principles All teachers at Brighton Hill Community School are paid in accordance with the statutory provisions of the School Teachers’ Pay and Conditions Document available online at: www.education.gov.uk/publications. The statutory pay arrangements give discretion over the awarding of discretionary experience points on the pay scale for classroom teachers, Teaching and Learning Responsibility Payments (TLRs), other allowances, and performance pay awards. Decisions on the way these discretions are used are the responsibility of the Governing Body, advised by the Headteacher where appropriate, and are set out in this pay policy for the School.

Support staff at Brighton Hill Community School are paid in accordance with the National Joint Council for Local Government Services National Agreement on Pay and Conditions of Service (the ‘Green Book’) and locally agreed conditions of service, as they apply to schools, under ‘Employment in Hampshire County Council’ (‘EHCC 2007’). Their pay is set in accordance with Hampshire County Council’s pay framework and pay progression is determined through use of Individual Performance Planning (IPP).

All pay-related decisions are made taking full account of the school improvement plan and staff, together with their union representatives in School, have been consulted as appropriate on the principles contained in this policy. Such decisions are also taken within the framework of current employment legislation, including Equal Pay and Employment Relations Acts, the Part Time Worker and Fixed-Term Employees Regulations, and discrimination legislation (gender, race or ethnic origin, disability, sexual orientation, religion or belief, age).

The Governing Body will actively promote equality in all aspects of School life, particularly as regards all decisions on advertising of posts, appointing, promoting and paying staff, training and staff development.

3. Pay reviews The Governing Body will review every teacher’s salary with effect from 1 September and no later than 31 October every year and give them a formal statement saying what their salary is and how it has been arrived at, and showing any other financial benefits to which they are entitled. Reviews may take place at other times of the year to reflect any changes in circumstances or job description that affect the structure of the teacher’s pay. Likewise, the Governing Body will review the salary of all support staff.

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.

4. The Pay Committee Decisions on pay will be taken by the Pay Committee. The Committee consists of a minimum of two governors, elected annually and is responsible for:  noting decisions on the Headteacher’s pay recommended by Headteacher’s Performance Review Committee;  considering Headteacher or line manager recommendations for the pay of other staff;  deciding the School’s approach towards the exercising of pay discretions;  keeping the School’s pay policy up-to-date and under review; U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 112

Brighton Hill Community School  communicating pay decisions to each member of staff in the School.

The Headteacher has a right to attend in an advisory capacity, but must withdraw during consideration of his/her pay. It may also be appropriate for the Headteacher to withdraw whilst the pay of the Deputy or Assistant Headteacher is discussed if, for example, a pecuniary interest arises from consideration of differentials. The same principles extend to all other staff Governors on the full Governing Body and the Pay Committee.

Although the statutory regulations for teachers prevent the Headteacher from intervening in the pay recommendations arising out of the review process where that process is fully devolved to a line manager, the Headteacher has a right to present a view on any pay inconsistencies that may arise from those recommendations to the Pay Committee. In the case of support staff assessments and IPP ratings, the Headteacher has the right to comment on these and make governors aware of any inconsistencies and the financial implications of those assessments.

The full Governing Body retains responsibility for endorsing any proposed changes to the School’s pay policy. Any proposed changes should be discussed with and communicated to the staff in writing by the Headteacher, to allow for consultation prior to a decision being taken by the Governing Body.

5. Complaints/appeals Where a member of staff is dissatisfied with a decision of the Governor’s committee, (or Headteacher, in the case of threshold assessment and upper pay scale progression) this should be taken up informally with the Headteacher (or the Chair of the Committee if it is the Headteacher who is dissatisfied) and, if unresolved, then pursued via the Governing Body’s Appeals Committee. The grounds for any appeal and process for pursuing it are described in Section 13 at the end of this policy document.

6. Confidentiality The elements of the School’s pay policy will be shared and discussed openly with the School’s staff. Individual pay decisions will be handled confidentially between the Pay Committee, Headteacher and the staff concerned.

7. Pay of staff on leadership spine The Governing Body will set salary ranges for staff on the leadership spine having regard to the advice in the Manual of Personnel Practice and the content of the statutory School Teachers’ Pay and Conditions Document. Progression through these ranges will be dependent on the factors described in section 10 of this policy.

In considering differentials in pay, the Governing Body will ensure that:  the maximum point of the Deputy Headteacher’s range is at least one point less than the minimum of the Headteacher’s ISR;  the minimum point of the Deputy Headteacher’s range is above that of the highest paid class teacher (as defined in the School Teachers’ Pay and Conditions Document);  Assistant Headteachers are paid more than the highest paid class teacher but have a salary range the maximum of which is at least one point lower than the top of the range of the deputy.

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Brighton Hill Community School Application of experience points There will be one increment for each year of teaching as laid down in the School Teachers’ Pay and Conditions Document except where the Governing Body has previously notified the teacher, in writing and as part of a formal procedure, that an experience point is being withheld due to unsatisfactory performance. The Governing Body may consider applying two points on the M1 – M6 scale where, as evidenced through the performance management process, a teacher has made an outstanding contribution to the work of the School. Discretionary experience points When making an appointment to the pay scale for classroom teachers, the Governing Body will consider awarding an extra point or points on the scale in recognition of other relevant experience that would not attract mandatory experience points in the following circumstances: One point on the pay scale for classroom teachers for each year of service as a qualified teacher in an academy, city technology School or independent school, or in another country within the European Economic Area in the maintained sector of the country concerned. One point on the pay scale for classroom teachers for each period of two years’ service as a qualified teacher in an overseas school outside the European Economic Area in the maintained sector of the country concerned. One point on the pay scale for classroom teachers for each year’s relevant service teaching in further education, including sixth form Schools. One point on the pay scale for classroom teachers for each year’s relevant service teaching in higher education. One point on the pay scale for classroom teachers for each period of three 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. If experience points have been awarded to a classroom teacher by a previous establishment, these will be considered to be part of that teacher’s entitlement when they take up employment in this School. Part-time teachers Teachers employed on an ongoing basis at the School but who work less than a full working day or week are deemed to be part-time. The Governing Body will give them a written statement detailing their working time obligations and their pay will be determined by the provisions of the statutory School Teachers’ Pay and Conditions Document. Short notice/supply teachers Teachers who work on a day-to-day or other short notice basis have their pay determined in line with the statutory pay arrangements in the same way as other teachers. Teachers who work less than a full day will be paid in proportion to the length of the School day. Unqualified teachers The Governing Body will, when determining on which point to place unqualified teachers on the unqualified teachers’ pay scale when they are appointed, take account of any relevant qualifications and experience. The Governing Body will appoint unqualified teachers above the minimum point on the unqualified teachers’ pay scale in the following circumstances: Two points for a recognised overseas teaching qualification. Two points for a recognised post-16 teaching qualification. One point for a recognised qualification relevant to their subject area. One point on the scale for each period of two years school teaching as an overseas trained teacher. One point on the scale for each period of two years relevant teaching in further education. One point on the scale for each period of two years relevant service teaching in higher education. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 114

Brighton Hill Community School One point on the scale for each period of three years spent outside teaching but working in a relevant area. This includes 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.

The Governing Body will decide, on a case-by-case basis, whether to pay an unqualified teacher on one of the employment based routes into teaching (e.g. licensed teacher, Graduate Teacher Programme), on the unqualified or qualified teacher pay scale. The Governing Body will pay an unqualified teachers’ allowance (above point 6 on the scale) to unqualified teachers when the Governing Body consider their basic salary is not adequate having regard to their responsibilities, qualifications, experience and any recruitment difficulties. The value of the allowance will be determined according to the individual circumstances, in line with the criteria determined by the Governing Body for payment of recruitment and retention incentives and benefits to qualified staff.

Support staff The Governing Body will apply the provisions of the Manual of Personnel Practice, and national and local conditions of service, in relation to support staff pay. Support staff grading is determined by matching the role to the appropriate standard Hampshire County Council role profile; each role profile has been subject to job evaluation and is therefore linked with one of the grades A to K in the Hampshire County Council pay structure. Support staff will normally be appointed on the first point of the normal salary range for the appropriate grade. Where the responsibilities of a post suggest that re-grading might be necessary, the Governing Body will review whether the post should be matched to a more appropriate role profile, or if no appropriate role profile is available will consider whether the post should be subject to job evaluation. Where permissible, the Governing Body may consider the application of pay flexibilities where the specified criteria are met.

9. Discretionary allowances and payments Teaching and Learning Responsibility payments (TLRs) TLRs will be awarded to the holders of posts indicated in the attached staffing structure. TLRs are awarded to classroom teachers who undertake a sustained additional responsibility in the context of the School’s staffing structure for the purpose of ensuring the continued delivery of high quality teaching and learning for which he/she is accountable. Before awarding a TLR, 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 all the criteria for awarding a TLR as specified in the School Teachers’ Pay and Conditions Document are met.

TLRs will be paid in accordance with the agreed staffing structure as follows: TLR2s will be awarded to the following values from 1st September 2011: £ 2,535 to the holder of TLR 2a £ 4,225 to the holder of TLR 2b £ 5,918 to the holder of TLR 2c

TLR1s will be awarded to the following values from 1 September 2011: £7,323 to the holder of TLR 1a £9,013 to the holder of TLR 1b £10,703 to the holder of TLR 1c

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Brighton Hill Community School Recruitment and retention incentives and/or benefits The Governing Body will review the level of payment or benefits annually. Recruitment incentives and/or benefits The Governing Body will award recruitment incentives and/or benefits using the following criteria: Teachers are needed in subject shortage areas The School has experienced difficulties in filling a post The School is in a geographical area which makes recruitment difficult The amount awarded will be up to £6,536 per year for a period of maximum 3 years according to the Pay Committee’s discretion. Retention incentives and/or benefits The Governing Body will award retention incentives and/or benefits using the following criteria: Where difficulties are experienced in retaining staff The amount awarded will be either up to £6,536 per year for a period of a maximum 3 years - this may be extended in exceptional circumstances, or the award will be a lump sum of up to £3000 or more in consultation with the Pay Committee. If the teacher in receipt of this lump sum leaves the School before 3 years the award will be repaid on a proportional scale. Should the member of staff voluntarily leave within 12 months of the date of receipt then a return of 100% would be required. After 1 year but within 2 years of the date of receipt - 50%, after 2 years but within 3 years of the date - 25%. The Pay Committee has the discretion to waiver this condition. Special Educational Needs allowances The Governing Body does not currently have any posts or classroom teachers which meet the criteria as set out in the School Teachers’ Pay and Conditions document for the award of Special Educational Needs allowances. The Governing Body will regularly review whether these criteria are met. Support staff Special recognition scheme The governing body may recognise exceptional performance on a particular project or element of work by making a one-off payment under this scheme. Support staff Market supplement Where there is specific difficulty in recruiting and/or retaining a certain category of support staff, the governing body will give consideration to the use of market supplements, subject to statutory and local criteria being met.

10. Performance pay The Governing Body recognises that funding cannot be used as a criterion to determine upper pay scale progression, or progression for staff on the leadership spine and will agree the budget to be set for pay, including performance pay. The Governing Body will ensure consistency in the determination of performance pay decisions across all groups of staff in the School.

Headteacher The Headteacher must demonstrate as part of a review sustained high quality of performance, with particular regard to leadership, management and student progress at the School, and substantial progress towards achievement of performance management objectives before any performance points will be awarded. The Pay Committee, acting on recommendations of the Headteacher’s Performance Review Committee will inform the Governing Body of their decision following their review.

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Brighton Hill Community School Deputy and Assistant Headteachers must demonstrate as part of a review sustained high quality of performance and make a strong contribution to School leadership, management and student progress, and substantial progress towards achievement of performance management objectives before any performance points will be awarded. Performance points will be awarded by the Pay Committee, based on the Headteacher’s recommendations. The Governing Body will consider movement of a maximum of two points where the Deputy or Assistant Headteacher has in the year under review made an outstanding contribution to the School, if their current range allows this.

Advanced Skills Teachers (ASTs) ASTs must demonstrate as part of a review sustained high quality of performance in the light of their agreed performance criteria, and substantial progress towards achievement of performance management objectives before any performance points will be awarded. This will include any work undertaken at other schools, in higher education facilities, at facilities of the local authority and elsewhere. The Governing Body will consider movement by more than one point where the AST has in the year under review made an outstanding contribution to the School, if the current range allows this.

Post threshold teachers In order to cross the threshold to the upper pay scale, teachers must meet the national threshold progression criteria, as outlined in the School Teachers’ Pay and Conditions Document. Progression on the upper pay scale, which will be considered as an integral part of the performance management process, will be in accordance with the School Teachers’ Pay and Conditions Document and the guidance contained in the Manual of Personnel Practice, and will be based on two successful performance management reviews. Only in exceptional circumstances will post-threshold teachers be awarded a further point on the upper pay scale more frequently than at two yearly intervals.

Teachers on the pay scale for classroom teachers Teachers on the pay scale for classroom teachers will receive one point for each year of satisfactory performance. Where a teacher is subject to the formal capability procedure, an experience point will not normally be awarded. Where a teacher has been or is subject to the formal disciplinary procedure, an experience point may not be awarded according to the circumstances of the case. A classroom teacher may be awarded an extra point on the pay scale for classroom teachers for excellent performance over the previous academic year, having regard to all aspects of professional duties, but in particular classroom teaching.

Support staff The Governing Body will consider the recommendation of the Headteacher or line manager in respect of the pay progression of each member of support staff, as an outcome of the Individual Performance Planning process (IPP), awarding each April one of the three ratings outlined below:  Improvement required (generally no annual progression).  Meeting expectations (annual progression of one step up to normal salary range maximum).  Exceeding expectations (annual progression of one step within the limit of the normal salary range; a one-off payment of 3% of base salary or, in exceptional circumstances, accelerated step progression within the limit of the normal salary range). U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 117

Brighton Hill Community School It is the governing body’s expectation that the majority of the School’s support staff will be awarded the ‘meeting expectations’ rating.

11. Other payments Continuing professional development Teachers (including the Headteacher) who undertake voluntary continuing professional development outside the School day may be entitled to an additional payment. This payment will be considered by the Pay Committee in advance of the specific activity. Initial teacher training activities We are not a TTA approved SCITT scheme school, therefore all work undertaken in relation to ITT activities falls within the remit of the professional work of the School. Acting allowances Where staff are required to cover senior positions because of sickness, other absence or prolonged vacancy, any additional payment due will be agreed with the employee ideally in advance, but at least within four weeks of beginning that cover. Honoraria Honoraria will not be paid in any circumstances. Out of School Learning Activities The Headteacher may recommend to the pay committee that depending on the circumstances certain out of School activities, which lie clearly outside the reasonable expectations of staff, may attract a payment.

12. Annual Review This pay policy will be reviewed annually by the Governing Body in consultation with staff.

13. Appeals Arrangements The arrangements for considering appeals are as follows: 1. A member of staff may appeal against any determination in relation to his or her pay or any other decision taken by the Governing Body that affects his/her pay. The process for dealing with appeals arising from performance management decisions is similar and is outlined in more detail in the guidance and policy on performance management in the Manual of Personnel Practice. 2. The grounds for appeal are that the person or committee by whom the decision was made:  incorrectly applied any provision of the relevant terms and conditions of service;  failed to have proper regard to statutory guidance;  failed to take proper account of relevant evidence;  took account of irrelevant or inaccurate evidence;  was biased; or  otherwise unlawfully discriminated against the member of staff. An appeal may also be lodged in relation to aspects of the performance management process. For more detail, see the guidance and policy on performance management in the Manual of Personnel Practice. 3. If a member of staff has received an overpayment, an agreement should be reached on the terms and timescales for recovery. In exceptional circumstances where an agreement cannot be reached, the employee may exercise their right of appeal in accordance with this procedure. 4. The sequence of events is as follows: The member of staff receives written confirmation of the pay determination and where applicable the basis on which the decision was made.

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Brighton Hill Community School If the member of staff is not satisfied, he/she should seek to resolve this by discussing the matter informally with the decision maker within ten working days of the decision.

Where this is not possible, or where the member of staff continues to be dissatisfied, he/she may follow a formal appeal process. The member of staff should set down in writing the grounds for questioning the pay decision (which must relate to the grounds as set out above) and send it to the person (or committee) who made the determination, within ten working days of the notification of the decision being appealed against or of the outcome of the discussion referred to above. The committee or person who made the decision should meet with the member of staff (and, if the member of staff wishes this, a colleague or union representative) within ten working days of receipt of the written grounds for questioning the pay decision to discuss this and give the member of staff an opportunity to make representations in person. Following this meeting the member of staff should be informed in writing of the formal outcome and the right to appeal. Any appeal should be heard by a panel of at least two governors who were not involved in the original decision, normally within 20 working days of the receipt of the written appeal notification, and give the member of staff the opportunity to be accompanied and 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. The decision is final and there is no recourse to the staff grievance procedure.

5. Employees who are dissatisfied in relation to their pay have a statutory right to access the School’s grievance procedure for dealing with such issues. The above process is similar to that procedure and meets the statutory requirements for grievance processes.

Pay Policy ratified : October 2011 Committee responsible for review: Pay Committee Date of next review: ......

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20. Anti-Bullying Anti – Bullying Policy and The School’s Response to Bullying

The policy has been reviewed and revised in light of a range of national documents: Safe to Learn: Embedding anti-bullying work in schools – DCSF 00656-2007 Bullying – A Charter for Action Anti-Bullying Directory of Good Practice 2008/9 Hampshire County Council Anti-Bullying Policy for Schools – Kidscape Anti-Bullying policy – Teachernet

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Brighton Hill Community School Anti-Bullying Guidance for Schools – Healthy Schools

Objective –  To work to reduce the frequency, severity and likelihood of bullying incidents.  To develop and maintain confidence on the part of students and their parents/guardians that the School provides a safe and non-threatening environment and to provide an environment where students can enjoy, achieve and be healthy, both physically and emotionally.  To prevent, de-escalate and/or stop any continuation of harmful behaviour.  To react to bullying incidents in a reasonable, proportionate and consistent way.

Definition - Bullying is behaviour by anybody directed toward another which causes the latter pain or discomfort, humiliation, or emotional stress (NB: Bullying can be unintentional) Bullying can be:  Emotional – being unfriendly, excluding, tormenting (e.g threatening gestures)  Physical – pushing, kicking, hitting, hurting, punching or any use of violence  Racist – racial taunts, graffiti, gestures  Sexual – unwanted physical contact or sexually abusive comments  Homophobic – because of, or focusing on the issue of sexuality  Verbal – name-calling, sarcasm, spreading rumours, teasing  Cyber – all areas of internet, such as e-mail, social network sites, internet chat room misuse. Mobile threats by text messaging and calls. Misuse of associated technology i.e. camera and video facilities. Bullying hurts. No one deserves to be the victim of bullying. Everybody has the right to be treated with respect. Students who are bullying need to learn different ways of behaving. NOTE - Swift, positive responses to bullying are vital to the ethos of the School and the feeling of well-being of the students. The enactment of the following policy is THE PRIORITY when staff witness, or have reported to them, acts of bullying.

This policy applies to all staff - teaching and support staff.

1. The School will promote, through work in tutor groups and lessons, an awareness of how to respond to bullying and awareness that bullying is unacceptable. Curriculum opportunities will be used, particularly in PHSE and through the SEAL (Social and Emotional Aspects of Learning) programme. 2. The School will act as set out in 3 - 6 below in cases of bullying between its students. When instances of bullying are reported it is important that staff engage listening strategies, carry out fair investigations and follow up the reports. 3. Any member of staff (teaching or support) who witnesses an act of bullying or has an act of bullying reported to them will - - In the case of a member of staff witnessing an act of bullying - intervene to secure the safety and well-being of the bullied party and report the incident to the victim’s Head of House or a senior member of staff. - In the case of a member of staff having an incident of bullying reported to him/her by a student he/she will make a brief note of the incident and refer it - without delay - the victim’s Head of House or to a senior teacher. 4. A tutor who witnesses an act of bullying or has one reported to him/her involving a member of his/her tutor group will -

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Brighton Hill Community School - within one full working day investigate the matter and, if satisfied that a student is responsible for bullying, give a clear warning that all future instances of bullying must stop or serious consequences will follow and detentions may be set, and - write to the parents/guardians of both the victim and the bully outlining the procedures taken and offering the parents/guardians the opportunity to discuss the incident, and - report the incident to the victim’s Head of House or to a senior teacher and the bully’s tutor and Head of House. 5. When in receipt of a report of bullying a Head of House will, within one working day - - investigate the allegations of bullying and ascertain what actions have so far been taken and carry out those actions set out in ‘4’ above if not already done. - if judged appropriate, issue the bully with a 30 or 60 minute detentions. - ensure the incident is entered in the student’s Behaviour Log. - liaise with the Tutors of the bully and the victim. In addition the Head of House may decide to report the incident to a senior teacher to consider further action. - Contact the parents of the bully and victim. 6. When in receipt of a report of bullying from a Head of House a senior teacher will ensure that the allegations of bullying are substantiated. The bully’s previous record with respect to bullying will be reviewed and, on the basis of this, Senior Staff detention; SIR or exclusion of the student from School may be considered.

Responses to Bullying  Disciplinary sanctions have three main purposes: o To impress on the perpetrator that what he/she has done is unacceptable o To deter him/her from repeating that behaviour. o Signal to other students that the behaviour is unacceptable and deter them from doing it.  Sanctions for bullying are intended to hold students who bully to account for their behaviour and ensure that they face up to the harm they have caused and learn from it.  The consequences of bullying should reflect the seriousness of the incident. Emotional and psychological bullying is not less serious than physical bullying.  In reviewing the sanctions the School will ensure that they address bullying behaviours in a way that does not lead to escalation but resolution.  The School has a group of trained Peer Mentors who are available for the students who have experienced problems with other students. An effective strategy for dealing with bullying is for students to help themselves and to help others.  Restorative Justice – The use of restorative approaches is to ensure that the student causing harm is held to account for their behaviour. They will be used in conjunction with sanctions. The student should: o Accept responsibility for the harm caused to the individual being bullied. o Accept responsibility for the harm caused to others (e.g. friends or family) o Recognise the need to take action to begin to repair the harm caused.  Follow up – The bully will be placed on Amber or Green report which will be monitored by the Head of House or Tutor. Half a term after the incident the Head of House will follow up with the victim or the victim’s parents to ensure that the student feels safe again. The information from the follow up will be passed to the Assistant Headteacher.  Cyber-bullying - where technology has been used to perpetrate the bullying further specific sanctions may be used, for example internet access could be limited; restriction of

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Brighton Hill Community School bringing mobile phones to School; contact with service providers; reporting of criminal acts under the Protection of Harassment Act 1997, the Malicious Communications Act 1988 or the Public Order Act 1986.  The School will sign up for the “Bullying – A Charter for Action”.

The monitoring and review procedure for this policy is as follows: Assistant Headteacher will -  Each term survey a sample of students who have been reported as victims of bullying regarding their general perceptions about the School’s management of bullying to ascertain the effectiveness of measures taken and report his findings to the Headteacher  Ensure induction of new staff and training is available for staff as appropriate.  Review the Preparation for Life curriculum plan and the implementation of SEAL  Undertake a review of the policy every TWO years.

NB: In all cases when any member of staff is dealing with a student who has been reported for bullying they should be firm and calm. There is a well established body of information that bullying is learned from observed behaviour. Little will be achieved by in effect bullying a bully by the use of aggressive accusative behaviour. The member of staff’s emphasis should always be on explaining that bullying behaviour is unacceptable and cannot be tolerated at Brighton Hill Community School. It is worth remembering that bullying can be unintentional with the perpetrator not realising he/she is causing distress. In such cases quiet concerned counselling for the perpetrator as well as the victim is the most productive response. This policy links to:  Behaviour Policy  Safeguarding  PSHE / Citizenship  Single equality scheme The review of the policy was undertaken in February 2010 in consultation with the staff, students and the parents through on-line access via the School web site. A further review took place in consultation with the Peer Mentors and Student Council in February 2011.

Ratified: March 2010 Review:

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21. Assessment and Marking Policy

“The quality of assessment has a significant impact on attitudes to learning and on attainment in schools by stimulating and challenging pupils to work hard and by encouraging teachers to focus on how to improve the learning of individual pupils” (Ofsted, “Good Assessment in Secondary Schools”)

Objectives:

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Brighton Hill Community School  To provide clear guidelines on the schools approach to assessment.  To establish a coherent approach to assessment across all faculties.  To provide a system of assessment that is clear to students, staff and parents.  To ensure that assessment and marking leads to all students making progress.  To provide meaningful feedback to students to offer advice on how to improve and raise attainment.

Practice guidelines:

Classroom practice: [For further guidance please refer to Appendix 1] Learning objectives must be set at the start of each lesson. Success criteria related to levels/grades must be shared with students. Ensure that success criteria are shared and modelled throughout lessons. Skilful questioning must be used to assess attainment (using, for example, Bloom’s Taxonomy) and set targets for further progression Monitor learning throughout lessons in order to continuously assess the pace and strength of progress and to intervene to address misconceptions by reshaping and modifying teaching to meet students’ needs Plenary phases must be used within lessons to assess progress and summarise learning. Praise progress and reward achievement through comments and the School’s praise and reward systems.

Marking and Feedback: Learning objectives and learning outcomes are used as the benchmark for oral and written feedback. They should be shared and made clear to the students in advance of attempting a task. Students should receive regular and detailed feedback on their work, which is constructive, informative and focused, so that they understand how they are progressing and what steps they need to take to improve. Return assessed written work and feedback on oral work normally within 10 working days of its completion/submission dedicating quality class time to its return, discussion and student reflection. All students’ work should be acknowledged and marked in accordance with the guidance provided, with some selected work at least twice each half term (for subjects with more than one lesson a week) and once a half term for those with one lesson a week. Teachers are required to comply with the Schools marking policy1 Teachers are responsible for recording marks or comments for students’ work regularly to ensure that written evidence is available to inform discussions with students, parents and colleagues.

Target-Setting: Target minimum levels are set for achievement at the end of each Key Stage. Student targets are based upon all available data and are centrally recorded within SIMS.net. Targets are referred to as Target Minimum Levels [KS3] and Target Minimum Grades [KS4] Target Minimum Levels and Target Minimum Grades are regularly compared with Teacher Assessed Levels [KS3] and Predicted Grades [KS4] in order to measure progress

Progress Checks and Reporting: Performance data is collected and published six times a year for every student.

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Brighton Hill Community School Attitude to Learning grades are collected and published six times a year for every student, these use the Brighton Hill Community School descriptors. Teacher Assessed Levels [KS3]/Predicted Grades [KS4] are published to students and parents six times a year through the schools system of Progress Trackers.

Roles and Responsibilities:

The role of the Classroom Teacher in assessment:  Setting and communicating appropriate, differentiated learning objectives for each lesson and each unit of work.  Communicate assessment criteria.  Provide opportunities for students to engage in peer and self assessment opportunities.  Mark and assess work regularly.  Assess work against NC levels and KS4 grade criteria and communicate these to students.  Give feedback that enables all students to make progress.  Record all appropriate data and information in a range of ways.  Provide accurate data for Progress Tracker checks.  Provide data and information for new teachers of student transfer.  Keep up to date with pedagogical research and “good practice”.  Provide statutory data as required.

The role of the Heads of Faculty in assessment: In the context of assessment all Heads of Faculty should provide leadership in ensuring that:  All teachers plan for formative and summative assessment and identify assessment opportunities.  Assessment for Learning takes place, including appropriate feedback to students.  A range of evidence is produced to support judgements regarding progress, achievement & attainment and utilising Assessing Pupil Progress [APP] rationales as a structure for assessment where applicable.  The feedback that teachers give to students is diagnostic, formative and understood by students through work book sampling and lesson observations.  Regular moderation/standardisation is planned for within the faculty  Whole school deadlines and statutory requirements are met.  Regular monitoring of the progress of individuals and groups takes place and action is taken to promote achievement and progress.  Regular analysis of assessment data takes place.  Liaison with external and internal school Examination Officers re: Entries for all examinations is current and up to date.

The role of the Head of Houses in assessment: In the context of assessment all Leaning Mentors should lead their team in ensuring:  The use of appropriate assessment data is used to identify students who are underachieving.  They provide feedback to students and parents whose progress and achievement is particularly good.  They intervene with support and challenge strategies where a student or group of students is underachieving in relation to expectations.

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Brighton Hill Community School  Regular liaison with Heads of Faculty/Senior staff/Subject teachers concerning individual student progress.

The role of the Examinations Officer in assessment: To liaise with appropriate staff/students/parents/exam boards regarding all aspects of external assessment and take responsibility for the organisation and invigilation of all internal school examinations.

The role of the Data Manager in assessment:  To ensure that all centrally held data in relation to student’s attainment, achievement and progress is kept up to date within SIMS.net.  To update all data within SISRA, to ensure as a data analysis tool it remains current. This applies to KS3 and KS4.  To provide appropriate reports related to the attainment, achievement and progress of individual students, and groups of students across the school.

Linked Policies: Learning & Teaching Controlled Assessment Homework Behaviour Management Literacy Across the Curriculum Gifted & Talented Examination Procedures

This policy was created in February 2012 and this March 2012 issue was released in: It was ratified by the Interim Executive Board [IEB] on: 9th March 2012 This policy will be reviewed on: Spring Term 2014 This policy will be reviewed by: Assistant Head teacher

Controlled Assessments Objective To ensure that controlled assessments and planned and carried out in accordance with Examination Board regulations

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Brighton Hill Community School Definition – Controlled assessment is internal assessment that replaces coursework in GCSEs. It is used for aspects of a subject which cannot be readily assessed by an external examination. All GCSE subjects are in one of three categories: Subjects with 60% controlled assessment Subjects with 25% controlled assessment Subjects with no controlled assessment

This policy applies to all teaching staff and the examinations officer The lead manager for the application and monitoring of this policy is assistant headteacher

Controlled assessments are part of the GCSE syllabi and the Diplomas, although they are different in nature and Heads of Faculty must ensure that they are familiar with the specifications at the onset of teaching a Key Stage 4 course.

A - Heads of Faculty will: Choose the awarding organisation specification for the subjects offered in their faculty at the beginning of the course. Familiarise themselves with the requirements for the controlled assessment. Liaise with the Examinations Officer at the outset of the course as to which examination board and specification the students will be entered for. Ensure that the controlled assessment is built into the KS4 scheme of work at an appropriate stage. Establish requirements for accommodation/ Obtain, well in advance the information on the set tasks needed for the controlled assessment from the awarding organisation. Ensure that teachers and students prepare appropriately for the controlled assessment. Consult with the Learning Support Manager on additional arrangements that may need to be made for certain students. Make contingency arrangements for absent students. Ensure that the controlled assessments are carried out by the students and correctly supervised by the teacher, with students and supervising teachers signing authentication forma on completion of the assessment. Ensure that candidates work is stored securely. Arrange for internal standardisation of marking by all teachers involved in assessing an internally assessed component. Submit marks to awarding organisations through the Examinations Officer. B – Teachers will: Ensure their schemes of work include the planning and preparation of controlled assessments. Ensure that all controlled assessments are supervised appropriately. Ensure that the Examinations Officer is aware of the requirements of the controlled assessments from the outset of the course. Book facilities for the controlled assessments. Ensure that the requirements for students with special educational needs are met. Supervise assessments, applying the specified level of control, and ensuring authentication forms are signed by candidates and the supervising teacher. Store candidates work securely. Liaise with the Network Manager to ensure secure accounts for students undertaking electronic assessments. C – Examinations Officer will: U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 126

Brighton Hill Community School Liaise with the Senior Leadership Team and the Heads of Faculty and individual teachers as necessary. Store candidates work securely. Enter students for individual units, including controlled assessment units and externally examined units. Be responsible, as necessary, for storage and transmission of information, data and confidential materials between awarding organisations and teachers. Maintain the yearly timetable of examinations and controlled assessments. Ensure that access arrangements are in place for students with special educational needs. D - Network Manager will: Ensure secure accounts for students undertaking controlled assessments electronically. E – Assistant Headteacher will: Convene a meeting at the beginning of the academic year with the Heads of Faculty and the Examinations Officer to plan the controlled assessments to be completed during the year. Deal with issues arising – for example resolving timetable clashes, obtaining additional facilities. Monitor the operation of controlled assessments. F – Irregularities Any suspected irregularities in the conduct of the controlled assessments will be investigated by the Head of Centre according to the JCQ guidance. Irregularities reported to the examining bodies may be followed up by internal discipline according to the Manual of Personnel Practice. Information and Guidance: Qualifications and Curriculum Development Agency: Managing GCSE controlled assessment. A centre wide approach. 2010 GCSE controlled assessment. QCDA www.qcda.gov.uk AQA www.aqa.org.uk Edexcel www.edexcel.com OCR www.ocr.org.uk CCEA www.rewardinglearning.org.uk WJEC www.wjec.co.uk Joint Council for Qualifications www.jcq.org.ok National Database of Accredited Qualifications www.accrediredqualifications.org.uk Ofqual www.ofqual.gov.uk

The monitoring and review of this policy is as follows: Assistant Headteacher will: Ensure that the centre-wide plan for assessments is produced in September. Monitor the arrangements and how well they are functioning. Report to the Senior Leadership on the progress of the assessments.

This policy has been developed by the Acting Headteacher July 2010 in consultation with Senior Leadership team; Heads of Faculty; Examination Officer. Ratified September 2010. Back to Index

22. Attendance

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Brighton Hill Community School School attendance is subject to various Education laws and this school attendance policy is written to reflect these laws and the guidance produced by the Department for Education. This policy is linked to the following legislation; 1. The Education Act 1996 Part 1, Section 7. This states that: The parent of every child of compulsory school age shall cause him/her to receive efficient full- time education either by regular attendance at school or otherwise. The Education should be suitable- [a] To his/her age, ability and aptitude and [b] To any special needs he/she may have.

For educational purposes the term parent is used to include those that have parental responsibility and/or those that have the day to day care of the child. The legislation that appertains to children who are of compulsory school age and are registered at school is contained within this Act. Part V1 Section 444 contains the details of when an offence is committed if a child fails to attend school.

2. ‘The Education [Student Registration] (England) Regulations 2006’ This contains the legal requirements for the keeping of registration and rolls.

Objective  Brighton Hill Community School is committed to providing a full and efficient education to all students and embraces the concept of equal opportunities for all.  We will endeavour to provide an environment where all students feel valued and welcome.  For a child to reach their full educational achievement a high level of school attendance is essential. We will consistently work towards a goal of 100% attendance for all children. Every opportunity will be used to convey to students and their parents or carers the importance of regular and punctual attendance.  To identify patterns of poor and falling attendance at the earliest opportunity.  To celebrate improving and consistently good attendance.  To provide early intervention strategies for those students whose attendance is below acceptable levels.  Each year the school will examine its attendance figures and set attendance/absence targets. These will reflect both national and Hampshire attendance targets.  The school will review its systems for improving attendance, using the DfE document ‘Effective Attendance Practice in schools’ at regular intervals to ensure that it is achieving its set goals.  This policy will contain within it the procedures that the school will use to meet its attendance targets. School Procedures Any child who is absent from school at the morning or afternoon registration period must have their absence recorded as being authorised, unauthorised or as an approved educational activity [attendance out of school]. Only the Head Teacher or a member of staff acting on their behalf can authorise absence. If there is no known reason for the absence at registration, then the absence must be recorded in the first instance as unauthorised.

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Brighton Hill Community School 1. Lateness and Punctuality  Morning registration will take place at the start of school at 8.25am.  The registers will remain open for 30 minutes. Any student arriving after this time will be marked as having an unauthorised absence unless there is an acceptable explanation i.e. school transport was delayed. In cases for example, where the absence at registration was for attending an early morning medical appointment, the appropriate authorised absence code will be entered.  The school gates will be locked at 09.00am after this time students must enter through main reception and sign in with the Attendance Officer.  The afternoon registration will open at 2.15pm and Students afternoon registration will take place during Period 5.  The registers will close at 2.45pm.  Students arriving after the start of school but before the end of the registration period will be treated for statistical purposes, as present, but will be coded as late before registers close.  Students arriving after the end of the registration period will be treated for statistical purposes, as present, but will be coded as late after registers close.

2. First Day Absence  We expect to receive contact from a parent to explain the reason for the students’ absence at the earliest opportunity. An answer phone system is in operation outside of school hours.  If no parental contact has been made, and a student is absent, the Attendance Officer will attempt to contact a named person with parental responsibility with the details held on SIMS.  Once the Attendance Officer has attempted to make contact they will input the appropriate code into the register.

3. Third Day Absence  The Attendance Officer passes the details to the Familyt Support Advisor (FSA), who continues to seek parental contact.  A letter is sent to the parent requesting they contact BHCS to explain the absence. If the absence is medical a Doctors note may be required in order for the absence to be authorised. This is at the discretion of the Head Teacher or their nominated representative.

4. Continuing Absence The Family Support Advisor will continue to seek Parental contact to explain the absence. At this point any other agencies that have an ongoing involvement with the absent student will be notified of the student’s absence by the FSA, either by email or telephone.

5. Ten Day’s Absence Any student who is absent without an explanation for 10 consecutive days will be notified to the Local Authority, by submitting a referral to the Children’s Services Locality Team. The school will include details of the action that they have taken.

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Brighton Hill Community School 6. Persistent Absence  It is the responsibility of the Attendance Officer, Heads of House and Head of Years 7&8 to be aware of and bring attention to a nominated member of SLT, any emerging attendance concerns.  In cases where a student begins to develop a pattern of absences, the school will try to resolve the problem with the parent/s. If this is unsuccessful the school will refer to the School Health Adviser if the problem appears to be a medical one. In other cases the school will seek advice from Childrens Services Locality Team.  Students with attendance between 90 – 95% will be spoken to by their Tutor and a courtesy call/letter to inform home, along with details of BHCS Family Support Advisor and other support available at BHCS.  Students with attendance between 80 – 89% will be on an Attendance Monitoring Card with their Tutor or Head of House / Head of year 7&8, who will also call home to work with the parent to improve the situation.  Students with attendance of less than 80% will be offered extra support and closely monitored by a nominated member of SLT, in consultation with their Head of House / Head of year 7&8.  This support will involve a meeting with the family and student to discuss possible reasons for absence and agree a monitoring period to secure improvement through realistic targets. This is likely to include involvement of the school FSA. If improvements are not seen a Pre-Educational Planning Meeting or Educational Planning Meeting (EPM) will be held to formalise an agreed action and support plan. The next stage would be to refer the family to the Legal Intervention Panel for possible fixed penalty notices and or prosecution for continual absence.  If attendance does not improve Hampshire County Council policy states: It is sometimes necessary that where there is no improvement in attendance that the Locality Team will prosecute for non-attendance at school under the Education Act 1996 sections 441 and 441a. The team may also issue Penalty Notices in non-attendance cases which will lead to prosecution under the Education Act 1996 if they are not paid. Education Welfare Officers may also instigate School Attendance Orders and Education Supervision Orders. http://www3.hants.gov.uk/childrens-services/schoolsandSchools/ed-welfare.htm

7. A Welcome Back  It is important that on return from an absence that all students are made to feel welcome. This should include ensuring that the student is helped to catch up on missed work and brought up to date on any information that has been passed to the other students.  In cases where the school have been made aware that a student will be absent for an extended length of time due to medical reasons appropriate work shall be placed on the VLE by the students subject teachers.

8. Absence notes Notes received from parents explaining absence should be kept for the remainder of the academic year. If there are attendance concerns about the student, that may require further investigation, then the notes may need to be retained for a longer period. Students’ absence notes will be kept in individual student files.

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Brighton Hill Community School

9. Promoting attendance The school will use opportunities as they arise to remind parents/carers, that it is their responsibility to ensure that their children receive their education. Parents of students with attendance of less than 80% will be provided with a copy of ‘Is your child missing out? School Attendance: Information for Parents - Revised Edition 2007’. will use the Student Voice poster ‘Attendance – What does it mean?’ to promote attendance within the School. A dedicated page within the school planner will allow each student to plot their monthly attendance as a bar chart and accumulative attendance as a line graph.

10. Holidays in term time  Holidays during term time are to be discouraged. Parents will be reminded of the effect that absence can have on a student’s potential achievement.  Holidays in term time will not be authorised; this is in conjunction with local primary schools (where younger children are affected), unless in exceptional circumstances.  The application must be made in advance and the Head teacher must be satisfied that there are exceptional circumstances which warrant the leave. Where a leave of absence is granted, the Head teacher will determine the number of days a student can be away from school. A leave of absence is granted entirely at the Head teacher’s discretion.

11. Attendance Awards The school will use the following system to reward students who have good or improving attendance. Attendance figures for each Tutor Group will be published and displayed on a weekly basis in prominent locations around BHCS and on the School website. The Attendance officer and an Administrative assistant will be responsible for providing Heads of House / Head of year 7&8 with figures for their communities. The Attendance Officer will publish and distribute to Tutors through each Tutor Folder. At the end of each Half Term certificates will be awarded to all students who achieve 100% attendance and to those students who show a 5% improvement in attendance. Letters will also be sent home to parents thanking them for their support. Positive attendance, individually and collectively are celebrated through the House Cup. A monthly trophy is awarded to the tutor group with the highest attendance.

12. Attendance Targets In line with The Education (School Attendance Targets) (England) Regulations 2007 (updated April 2011) BHCS will set attendance targets each year by the Head Teacher in consultation with LA. A system for analysing performance towards the targets will be established and a senior school manager will be responsible for overseeing this work.

Targets: 2012-2013 94.5% Actual: 94.6% 2013-2014 94.7%

13. The registration system The School will use a computerised SIMS system for keeping the school attendance records. The following national codes will be used to record attendance information. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 131

Brighton Hill Community School CODE DESCRIPTION MEANING / Present (AM) Present \ Present (PM) Present B Educational Activity Educated off site (NOT Dual registration) C Authorised Absence Other Authorised Circumstance D Approved Education Activity Dual registration (i.e. student attending other establishment) E Authorised absence Excluded (no alternative provision made) F Authorised absence Extended family holiday (agreed) G Unauthorised absence Family holiday (NOT agreed or days in excess of agreement) H Authorised absence Family holiday (agreed) I Authorised absence Illness (NOT medical or dental etc. appointments) J Approved Education Activity Interview L Present Late (before registers closed) M Authorised absence Medical/Dental appointments N Unauthorised absence No reason yet provided for absence O Unauthorised absence Unauthorised absence (not covered by any other code/description) P Approved Education Activity Approved sporting activity R Authorised absence Religious observance S Study leave Authorised absence T Authorised absence Traveller absence U Unauthorised absence Late (after registers closed) V Approved Education Activity Educational visit or trip W Approved Education Activity Work experience X Not counted in possible Un timetabled sessions for non-compulsory attendances school-age students Y Not counted in possible Enforced closure attendances Z Not counted in possible Student not yet on roll attendances # Not counted in possible School closed to students attendances

Registers by law must be kept for at least 3 years. Computer registers must be printed out at least once a month and bound into annual volumes.

14. Register Security Registers are stored electronically with access through a password protected system, only teaching staff that hold current CRB Certificates have access. Physical records are kept in a locked filing cabinet within a secure office.

Categorisation of Absence

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Brighton Hill Community School Any student who is on roll but not present in the school must be recorded within one of these categories. 1. Unauthorised Absence 2. Authorised Absence 3. Approved Educational Activity

1. Unauthorised absence This is for those students where no reason has been provided, or whose absence is deemed to be without valid reason.

2. Authorised absence This is for those students who are away from school for a reason that is deemed to be valid under the Education Act 1996.

3. Approved Educational Activity This covers types of supervised educational activity undertaken off site but with the approval of the school.

 Note: Students recorded in this category are deemed to be present for attendance returns purposes.  This would include:  Work experience placements  Field trips and educational visits  Sporting activities  Link courses or approved education off site  Most types of dual registration

Back to Index

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Brighton Hill Community School 23. E-mail policy

Brighton Hill Community School will ensure that all users of the Schools email facilities are aware of the acceptable use of these facilities. Purpose The objective of this policy is to direct all users of School email facilities by:  Providing guidance on expected working practice.  Highlighting issues affecting the use of email.  Informing users about the acceptable use of ICT facilities in relation to emails.  Describing the standards that users must maintain.  Stating the actions that may be taken to monitor the effectiveness of this policy.  Warming users about the consequences of inappropriate use of the email service. The policy establishes a framework within which users of School email facilities can apply self regulation to their use of email as a communication and recording tool.

Scope This policy covers all email systems and facilities that are provided by Brighton Hill Community School for the purpose of conducting and supporting official business activity through the Schools network infrastructure and all stand alone and portable computer devices. This policy is intended for all Brighton Hill Community School employees, partners, students, contractual third parties and agents of the School who have been designated as authorised users of email facilities. The use of email facilities by staff or students that have not been authorised for that purpose will be regarded as a disciplinary offence.

Definition All email prepared and sent from Brighton Hill Community School email addresses or mailboxes and any non work email sent using Brighton Hill Community School ICT facilities is subject to this policy.

Risks Brighton Hill Community School recognises that there are risks associated with users accessing and handling information in order to conduct official School business or as part of the educational service provided to students, or part of the educational process used by students. This policy aims to mitigate the following risks:  The non reporting of information security incidents,  Inadequate destruction of data,  The loss of direct control of user access to information systems facilities Non-compliance with this policy could have a significant effect on the efficient operation of the School and may result in financial loss and an inability to provide necessary services to the administration and curriculum areas.

Applying the Policy Email as Records:

All emails that are used to conduct or support official Brighton Hill Community School business must be sent using the “@brightonhill.hants.sch.uk” address.

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Brighton Hill Community School Non-work email accounts must not be used to conduct or support official Brighton Hill Community School business. Staff must ensure that any emails containing sensitive information must be sent through an official School email. All emails that represent aspects of School business or School administrative arrangements are the property of the School and not of any individual employee. Emails held on the School or EdICT equipment are considered to be part of the corporate record and email also provides a record of staff/pupil activities. The legal status of an email is similar to any other form of written communication. Consequently, any email message sent from a facility provided to conduct or support official Brighton Hill Community School business should be considered to be an official communication from the School. In order to ensure that Brighton Hill Community School is protected adequately from misuse of email, the following controls will be exercised: i. It is a condition of acceptance of this policy that users comply with the instructions given on use of their email. Whilst respecting the privacy of authorised users, Brighton Hill Community School maintains its legal right, in accordance with the Regulation of Investigatory Powers Act 2000, to monitor and audit the use of email by authorised users to ensure adherence to this policy. Any such interception or monitoring will be carried out in accordance with the provisions of that Act. Users should be aware that deletion of email from individual accounts does not necessarily results in permanent deletion from the Schools or EdICTs ICT systems. It should also be noted that email and attachments (whether sent or received) may need to be disclosed under the Data Protection Act 1998 or the Freedom of information Act 2000. Further information regarding this can be obtained from the IT Support Network Manager.

Email as a Form of Communication  Email is designed to be an open and transparent method of communicating. However, it cannot be guaranteed that the message will be received or read, nor that the content will be understood in the way that the sender of the email intended. It is therefore the responsibility of the person sending an email to decide whether email is the most appropriate method.  All emails sent to conduct or support official Brighton Hill Community School business must comply with School communications standards.  Email must not be considered any less formal than memo’s or letters that are sent out by the School. When sending external email, care should be taken not to contain an material which would reflect poorly on the Schools reputation or its relationships with parents, members of the community, employees, partners, students, contractual third parties and agents of the School.  Under no circumstances should users communicate material (either internally or externally), which is, for example, defamatory, obscene, or does not comply with the Schools Equal Opportunities Policy, or which could reasonably anticipated to be considered inappropriate. Any user who is unclear about the appropriateness of any material, should consult their line manager prior to commencing any associated activity or processes.  Due to the insecure nature of email as a form of communication, you should only ever write in an email things that you would be happy to write on a post card and post in a letter box.  When sending an email to multiple recipients, you should use the blind copy field “BCC” to send the email rather than the “TO” field, if you wish not to divulge the recipients email addresses.

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Brighton Hill Community School

IT facilities provided by the School for email should not be used for:  For the transmission of unsolicited commercial or advertising material, chain letters, or other junk-mail of any kind, to other organisations.  For the unauthorised transmission to a third party of confidential information or restricted material concerning activities of the School.  For the transmission of material such that this infringes the copyright of another person including intellectual property rights.  For activities that unreasonably waste staff effort or use networked resources, or activities that unreasonably serve to deny the service to other users.  For activities that corrupt or destroy other users data.  For activities that disrupt the work of other users.  For the creation or transmission of any offensive, obscene or indecent images, data, or other material, or any data capable of being resolved in to obscene or indecent images or material.  For the creation or transmission of material which is designed or likely to cause annoyance, inconvenience or needless anxiety.  For the creation or transmission of material that is abusive or threatening to others, or serves to harass or bully others.  For the creation or transmission of material that either discriminates or encourages discrimination on racial or ethnic grounds, or on grounds of gender, sexual orientation, marital status, disability, political or religious beliefs.  For the creation or transmission of defamatory material.  For the creation or transmission of material that includes false claims of a deceptive nature.  For so-called ‘flaming’ – i.e. the use of impolite terms or language, including offensive or condescending terms.  For activities that violate the privacy of other users.  For unfairly criticising individuals, including copy distribution to other individuals.  For publishing to others the text of confidential messages written on a one-to-one basis, without the prior express consent of the author.  For the creation or transmission of anonymous message – i.e. without clear identification of the sender.  For the creation or transmission of material which brings the School in to disrepute.

Junk Mail There may be instances where a user will receive unsolicited mass junk email or spam. It is advised that users delete such messages without reading them. Do not reply to the email. Even to attempt to remove the email address from the distribution list can confirm the existence of an address following a speculative email. Before giving your email address to a third party, for instance a website, consider carefully the possible consequences of that address being passed (possibly sold on) to an unknown third party, and whether the benefits outweigh the potential problems.

Chain Letter emails (those that request you forward the message to one or more additional recipients who are unknown to the original sender) must not be forwarded using Brighton Hill Community School systems or facilities.

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Brighton Hill Community School Mail Box Size In order to ensure that the systems enabling email are available and perform to their optimum, users should endeavour to avoid sending unnecessary messages. In particular, the use of the “global list” of email addresses is discouraged. Users are provided with a limited mail box size to reduce problems associated with server capacity. Email users should manage their email accounts to remain within the limit, ensuring that items are filed or deleted as appropriate to avoid any deterioration in systems. Email messages can be used to carry other files or messages either embedded in the message or attached to the message. If it is necessary to provide a file to another person, then a reference to where the file exists should be sent rather than a copy of the file. This is to avoid excessive use of the system and avoids filling to capacity another person’s mailbox.

Monitoring Email Usage All users should be aware that email usage is monitored and recorded centrally. The monitoring of email (outgoing and incoming) traffic will be undertaken so that Brighton Hill Community School:  Can plan and manage its resources effectively.  Ensures that users act only in accordance with policies and procedures.  Ensures that standards are maintained.  Can prevent and detect crime.  Can investigate any unauthorised use. Monitoring of content will only be undertaken by staff specifically authorised for that purpose. These arrangements will be applied to all users and may include checking the contents of email messages for the purpose of:  Establishing the existence of fact relevant to the business, client, supplier and related matters.  Ascertaining or demonstrating standards which ought to be achieved by those using the facilities.  Preventing or detecting crime.  Investigating or detecting unauthorised use of email facilities.  Ensuring effective operation of email facilities.  Determining if communications are relevant to the business. Where a manager suspects that the email facilities are being abused by a user, they should contact the IT Support Network Manager. Where a teacher suspects that the email facilities are being abused by a pupil, they should raise a call on the IT Support Helpdesk. Designated staff can investigate and provide evidence and audits trails of access to systems. Legitimate requests from authorised bodies, under the Regulation of Investigatory Powers legislation will also be investigated through the same staff. Access to another employees email is strictly forbidden unless the employee has given their consent, or their email needs to be accessed by their line manager for specific work purposes whilst they are absent. If this is the case a BHCS Helpdesk request to the IT Network Manager is required. This must be absolutely and has to be carried out with regard to the rights and freedoms of the employee. Only relevant emails are to be opened. Security Emails sent between two brightonhill.hants.sch.uk addresses are held with the same network and are deemed to be secure. However emails that are sent outside this closed network travel over the public communications network and are liable to interception or loss. There is a risk that copies of the email are left within the public communications system

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Brighton Hill Community School Confidentiality All staff are under a general requirement to maintain the confidentiality of information. There are also particular responsibilities under Data Protection legislation to maintain the confidentiality of personal data. If any member of staff is unsure of whether they should pass on information, they should contact their line manager. Staff must make every effort to ensure that the confidentiality of email is appropriately maintained. Staff should be aware that a message is not deleted from the system until all recipients of the message and of any forwarded or attached copies have deleted their copies. Moreover, confidentiality cannot be assured when messages are sent over outside networks, such as the internet, because of the insecure nature of suck networks and the number of people to whom the message can be freely circulated without the knowledge of Brighton Hill Community School. Care should be taken when addressing all emails to prevent accidental transmission to unintended recipients. Particular care should be taken if the email client software auto-completes an email address as the user begins typing a name. Automatic forwarding of email (for example when intended recipient is on leave) must be considered carefully to prevent confidential or sensitive material being forwarded inappropriately. Rules can be implemented to include or exclude certain mail based on the sender or subject.

Negligent Virus Transmission Computer viruses are easily transmitted via email and internet downloads. Full use must therefore be made of Brighton Hill Community School antivirus software. If any user has concerns about possible virus transmission, they must report the concern to IT Support, via a BHCSHelpdesk request (staff) or via their teacher (students). In particular, users:  Must not transmit by email any file attachments which they know to be infected with a virus.  Must not download data or programs of any nature from unknown resources.  Must ensure that an effective antivirus system is operating on any computer which they use to access the School facilities.  Must not forward virus warnings other than to the IT Support, via a BHCSHelpdesk request (staff) or via their teacher (students).  Must report any suspected files to IT Support, via a BHCSHelpdesk request (staff) or via their teacher (students). In addition the School will ensure that email is virus checked at the network boundary and at the host. If a computer virus is transmitted to another organisation, the School could be held liable if there has been negligence in allowing the virus to be transmitted.

Personal Use Personal use of your School is permitted, but should be kept to a minimum and be responsible at all times. Access to other providers of email, for example hotmail or Yahoo is not permitted via the School network, or on School equipment. This arrangement is based on trust and employees are expected to use the privilege responsibly.

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Brighton Hill Community School Policy Compliance If any user is found to have breached this policy, they will be subject to Brighton Hill Community School disciplinary procedure. If a criminal offence is considered to have been committed further action may be taken to assist in the prosecution of the offender(s). If you do not understand the implications of this policy or how it may apply to you, seek advice from personnel.

Policy Governance The following table identifies who within Brighton Hill Community School is accountable,

Review and Revision This policy will be reviewed as it is deemed appropriate. Policy review will be undertaken by the IT Network Manager.

References The following Brighton Hill Community School policy documents are indirectly relevant to this policy;  Acceptable Usage Policy  Information Security Policy  Internet Policy

Key Messages  All emails that are used to conduct or support official Brighton Hill Community School business must be sent using a “@brightonhill.hants.sch.uk” addresses.  Non-work email accounts must not be used to conduct or support official Brighton Hill Community School business.  All users must ensure that any emails containing sensitive information must be sent from an official School email.  All official external email must carry the official School disclaimer.  Under no circumstances should users communicate material (either internally or externally), which is defamatory, obscene, or does not comply Schools Equal Opportunities policy.  Automatic forwarding of email must be considered carefully to prevent sensitive and confidential material being forwarded inappropriately.

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Brighton Hill Community School Back to Index

24. Emergency Closure Plan 1. Introduction The decision to close is a local management one made by the Headteacher in consultation with the Chair of Governors. Decisions should be based on a risk assessment, taking into consideration the conditions at the School and the health and safety of students and the staff. An emergency is an unforeseen event, the effects of which could not reasonably have been anticipated, for example inclement weather, fire, flood, terrorist alert, gas leaks and fundamental services such as electricity, water and heating. During School day closure In the event of an emergency closure being necessary during the School day (i.e. if the weather is deteriorating and there is doubt as to whether students can be returned home later in the day), the first action will be to ensure the safety of all those on the site by enacting the School evacuation procedures if appropriate. The School will use the texting service to inform parents/carers; inform the Local Authority and local radio stations and use the School website. For emergency closures both during and outside of the school day the School will alert as many parents / carers as possible to prevent students arriving in School or to ensure that they are quickly and safely removed from the premises. If students do arrive at the School they will be safely accommodated (assuming that the nature of the emergency makes this possible) until their parents / carers have been informed and arrangements have been made for the child’s return to home or somewhere nominated by their parent / carer.

2. Closure Before the Start of the School Day The decision to close will be made where possible before 7am. The Headteacher or in their absence the Deputy Headteacher will make the decision in consultation with the Site Manager and confirm it with the Chair of Governors or, if they are unavailable the Vice Chair. Information will be based upon:  On the spot observation, either personally or from members of staff better placed to make such observations  Appropriate external agencies such as the Met Office  The media about weather, condition of the roads and paths and public transport Factors involved in the decision making process will include:  Access to the School i.e. road conditions (obstructions, snow, ice, flooding etc.)  Breakdown of essential services (heating, electrical services, water, storm damage etc.)  Specific advice from the Local authority, Police etc. The Headteacher will advise staff and Governors through the emergency telephone tree. Parents / carers and students are recommended to check the Brighton Hill Community School website http://www.brightonhill.hants.sch.uk/ where further information specific to the School will be made available. They can also listen to the local radio stations Kestrel FM / Bizz Basingstoke. Details will also be available on the Local Authority website http://www.hants.gov.uk/education/schoolclosures/

3. Staff Attendance

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Brighton Hill Community School Although it is recognised that severe weather conditions make it difficult for some staff to get to and from work, the expectation is that staff will present themselves for work unless advised to the contrary by the Headteacher. The Headteacher, with the leadership team, will assess whether there are sufficient staff present in School for;  School to be opened / remain open safely  Curriculum delivery to priority groups (in order of priority Year 11, 10,9,8,7)

4. Clearance of Snow Within the site, the School is responsible for snow clearance and her clearing of approach paths that it is able to keep clear. The site team will be tasked with laying salt and grit on arrival. The clearance of public roads is the responsibility of the Highways Department. If there is any question of students’ safety being at risk, the School has a responsibility in inclement weather to keep the students indoors. Paths will only be cleared if they can be kept clear.

5. Public Examinations Public examinations will proceed in inclement weather if there are sufficient members of staff or invigilators present in the School to comply with the exam conditions as set out by the examination boards. If the conditions are such that to attempt to get into the School would be dangerous for the students and staff the exam session will not go ahead and the School will contact the appropriate examination board. Any student who are unable to attend an examination session due to adverse weather conditions must contact the School at the earliest opportunity to inform them of their absence.

6. In the Event of a School Closure The Headteacher will ensure that:  The decision is ratified by the Chair of Governors or the Vice Chair  The Local Authority is informed using the procedures as set out in “Emergency School Closures” (Hampshire County Council) and the information is passed to the local radio stations  The website is updated  The telephone tree is activated  A closure message is available on the School answerphone  Notices are placed at the entrances advising visitors, parents / carers, students that the School is closed  The Headteacher is kept updated as to the condition on site. The above tasks may be delegated by the Headteacher, although they have overall responsibility for ensuring that they are carried out. The decision for the School to remain closed will be reviewed by the Headteacher on a daily basis and agreed and communicated as above.

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25. Examination procedures

Appeals Policy and Procedures Assessment Policy and Procedures Malpractice Policy and Procedures Registration and Certification and Procedures Internal Verification Policy and Procedures

Appeals Policy Aim: To enable the learner to enquire, question or appeal against an assessment decision. To attempt to reach agreement between the learner and the assessor at the earliest opportunity. To standardise and record any appeal to ensure openness and fairness. To facilitate a learner’s ultimate right of appeal to the awarding body, where appropriate. To protect the interests of all learners and the integrity of the qualification. In order to do this, the centre will: • inform the learner at induction, of the Appeals Policy and procedure • record, track and validate any appeal • forward the appeal to the awarding body when a learner considers that a decision continues to disadvantage her/him after the internal appeals process has been exhausted • keep appeals records for inspection by the awarding body for a minimum of 18 months • have a staged appeals procedure • will take appropriate action to protect the interests of other learners and the integrity of the qualification, when the outcome of an appeal questions the validity of other results • monitor appeals to inform quality improvement. This policy will be reviewed every six months by the Quality Nominee and Senior Manager. The appeals procedure will be followed. Links: BTEC programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk. Policy on Appeals Concerning BTEC & Edexcel NVQ Qualifications: This is Edexcel’s policy on learner appeals. Please note, this does not apply until internal centre processes have been exhausted: www.edexcel.com/about/policies/centrepolicies.

Appeals Policy Procedures Learner induction: Should inform the learner of the appeals procedure. Learner appeals procedures: A staged procedure to determine whether the assessor: • used procedures that are consistent with Edexcel’s requirements • applied the procedures properly and fairly when arriving at judgements • made a correct judgement about the learner’s work. Appeals procedure stages: U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 142

Brighton Hill Community School • Stage 1 – Informal: Learner consults with assessor within a defined period of time following the assessment decision, to discuss an assessment decision. If unresolved, then the issues are documented before moving to stage 2. • Stage 2 – Review: Review of assessment decisions by manager and/or internal verifier/lead internal verifier. Learner notified of findings and agrees or disagrees, in writing, with outcome. If unresolved, move to stage 3. • Stage 3 – Appeal hearing: Senior management hear the appeal: last stage by the centre. If unresolved, move to stage 4 • Stage 4 – External appeal: The grounds for appeal and any supporting documentation must be submitted by the centre to Edexcel within 14 days of the completion of Stage 4: a fee is levied. Recording appeals: each stage should be recorded, dated and show either agreement or disagreement with decisions. Documents must be kept for a minimum of 18 months. Monitoring of appeals: undertaken by senior management to inform development and quality improvement.

Assessment Policy Aim: To ensure that assessment methodology is valid, reliable and does not disadvantage or advantage any group of learners or individuals. To ensure that the assessment procedure is open, fair and free from bias and to national standards. To ensure that there is accurate and detailed recording of assessment decisions. In order to do this, the centre will:  ensure that learners are provided with assignments that are fit for purpose, to enable them to produce appropriate evidence for assessment  assess learner’s evidence using only the published assessment and grading criteria  ensure that assessment decisions are impartial, valid and reliable  not limit or ‘cap’ learner achievement if work is submitted late  develop assessment procedures that will minimise the opportunity for malpractice  maintain accurate and detailed records of assessment decisions  maintain a robust and rigorous internal verification procedure  provide samples for Standards Verification as required by the awarding body  monitor standards verification reports and undertake any remedial action required  share good assessment practice between all BTEC programme teams  ensure that BTEC assessment methodology and the role of the assessor are understood by all BTEC staff  provide resources to ensure that assessment can be performed accurately and appropriately. This policy will be reviewed every six months by the Quality Nominee and Senior Manager. The appeals procedure will be followed.

Links: BTEC Programme Specifications: these provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk. Edexcel BTEC Assessment & Grading Policy: this is our policy on the application of grading criteria when assessing BTEC programmes: www.edexcel.com/about/policies/centrepolicies

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Brighton Hill Community School Centre Guide to Assessment: Planning, Design & Delivery: a valuable resource for centres in planning, quality assuring and delivering BTEC programmes: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx.

Assessment Policy Procedures Learner induction: should inform learners about all aspects of assessment and progress monitoring. Reference should be made to national standards, assessment deadlines, the need for authentic work, and learner appeals. Assignment design: should have a practical vocational focus and reference unit grading criteria. A variety of assessment methods is encouraged. A schedule of assignments and assessment dates should be planned and monitored during delivery of the programme. Assessment schedule: annually agreed to ensure coverage of all grading criteria. Assessment of learner work: should be to the published unit assessment and grading criteria only. The punitive ‘capping’ or limiting of grades is not allowed. Tracking assessment: a secure audit trail must be maintained, comprising assessment decisions; internal verification documentation for assignments and learner work; and unit/credit achievement for the programme. These records will be held securely for 3 years after certification. Certification claims: need to be based on accurate, audited records.

Assessment Malpractice Policy Aim: To identify and minimise the risk of malpractice by staff or learners. To respond to any incident of alleged malpractice promptly and objectively. To standardise and record any investigation of malpractice to ensure openness and fairness. To impose appropriate penalties and/or sanctions on learners or staff where Incidents (or attempted incidents) of malpractice are proven. To protect the integrity of this centre and BTEC qualifications. In order to do this, the centre will: • seek to avoid potential malpractice by using the induction period and the student handbook to inform learners of the centre’s policy on malpractice and the penalties for attempted and actual incidents of malpractice • show learners the appropriate formats to record cited texts and other materials or information sources • ask learners to declare that their work is their own • ask learners to provide evidence that they have interpreted and synthesised appropriate information and acknowledged any sources used • conduct an investigation in a form commensurate with the nature of the malpractice allegation. Such an investigation will be supported by the Head Teacher and all personnel linked to the allegation. It will proceed through the following stages: 1. The Investigation 2. The Report 3. The decision 4. The appeal • make the individual fully aware at the earliest opportunity of the nature of the alleged malpractice and of the possible consequences should malpractice be proven • give the individual the opportunity to respond to the allegations made • inform the individual of the avenues for appealing against any judgment made • document all stages of any investigation.

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Brighton Hill Community School Where malpractice is proven, this centre will apply the following penalties / sanctions: 1. Formal disciplinary procedures

Definition of Malpractice by Learners This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion: • plagiarism of any nature • collusion by working collaboratively with other learners to produce work that is submitted as individual learner work • copying (including the use of ICT to aid copying) • deliberate destruction of another’s work • fabrication of results or evidence • false declaration of authenticity in relation to the contents of a portfolio or coursework • impersonation by pretending to be someone else in order to produce the work for another or arranging for another to take one’s place in an assessment/examination/test. Definition of Malpractice by Centre Staff This list is not exhaustive and other instances of malpractice may be considered by this centre at its discretion: • improper assistance to candidates • inventing or changing marks for internally assessed work (coursework or portfolio evidence) where there is insufficient evidence of the candidates’ achievement to justify the marks given or assessment decisions made • failure to keep candidate coursework/portfolios of evidence secure • fraudulent claims for certificates • inappropriate retention of certificates • assisting learners in the production of work for assessment, where the support has the potential to influence the outcomes of assessment, for example where the assistance involves centre staff producing work for the learner • producing falsified witness statements, for example for evidence the learner has not generated • allowing evidence, which is known by the staff member not to be the learner’s own, to be included in a learner’s assignment/task/portfolio/coursework • facilitating and allowing impersonation • misusing the conditions for special learner requirements, for example where learners are permitted support, such as an amanuensis, this is permissible up to the point where the support has the potential to influence the outcome of the assessment • falsifying records/certificates, for example by alteration, substitution, or by fraud • fraudulent certificate claims, that is claiming for a certificate prior to the learner completing all the requirements of assessment. This policy will be reviewed every 6 months by Quality Nominee and Senior Manager.

Assessment Malpractice - Procedures Addressing learner malpractice: • promote positive and honest study practices learners should declare that work is their own: check the validity of their work • use learner induction and handbook to inform about malpractice and outcomes • ensure learners use appropriate citations and referencing for research sources • assessment procedures should help reduce and identify malpractice. Addressing staff malpractice: U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 145

Brighton Hill Community School • staff BTEC induction and updating should include BTEC requirements • use robust internal verification and audited record keeping • audit learner records, assessment tracking records and certification claims. Dealing with malpractice: • inform the individual of the issues and of the possible consequences • inform the individual of the process and appeals rights • give the individual the opportunity to respond • investigate in a fair and equitable manner • inform Edexcel of any malpractice or attempted acts of malpractice, which have compromised assessment. Edexcel will advise on further action required • penalties should be appropriate to the nature of the malpractice under review • gross misconduct should refer to learner and staff disciplinary procedures.

Registration & Certification Policy Aim: To register individual learners to the correct programme within agreed timescales. To claim valid learner certificates within agreed timescales. To construct a secure, accurate and accessible audit trail to ensure that individual learner registration and certification claims can be tracked to the certificate which is issued for each learner.

In order to do this, the centre will: • register each learner within the awarding body requirements • provide a mechanism for programme teams to check the accuracy of learner registrations • make each learner aware of their registration status • inform the awarding body of withdrawals, transfers or changes to learner details • ensure that certificate claims are timely and based solely on internally verified assessment records • audit certificate claims made to the awarding body • audit the certificates received from the awarding body to ensure accuracy and completeness • keep all records safely and securely for three years post certification. This policy will be reviewed every six months by the Quality Nominee and Senior Manager.

Registration and Certification Procedures Registration: registration initiates our Quality Assurance processes. Learners following a standard st academic year are registered by 1 November. Learners enrolling into flexible start programmes are registered within one month of enrolment. Your procedures need to facilitate accurate, timely registration. Transfer: learners can transfer their registration and achievement to date between centres. Transfer between programmes is permitted. Procedures need to ensure transfers are accurate and timely. They should also ensure that adequate information about the transferee’s position and progress is communicated. Withdrawal: you should let us know when a learner leaves before completion. Withdrawals can be made via Edexcel Online and a withdrawn learner may be reinstated at a later date. Certification Claims: full qualification certification or credit certification is claimed via Edexcel Online or by paper Student Report Forms (SRFs). Claims can be made at any time of year, but th claims for August certification should be received by 5 July. Your claims procedures should prevent fraudulent or inaccurate claims.

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Brighton Hill Community School Internal Verification Policy Aim: To ensure there is an accredited lead internal verifier in each principal subject area To ensure that internal verification is valid, reliable and covers all assessors and programme activity. To ensure that the internal verification procedure is open, fair and free from bias. To ensure that there is accurate and detailed recording of internal verification decisions. In order to do this, the centre will ensure that: • a lead internal verifier for each principal subject area is accredited by Edexcel via the successful completion of an online standardisation exercise • each lead internal verifier oversees effective internal verification systems within each principal subject area • staff are briefed and trained in the requirements for current internal verification procedures • effective internal verification roles are defined, maintained and supported • internal verification is promoted as a developmental process between staff • standardised internal verification documentation is provided and used • all centre assessment instruments are verified as fit for purpose • an annual internal verification schedule, linked to assessment plans, is in place • an appropriately structured sample of assessment from all programmes, sites and teams is internally verified, to ensure centre programmes conform to national standards and standards verification requirements • secure records of all internal verification activity are maintained • the outcome of internal verification is used to enhance future assessment practice. This policy will be reviewed every 6 months by the Quality Nominee and Senior Manager. The policy will follow the Internal Verification procedures. Links: BTEC programme specifications: These provide guidance on assessment for each BTEC qualification. All staff teaching on BTEC programmes should have access to the relevant specification. They are published on our website: www.BTEC.co.uk. Edexcel BTEC Assessment & Grading Policy: This is our policy on the application of grading criteria when assessing BTEC programmes: www.edexcel.com/about/policies/centrepolicies Centre Guide to Assessment: Planning, Design & Delivery: A valuable resource for centres in planning, quality assuring and delivering BTEC programmes: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx.

Internal Verification - Policy Procedures Staff briefing: all assessors, lead internal verifiers and internal verifiers require regular briefing on BTEC processes. Verification schedules: annually agreed to cover all assessors. Schedules should be drawn up and monitored through the year. Internal verification of assignments: carried out before use to ensure that they are fit for purpose, and that any recommendations are actioned. Internal verification of learner work: should verify sufficiently to ensure the security of the standard. Assessors do not internally verify their own work. Assessor feedback and support should be given. The process does not involve the learner. Internal verification records: are correctly maintained in a secure place for 3 years after certification. We recommend that you use our standard forms for this: www.edexcel.com/quals/BTEC/quality/Pages/documents.aspx. Standards verification: have in place monitoring and review procedures for standards verification outcomes. Procedures are required to deal with unsuccessful standards verification samples. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 147

Brighton Hill Community School Back to Index

26. Finance Policy

Objective This policy complements the County Council’s Manual of Financial Practice and Procedure 1996 (hereafter referred to as the Manual) to clarify operational responsibility. This policy does not repeat requirements already set out in ratified policy or the Manual and adheres to the School Financial checklist.

This Policy applies to: all budget holders The lead manager for the application and monitoring of this policy is THE HEAD TEACHER.

1. Roles The roles of the Governing Body and Head teacher are defined by the Local Education Authority in accordance with the Education Reform Act 1988 and set out in the Financial Regulations section of the Manual.

2. Delegated Responsibilities - Revenue Budget The Head teacher will: - a) Propose an annual Revenue Budget and subsequent amendments to the Governors Notify the Governors of departures from estimates c) Provide quarterly reports of actual income and expenditure to the members of the Governing body d) Control expenditure within the agreed budget.

All other budget holders will: a) Set an annual expenditure plan within the allocated budget b) Control expenditure within the allocated budget

The Business Manager will: a) Be the designated Local Administrator of the SAP Financial System. b) Ensure adherence to the procedures and systems set out in the LEA Manual of Financial Practice & Procedure. c) Authorise orders and payments for approved revenue expenditure. d) Monitor procedures and processes by termly routine and random inspections. e) Exercise day-to-day control and management of Income and Expenditure. f) Prepare reports for the Head teacher and budget holders. g) Ensure monthly reconciliation of the ‘H’ code (Trip Account). h) Approve proposed expenditure for Residential Trips. i) Authorise orders and payments for approved revenue expenditure.

3. Purchases a) With the exception of cash purchases, all purchases shall be initiated using a yellow Internal Requisition form (Appendix II ) or by using blue Internal Requisition form if order relates to Capital Grant expenditure (Appendix III). b) The Internal Requisition form requires the signature of the appropriate budget holder U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 148

Brighton Hill Community School c) Prior to raising official orders the relevant budget will be checked by the Business Manager to ensure it is not exceeded. d) All orders will be raised by either –

Senior Finance Assistant or Finance Assistant Authorised by either; Head teacher or Business Manager The Business Manager: will authorise orders up to £15,000 (If order more than £5000, the Business Manager will ensure 3 tenders are received) The Head teacher: will authorise orders up to £25,000 e) Orders in excess of £25,000 will be referred by the Head teacher to the Governing Body. f) Orders will be filed by the Senior Finance Assistant in numerical order and held for three years. g) Items of £25 - £250 will be refunded via a cheque, excluding pay, travel, meals and accommodation. EXCEPTIONALLY small cash purchases of essential items will be reimbursed to the purchaser on presentation of a VAT receipt not exceeding £25 (cash) and £50 (cheque reimbursement) countersigned by the budget holder to whose budget the transaction is to be charged. Any receipts should not also contain personal items. h) A Purchasing Card is held by the Senior Finance Assistant (single transaction limit £500 and monthly transaction limit £2500) and the Finance Assistant (single transaction limit £250 and monthly transaction limit £1000). Approval of all transactions is through the Business Manager. The School agree to comply with the policies and procedures set out in the Purchasing Card Manual.

4. Payments a) Prior to payment goods received will be checked against the relevant order form. In the case of small orders goods are checked and signed off by the Receptionist. For bulk orders from County Supplies (SRM - Supplier Relationship Management) the order total is committed against the School’s budget according to the coding on the order. Once delivered the SAP report will move this to actual expenditure automatically. b) SAP payments Payment is made under dual control. SAP will reject if costs are different from order raised. Business Manager ) Authorised to initiate payment Senior Finance Assistant ) Finance Assistant ) Business Manager Empowered to authorise payments that are blocked A numbered voucher is raised for each payment made and retained for seven years along with delivery notes and receipts. c) Cheque payments This is not the preferred method of payment and will be kept to a minimum. i) Each cheque requires two signatures. Authorised signatories are - The Headteacher / The Deputy Headteacher / The Business Manager ii) The individual requiring the cheque may not also sign it. iii) A numbered voucher is raised against each cheque and retained for seven years.

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Brighton Hill Community School reported immediately to the Head Teacher. Cash is held in the school safe to a maximum of £2,000 and banked once a week by G4S. b) Monitoring Expenditure - The Business Manager will undertake: i) Weekly SAP. Reports will be printed and retained by the Business Manager. Exception reports to the Head teacher to explain anomalies or unexpected variance. ii) Monthly checking and updating of staff costs against budget on HCSS (Financial Planning for Schools) in conjunction with Personnel Officer. iii) Monthly meeting between Head teacher and the Business Manager to consider financial reports to end of previous quarter. iv) 6 weekly report to the governing body in the agreed format v) Monthly reports to each budget holder (including Curriculum Areas). vi) To ensure that financial data such as HCSS is backed-up and stored in the fireproof safe. The Business Manager is required to remove backup data from the site on a weekly basis. c) Reconciliations i) Petty cash - weekly - undertaken by the Finance Assistant ii) Petty Cash bank account monthly - undertaken by the Senior Finance Assistant. iii) ‘H Code’ account monthly with statements to designated budget holders – undertaken by the Senior Finance Assistant

6. General Monitoring At least four times yearly the Head Teacher/Governors will carry out spot checks to satisfy themselves that the procedures and good practices set out in the LEA Manual of Financial Management in this document are being carried out properly. Self –evaluation of internal controls will be completed at least 3 times per year for best practice.

7. Travel & Expenses Claims for Travel & expenses for either training or business mileage and associated subsistence are claimed via HCC in accordance with Hampshire County Council guidelines. The latest mileage rates can be found on the County Treasurers Intranet pages. The Head teacher delegates the Business Manager to authorise all staff travel claims with the exception of the Head teacher which must be authorised by either the Chair of Governors or Chair of the Finance Committee. VAT receipts for fuel and receipts for parking, tolls and public transport must be submitted with the claim. All claims should be submitted on an official travel claim form and this must be kept for seven years along with any associated receipts.

8. Training Training will be provided as appropriate and as a priority to enable the Business Manager to take principal day-to-day operational responsibility for, and working of, the School’s financial procedures and controls.

9. Audit Procedures Hampshire County Council requires a tri-annual audit. In addition to this, the Governors engage Hampshire County Council auditors on an annual basis to carry out a ‘rolling audit’ programme.

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Brighton Hill Community School

FINANCIAL REPORTING STRUCTURES

IEB

Headteacher

Business Manager

Senior Finance Finance Assistant Assistant

Reviewed July 2011

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Brighton Hill Community School

Debt Recovery Procedures Objective To minimise debts with documented controls for staff reference to ensure monies are collected as soon as possible. Invoicing Music lessons for students – billed termly in advance. Community Invoices – billed monthly in advance. There are a number of reminder letters used over a period of 60 days when the final demand is sent. Music Lesson income: Music 1 – sent 30 days after date of invoice Music 2 – sent 40 days after date of invoice Music 3 – sent 50 days after date of invoice Music 4 – sent 60 days after date of invoice (Final Demand sent by Headteacher) Community Income: Comm 1 – sent 30 days after date of invoice Comm 2 – sent 40 days after date of invoice Comm 3 – sent 50 days after date of invoice Comm 4 – sent 60 days after date of invoice (Final Demand sent by Headteacher) Small Claims Court – If deemed viable

There are also some instances where it is more appropriate for telephone contact to be made. Any phone calls would be noted in the file and kept for record purposes.

Write-Offs According to the Scheme of Financial Management, paragraph 11.1: If collection of the debt is still unsuccessful and considered irretrievable then it will be passed to the Headteacher (under £200) with explanatory record giving reasons for the write off and records will be kept for inspection. If the debt is over £200 but under £1000 it will be passed to the Governing Body for approval. Any debts above this amount will then have to be approved by the Chief Officer or Executive Member at HCC.

29 July 2009

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Brighton Hill Community School

27. Homework

Contents Rationale Purpose Aim Roles and Responsibilities Links with other policies Monitoring and review process Annex to Homework Policy

Rationale It is vital that the staff at BHCS understand and adhere to the Homework Policy as part of our overall drive to raise standards and school improvement. Homework is often a contentious issue with stakeholders and so this policy defines and outlines ‘best practice’ in order that staff can refer to a clear framework and set of clear expectations. It is worth noting the very specific requirement in the new Teachers’ Standards regarding homework: Teachers’ Standard 4c: set homework and plan other out-of class activities to consolidate and extend the knowledge and understanding pupils have acquired

Purpose For the purposes of this policy, homework is defined as: tasks or activities that we expect students to complete outside of the normal school day in order to learn more about the work that they have been studying in class, or to give them a chance to show or revise what they have learnt, or to give them time to prepare or research for a new topic or project. Research shows that students who do their homework are more likely to reach their academic potential. The purpose of this policy is to ensure that homework arrangements are educationally beneficial and manageable for students and teachers and to outline responsibilities for teaching and non- teaching staff.

Aim The aim of this policy is to improve the efficiency of the use of Homework as an educationally valid tool that helps to develop the skills, knowledge and ultimately the rate of progress of our students, through outlining the varying responsibilities of different members of staff and by describing best practice in terms of the management of homework processes and the nature of homework itself. Links with other policies: Learning & Teaching : Assessment and Marking and Controlled Assessment

Roles and Responsibilities Assistant Headteacher will: • Lead & monitor the implementation of the Homework Policy, including the Homework Timetable • Monitor the quality of information about homework that appears on the school website/VLE U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 153

Brighton Hill Community School • Oversee the running and monitoring of the Homework Club • Provide homework timetables for each student to stick into their planners

Assistant Headteacher will: • Manage the publication, distribution and use of the BHCS Planner in which students’ responsibilities regarding homework and how the homework will be recorded

Heads of Faculty will: • Devise their own Faculty Homework Policy that is in line with the Whole School Homework Policy and which outline expectations that are specific to that Faculty, especially in relation to the Homework Timetable • Ensure that general information regarding Homework for their subject(s) appears on the school website/VLE • Ensure that all teaching staff are following the Homework Policy • Monitor the quality of homework set and its assessment • Support colleagues regarding students who are persistently not completing homework through communication with tutors and Head of Houses and if necessary with parents directly, articulating concerns in writing as well as by other means

Head of Houses will: • Actively encourage students to attend the Homework Club • Alert Heads of Faculty if there are parent/student concerns about homework • Incorporate work on independent learning skills as part of the tutoring programme

Tutors will: • Monitor teaching staff’s adherence to Homework Policy through weekly checking of students’ planners • Cover work on independent learning skills as part of the tutoring programme • Actively encourage students to attend the Homework Club • Alert Heads of House or Heads of Faculty if there are tutor/parent/student concerns about Homework

Teaching Staff will: • Follow the Homework Timetable and allow quality time to the setting and explanation of homework (not necessarily at the end of the lesson when students are less likely to focus well), including how it will be assessed or fed back on • Manage students’ use of the BHCS Student Planner for recording homework and for communicating with parents if appropriate • Check that homework is clearly written by students (or by LSAs if appropriate) in students’ planners • Publish Homework activities/tasks on the VLE for students and parents to access from outside the school (an e-mail will automatically be generated to remind students and to inform parents about homework once it is submitted to the Homework Diary via the VLE) • Ensure that, if on rare occasions it is not appropriate or possible to set homework in line with the Homework Timetable (e.g. in the event of staff absence), ‘None set’ is written by students in their planners and a reason given • Set appropriately differentiated homework that is relevant to/complements/enhances students’ learning, adds value to learning, encourages independence and which motivates

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Brighton Hill Community School them to develop their personal learning and thinking skills • Set homework in a variety of formats that suit different learning styles • Clearly explain what the homework entails, its purpose, the ways in which it could/should most successfully be completed and share the success criteria and how its successful completion will help students to make progress • Give an indication of the length of time that the student should reasonably spend on the work and realistic deadlines for completion • Keep own records of homework set and of homework completed by students • Give regular reminders about deadlines and due dates for homework that is spread out over a period of time • Check that homework is completed and alert parents within one working day (professional judgement and discretion required) if students do not complete homework, in line with Teachers’ Standard 8e: communicate effectively with parents with regard to pupils’ achievements and well-being • Keep records of communications (phone calls, e-mails) with parents regarding homework • Use SIMS to log non-completion of homework and persistent non-completion of homework • Alert line-managers to persistent non-completion of homework • Provide meaningful formative feedback on completed homework • Consider the students’ home contexts/environments and the resources that they may not have available to them at home and suggest/provide supportive strategies • Actively encourage students to attend the Homework Club if appropriate for their needs • Liaise with member of support staff who is managing the Homework Club if appropriate • In line with Teachers’ Standard 2e, encourage pupils to take a responsible and conscientious attitude to their own work and study by ensuring that they: note homework clearly in planner (and seek help to do this if required); take responsibility for managing, completing and submitting homework in the form and to the standard required by the deadline set; create quality time at home in which to complete homework; attend Homework Club if appropriate; seek clarification, help/guidance with homework in good time, if required; communicate with teachers/parents if there are difficulties with homework

Classroom Assistants will: • Actively support classroom teachers in the homework setting process and inform teachers if there are problems or issues arising

The SEND Manager: • Monitor teaching staff’s adherence to the Homework Policy for students on the Special Needs Register and alert Heads of Faculty or individual teachers if/when inappropriate homework is set for students with SEN • Provide extra advice and guidance to students with SEN and to their parents on how to support their children with homework

THE MONITORING AND REVIEW PROCESS FOR THIS POLICY IS AS FOLLOWS Assistant Headteacher will: • Monitor adherence to the Homework Policy through Heads of Faculty • Lead, manage and monitor the running of a voluntary daily Homework Club in the Tech 8, 3- 4.30pm (4pm finish on Fridays), run by a member of support staff • Ensure that the Homework Policy is reviewed and updated in time for the start of each academic year

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Brighton Hill Community School Policy Reviewed: September 2012

Annex to Homework Policy

Additional notes to provide information about the principles on which this policy has been devised.

The principles/ethos on which this policy is based (referring specifically to government guidance and to research)

• Increasing independence in learning • Homework is any work or activities which students are asked to do outside of lesson time, either on their own or with parents/carers/support staff • Feedback should be given in some form • Homework must be inclusive (i.e. no students should be excluded from the policy on grounds of SEND or other vulnerbility) • A successful homework policy involves an effective working partnership between students, staff and parents & carers • Learning at home is an essential part of good education to which children are entitled & can make an important contribution to students’ progress by extending the challenge open to students • Ensures that teaching time is used to maximum effect • Can help students to make faster progress • Can develop the practice of students working on their own without the constant presence of teachers & other students (vital for the later stages of secondary education & after) • Should not impinge upon time spent on other extra-curricular activities, e.g. sports, music, other interest clubs • Makes most difference when led by member of LT & is linked with overall assessment and learning strategies • Consistency across school, including agreed responses to non-completion • Clear expectations of students, teachers and role of parents • Establishes a habit for life-long learning – self-discipline, responsibility, time- management/working to deadlines

Research shows that: • there is a positive relationship between time spent on homework, especially for older secondary students where higher achievers tend to spend more time on homework (correlations between time on homework and achievement should not be taken as evidence that more time on homework necessarily leads to better achievement) • Positive attitudes to homework are associated with positive attitudes to school • Students dislike being set routine tasks (such as finishing off classwork) which do not contribute to their learning; they prefer interesting, challenging and varied tasks that are clearly defined and have adequate deadlines • Setting individualised homework tasks is time-consuming for teachers and does not appear to raise student achievement sufficiently to justify the additional time required • The results from one intervention study suggest that secondary students learned better when they were given homework advice related to their individual learning style

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Previous feedback from staff, including examples of types of homework: • Termly independent learning projects linked to PLTS linked to scheme of work/unit of study, culminating in presentation at end of half term (very useful for those last few lessons each half term which tend to involve the showing of countless dvds!) = a celebration of students’ independent learning for that half term (presentations in Yr 10 and Yr 11 could be recorded and used as English Speaking & Listening coursework); a certificate could be awarded after the presentations as an acknowledgement/reward • Cross-curricular project work • Project work that involves an element of competition/team work • Learning/revision homeworks, e.g. spellings, chemical symbols, key vocabulary, historical dates, using revision websites, e.g. MyMaths, BBC GCSE Bitesize • Personalised/flexible homeworks, e.g. students choose a particular research topic that interests them most, or they learn their own set of spellings based on their own needs • Consolidation, reinforcement, extension, practice • Completion of tasks not suitable to classroom situation • Research, development, investigate, planning/preparation, information retrieval, analysis • Coursework that need not be completed under controlled conditions • Not all homework need require assessment or marking by the teacher; teaching staff will check that students are completing homework and they might use peer assessment • Students’ non-completion of homework should not result in their exclusion from any of the lesson’s activities • Homework ‘buddies’ check that homework has been written down correctly in planners • Raise profile of homework by setting at times in the lesson other than at the end!

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28. ICT (Information Communications Technology) Objective:  To ensure that students become autonomous users of ICT.  To enable students to effectively use ICT tools and information sources to analyse, process and present information and to model, measure and control external events.  To ensure that all users of the Schools ICT facilities are aware of the acceptable use of these facilities. This policy applies to all staff. The lead manager for the application and monitoring of this policy is Assistant Headteacher A. Delivery of curriculum ICT -  ICT skills will be delivered across all curriculum areas and in dedicated ICT.  Directors of Studies will ensure that schemes of work clearly show when, where and by whom ICT is being taught, and ensure coverage as per the National Curriculum orders for their subject areas.  ICT will be used as a tool wherever possible to facilitate literacy and numeracy.

B. Recording and Assessment of curriculum ICT- Heads of Faculty will log students’ use and application of ICT. Heads of Faculty will retain appropriate evidence and report at the end of the Key Stage students’ progress within subject reports.

C. Detailed ICT policies (available on the BHCS Helpdesk https://BHCShelpdesk.brightonhill.hants.sch.uk/):

Back up Clear screen Email Equipment Disposal Instant messaging Internet Log files Mass Storage Passwords Patch Management Remote access Security events Sending information to third parties Social networking Support Systems

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The monitoring and review procedure for this policy is as follows

Assistant Headteacher will require the ICT team to - - Monitor the curriculum area usage levels and the booking of the ICT suites. - Monitor ICT INSET for staff to meet the target for all serving teachers to be confident and competent users of ICT. - Report annually to the Headteacher on the monitoring process.

Network Manager – Review the ICT and Data Protection policies. Monitor the adherence to these policies and report any irregularities to the Deputy Headteacher or Headteacher.

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29. Inclusion and External Student Support Agencies Objective: To ensure that additional ‘external’ support and guidance is available to students at relevant points of their educational development thus enabling them to access specialist support when and where necessary.

THIS POLICY APPLIES TO ALL STAFF, in particular Leadership Team, Head of Houses, Transition Learning Manager, Learning Support Manager, Tutors, Family Support Adviser, Student Support Adviser, School Welfare Officer

The lead manager for the application and monitoring of this policy is the Flexible Learning Centre Manager.

The Flexible Learning Centre Manager will: Co-ordinate the External Agencies Directory available to ‘key’ staff in School (Leadership Team, Head of Houses, Learning Support Manager, Tutors, Family Support Adviser, Student Support Adviser, School Welfare Officer). Inform ‘key’ staff of all updates and changes on at least a termly basis, as well as when contact details change. Ensure, where appropriate, electronic copies of referral forms are accessible. Ensure all ‘key’ staff are aware of the referral process, for all support agencies, and provide guidance on completing them. Be the first point of contact for the Ashwood Education Centre. Disseminate request and/or action information as necessary in consultation with and support from Head of House(s).

Head of Houses will: Refer to the External Agencies Directory, on a regular basis, when considering and/or referring to external support for students. Refer directly to each individual external agency and their referral process. Hold on file, the most up-to-date version of the Directory. Gain Parental/Guardian agreement, where necessary, prior to submitting a referral for External Student support. Inform all appropriate stakeholders of the School, at appropriate times, of external support for individual students, including any strategies to support the student(s) as a result of the external support. Co-ordinate the distribution of; completion and collection of any surveys provided by the supporting external agency. Where appropriate, communicate on a regular basis with the supporting agency, including attendance at any review sessions prior to the conclusion of the agencies involvement. Hold on student files, any reports/feedback/strategies provided by supporting agencies. Hold on student files, a copy of any/all referral forms that are submitted. Work collaboratively with the Flexible Learning Centre Manager / Assistant Headteacher when referring a student to Ashwood Education Centre.

Other ‘key’ members of staff will:

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Refer to the External Agencies Directory, on a regular basis, when considering a referral to external support for students. Hold on file, the most up-to-date version of the Directory. Discuss individual students with the relevant Head of House to decide on the appropriateness of any external support; the Head of House will either make the referral or decide whether or not it is suitable for a referral to be made.

The monitoring and review process for this policy is as follows:

Flexible Learning Centre Manager will:

Review the External Support Directory, on a termly basis, updating ‘key’ staff as necessary. Contact specific External Support Agencies, to review the processes in School. Discuss with Head of Houses the involvement and effectiveness of external support

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30. Information Sharing and Confidentiality

Objective – To ensure that all staff have a common understanding of information sharing and confidentiality when working with young people, their parents / guardians and fellow professionals. This policy applies to all school staff and adults working with students on behalf of the school. The lead manager for the application and monitoring of this policy is the Headteacher Staff will be made aware of this policy through induction programmes; training opportunities; and Staff meetings It is imperative that professionals working with children share information when it is in the interests of the child / young person to do so. This policy is developed from Hampshire Children’s Services “Information sharing and confidentiality policy” June 2008, and will be reviewed in light of any changes to the policy.

A - Key Points  The sharing of information should always be done in the best interest of the young person and his / her family.  All staff who have access to information about young people, have a duty to preserve confidence. The individual’s right to confidentiality must be respected. Personal information must be treated with care, and this means not disclosing it to people who do not need to know. In normal circumstances the consent of the subject of the information for disclosure and the consent of the provider of the information may also be required.  Irrespective of the age or maturity of the child or young person, if information is disclosed which indicates that the young person involved or another person is at serious risk of harm, then confidentiality cannot be preserved as safeguarding procedures must take precedence.  Children and young people have a right to confidentiality if there is no risk of serious harm to themselves or any other person, but staff are encouraged to support the young person talking to their parent/carers on all issues.  Young people and their parents/carers should be aware that information will not be shared about them without this first being explained to them, except in certain limited circumstances where they or another person is at risk of harm, or in the prevention or detection of crime.  If confidentiality is to be broken a record should be made of this to include: what information was provided and to whom; the reason it was shared; evidence that a thorough risk assessment was undertaken; who authorised the disclosure.  Information that should be kept includes the dates and times of any meetings, telephone conversations, letters sent and received with actual copies kept and face-to-face meetings. In addition to this a short account of the nature of the discussion should also be kept.  If the young person is looked after more detailed information should be kept.  As young people mature they are able to take more responsibility for their own decisions about confidentiality. The exception to this is where learning disability impairs an individual’s capacity to consent.  If the young person is Gillick competent or Fraser competent in the case of access to contraception, their decision overrides their parent/carer.

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In UK law, a person’s 18th birthday draws the line between childhood and adulthood. The right of younger children/young people to provide independent consent is proportionate to their competence. In 1985 the criteria to establish whether a young person irrespective of age had the capacity to provide valid consent to treatment in specified circumstances, were approved by the House of Lords and became known as the Gillick Test for Gillick competence. This identifies children/young people under 16 who have the legal capacity to consent to medical examination and treatment, providing they can demonstrate sufficient maturity and intelligence to understand and appraise the nature and implications of the proposed treatment or action, including the risks and alternative courses of action. Lord Fraser’s guidance relates only to confidential contraception and sexual health advice.

Contraception or Sexual Health Advice Staff who have been approached by a young person for advice on contraception or sexual health must consider carefully whether that young person aged 12 or over, possibly younger in some cases is Gillick or Fraser competent. To ascertain whether a particular young person on a particular occasion has sufficient understanding to consent, or refuse to consent to the sharing of information about them members of staff must consider:  Can the young person understand the question you are asking them, have used appropriate age and ability-related language or preferred mode of communication?  Does the young person have a reasonable understanding of: what information might be recorded/shares? The reason why this happens? The implications of information being recorded or shared?  Can the young person: appreciate and consider alternative courses of action open to them? Weigh up one aspect of the situation against another? Express a clear personal view on the matter as distinct from repeating what someone else thinks they should do? Be reasonably consistent in their view on the matter or are they constantly changing their mind?

B - Obtaining and Recording Information Staff must make it clear to students that they cannot offer unconditional confidentiality When talking with students it is important for them to maintain their professional boundaries. Whilst being supportive where they can, distancing techniques should be used when appropriate, and students encouraged or supported to access confidential services. Students should be warned that if there is a child protection issue where they, or others, are likely to be at risk of significant harm, staff are under a duty to follow safeguarding procedures and cannot offer confidentiality over a child protection issue. It is important that staff deal with this sensitively and explain to the student that they must follow the Child Protection Policy (Number 16). Staff can only offer confidentiality to students on issues that do not involve significant illegal activities e.g. drug trafficking, arson. If the conversation begins to move to this kind of issue they must be warned that confidentiality cannot be guaranteed. In talking with students staff need to encourage them to talk to their parents/carers about the issue that may be troubling them and support them in doing this, where appropriate. Health Services (doctors, school nurse and health drop-in) can offer confidential health services (including contraception) to students under the age of 16 providing they follow the Fraser Guidelines. If the student is not considered to be Fraser competent consent to record and share information will be decided by those with Parental Responsibility. If in doubt staff should refer to the CPLO. If

Brighton Hill Community School parental consent is required one parent is sufficient but in the case of family conflict care should be taken as to which parent should be approached. All reported cases of concern around under-16 sexual activity must be documented, including detailed reasons where a decision is taken not to share information. This should be shared with the CPLO to decide whether there is a need to undertake a formal safeguarding investigation.

C – Sharing of Information Information sharing must be done in a way that is compatible with the Data Protection Act; the Human Rights Act and the Common Law of Confidentiality. Staff should consider who should receive the shared information and how much information it is necessary to share. Information to be shared must be: accurate; up to date; necessary for the purpose it is being shared; shared only with those people who need to know; shared securely. (Do not mention the name of an individual in an e-mail header, phone someone if you are about to send a confidential fax, mark envelopes Confidential and For the Attention of XXX) The subject of the information and , if different, the provider of the information should generally be told of the sharing if it is safe to do so.

D – Peer Support and Mentoring Projects Students involved in peer mentoring will undergo training on Confidentiality prior to any work involving other students. They will be supervised and monitored by the School Counsellor.

E – Student Support Worker / Welfare Assistant The Student support or welfare officer may be approached by students for a confidential discussion. Confidentiality cannot be offered over a child protection issue. Sometimes it is necessary for a student to be able to talk about deep-seated troubling issues in order to help them through their situation; we do not require the counsellor to inform the line-manager about illegal activities unless there is a child protection issue or other significant risk.

F- Parents and Families Sometimes there may be family issues which might affect a student and which the family will only disclose if they can be sure the information will be treated confidentially. We will respect the wishes of the family and where it is felt necessary to share the information given to us, this will be discussed with the parent first unless a student is considered to be at immediate risk and/or there is an overriding child protection concern. Linked Policies Anti-bullying policy Health and Safety Child Protection Safeguarding policy

References Hampshire Children’s Services – Information Sharing and Confidentiality Policy June 2008, this document contains a list of National and Local References. The monitoring and review procedures for this policy are as follows:- Headteacher / CPLO will annually review this policy to ensure that it is up-to-date with current legislation. Monitor concerns regarding confidentiality. Revised 11/09 – by the Leadership Team, CPLO, School Counsellor, Connexions Back to Index

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31. Internet Policy

Policy Statement Brighton Hill Community School will ensure that all users of the Schools provided internet facilities are aware of the acceptable use of these facilities.

Purpose This Policy document tells you how you should use your School internet facility. It outlines your personnel responsibilities and informs what you must and must not do. It is recognised that it is impossible to define precise rules covering all internet activities available and adherence should be undertaken within the spirit of the policy to ensure productive use of the facility is made. This policy replaces previous Internet policies.

Scope This internet policy applies to, but is not limited to, all Brighton Hill Community School employees, partners, students, contractual third parties and agents of the School who access the Schools internet service and IT equipment.

Definition This internet policy should be applied at all times when ever using the Schools provided internet facility. This includes access via any web enabled device.

Risks Brighton Hill Community School recognises that there are risks associated with users accessing and handling information in order to conduct official School business or as part of the educational service provided to students, or part of the educational process used by students. This policy aims to mitigate the following risks:  The non reporting of information security incidents,  Inadequate destruction of data,  The loss of direct control of user access to information systems facilities Non-compliance with this policy could have a significant effect on the efficient operation of the School and may result in financial loss and an inability to provide necessary services to the administration and curriculum areas.

Applying the Policy The internet service is primarily provided to give both staff and students:  Access to information that is pertinent to fulfilling the Schools business obligations.  The capability to post updates on to the School website  An electronic commerce facility Your school internet account should be used in accordance with this policy to access anything in pursuance of your work including:  Access to and/or provision if information.  Research.  Electronic commerce (e.g. purchasing equipment for the School).  Personal Use of the Schools Internet Service

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Internet access for personal use is generally confined to outside of normal working hours (for students personal access, teachers permission will be required). Personal use must still comply with this policy including its provisions regarding misuse. The School is not, however, responsible for any personal transactions you enter into – for example in respect of the quality, delivery or loss of items ordered. You must accept responsibility for, and keep the School protected against, any claims, damages, losses or the like which might arise from the transaction – for example in relation to payment for the items or any personal injury or damage to property they might cause. If you purchase personal goods or services via the Schools internet service you are responsible for ensuring that the information you provide shows that the transaction is being entered into by you personally and not on behalf of the School. You should ensure that personal goods and services purchased are not delivered to the School property. Rather, they should be delivered to your home or other personal address. If you are in any doubt about how you may make personal use of the Schools internet service you are advised to consult your departments ICT Co-ordinator or the IT Support team. All personal usage must be in accordance with this policy. Your computer and any data held on it are the property of Brighton Hill Community School and may be accessed at any time by the School to ensure compliance with all its statutory, regulatory and internal policy requirements.

Internet Account Management, Security and Monitoring  The School will provide a secure logon-id and password facility for your internet account. The Schools IT Support team are responsible for the technical management of this account.  You are responsible for the security provided by your network logon-id and password. Only you should know your password and you should be the only person who uses your internet account.  The provision of internet access is owned by the School and all access is recorded, logged and interrogated for the purpose of:  Monitoring total usage to ensure business use is not impacted by lack of capacity.  The filtering system monitors and records all access for reports that are produced for line managers, senior management team, auditors and when specifically requested Head of Houses (student account only). Things You Must Not Do  Access to the following categories of websites is currently blocked using a URL filtering system: Illegal /Pornographic /Violence/Hate and Discrimination/Offensive/Weapons/Hacking/Web Chat/Gambling/Dating/Radio Stations/Non-educational Games.  Except where it is strictly and necessarily required for your work, for example IT audit activity or other investigation, you must not use your internet account to:  Create, download, upload, display or access knowingly, sites that contain pornography or other “unsuitable” material that might be deemed illegal, obscene or offensive.  Subscribe to, enter or use peer-to-peer networks or install software that allows sharing of music, video or image files.  Subscribe to, enter or utilise real time chat facilities such as chat rooms, text messenger or pager programs.  Subscribe to, enter or use online gaming or betting sites.  Subscribe to or enter “money making” sites or enter or use “money making” programs.

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 Run a private business.  Download any software. The above list gives examples of “unsuitable” usage but is neither exclusive nor exhaustive. “Unsuitable” material would include data, images, audio files or video files the transmission of which is illegal under British Law, and , material that is against the rules, essence and spirit of this and other School policies. Your Responsibilities:  Familiarise yourself with the detail, essence and spirit of this policy before using the internet facility provided for your work.  Assess any risk associated with Internet usage and ensure that the internet is the most appropriate mechanism to use.  Know that you may only use the Schools internet facility within the term describe herein.  Read and abide by the following related policies:  E-mail Policy

Policy Compliance  If any user is found to have breached this policy, they will be subject to Brighton Hill Community School disciplinary procedure. If a criminal offence is considered to have been committed further action may be taken to assist in the prosecution of the offender(s).  If you do not understand the implications of this policy or how it may apply to you, seek advice from personnel.

Review and Revision This policy will be reviewed as it is deemed appropriate. Policy review will be undertaken by the IT Network Manager.

References Email Policy Acceptable Usage Policy Information Security Policy

Key Messages  Users must familiarise themselves with the detail, essence and spirit of this policy before using the internet facility provided.  Internet access for personal use is confined to outside of normal working hours (for students personal access, teachers permission will be required). Personal use must still comply with this policy including its provisions regarding misuse.  Users are responsible for ensuring the security of their internet account logon-id and password. Individual user logon-id and passwords should only be used by that individual user, and they should be the only person who accesses their internet account.  Users must not create, download, upload, display or access knowingly, sites that contain pornography or other “unsuitable” material that might be deemed illegal, obscene or offensive.  Users must assess any risks associated with internet usage and ensure that the internet is the most appropriate mechanism to use.

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32. Intimate Care

Brighton Hill Community School is an inclusive comprehensive school and is committed to meeting the needs of all of the students. It takes seriously its responsibility to safeguard and promote the welfare of the students in its care. Definition: Intimate care can be defined as any care which involves washing, touching or carrying out a procedure to intimate personal areas which most people usually carry out themselves but some children are unable to do because of their young age, physical difficulties or other special needs. Examples include care associated with continence and menstrual management as well as more ordinary tasks such as help with washing, toileting or dressing. It also includes supervision of students involved in intimate care.

Objective: To safeguard the dignity, rights and well-being of students.

This policy applies to all staff – teaching and support staff The lead managers for the application and monitoring of this policy is the Deputy Headteacher and the Learning Support Manager

Best Practice All students will be supported to take care of their personal intimate care needs. Students with particular disabilities or medical conditions requiring intimate care will have a written Health Care Plan agreed by staff, parents / carers and any other professionals actively involved, such as school nurses or physiotherapists. These plans will include a full risk assessment to address issues such as moving and handling, or personal safety. Where a Health Care plan is not in place, parents/carers will be informed the same day if their child has needed help meeting intimate care needs, this information should be treated as confidential and communicated in person by telephone or sealed letter. In line with the School Confidentiality policy sensitive information will be shared only with those who need to know.

Child Protection Brighton Hill Community School recognises that students with special needs and disabilities are particularly vulnerable to all types of abuse. From a child protection perspective it is acknowledged that intimate care involves risks for students and adults as it may involve touching private parts of a child’s body. Best practice will be promoted and adults will be encouraged to be vigilant at all times. If a member of staff has any concerns about physical changes in a student e.g. unexplained marks, bruises, soreness etc. s/he will immediately report concerns to the CPLO. If a child makes an allegation against an adult working at the School, the procedures in the Child Protection policy will be followed.

Medical Procedures Students with disabilities may require assistance with invasive or non-invasive medical procedures. These procedures will be discussed with parents/carers, documented in the Health Care Plan and will only be carried out by staff who have been trained to do so.

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Any member of staff who administers first aid will be appropriately trained with a current certificate of training. Students who require physiotherapy whilst at School should have this carried out by a trained physiotherapist. If it is agreed in the Health Care Plan that a member of School staff should undertake part of the therapy, then the required technique must be demonstrated by the physiotherapist personally, written guidance given and updated regularly.

Links with Other Agencies Positive links with other agencies will enable School based plans to take account of knowledge, skills and expertise of other professionals and will ensure the student’s well being. The school nurse will be informed of all specific SEN students requiring intimate care.

Environmental Advice Intimate care facilities include a Disabled toilet located in the PE corridor and showers in the PE changing rooms. Additional considerations include: Soft clinical waste disposal Facilities with hot and cold running water Disposable protective gloves and hand sanitising gel Feminine care bins in all toilet blocks Items of sanitary wear

Links to other Policies Child Protection policy Safeguarding policy Health and Safety First Aid policy Special Educational Needs and Disabilities policy Information Sharing and Confidentiality policy Procedures for Protected Disclosures (“Whistle blowing”)

Monitoring And Review Procedure For This Policy Is As Follows: The Lead Manager will prepare an annual report for the Headteacher outlining the School’s operation with respect to the needs of students with regard to intimate care. This policy will be reviewed annually.

Ratified: January 2011

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33. Learning and Teaching Objective – To identify and promote requirements common to all lessons in order to maximize the effectiveness of learning and teaching and thereby maximize student achievement.

This policy applies to all teaching staff with particular reference to the following professional standards for teachers: C10, C12, C13, C14, C15, C17, C26, C27, C29, C30, C31, C32, C33, C34, C35, C36, C38(b) The lead manager for the application and monitoring of this policy is the Assistant Headteacher. The contents of this policy must by no means be seen as a definite and comprehensive description/explanation of what constitutes excellent learning and teaching. Specific links with other policies: Assessment & Marking (to be reviewed); Special Education Needs; Literacy Across the Curriculum; Personalised Learning; Gifted and Talented

A General Principles Teachers will:  meet all Core Professional Standards (and Post-threshold Standards where they have passed the threshold);  have high expectations of all students and ensure that effective support is given to promote/encourage/accelerate progress and resilience regardless of students’ ability;  use data/student information to understand the potential of students (for their subjects and holistically) and to plan accordingly, with particular reference to data on CAT scores, reading ages and on SEN and G&T students;  use a range of teaching styles and activities that sustain students' concentration, motivation and application;  have subject knowledge is used to inspire pupils and build their understanding;  ensure that time is used effectively, and especially that time is planned for issuing merit stamps;  use new technology appropriately in order to maximise learning;  use differentiated resources to contribute to the quality of learning;  plan lessons that are linked to current assessment of students' prior learning and where the content is differentiated so that it consolidates, builds upon and extends learning for all students;  use questioning skillfully in order to challenge and extend thinking and analytical skills;  ensure that students know how well they are doing and are provided with clear, detailed steps for improvement;  use questioning effectively in order to gauge students’ understanding and reshape explanations and tasks where this is needed;  assess students' progress accurately and are alert to students' gaps in understanding during the lesson so that they can move swiftly to put them right;  take responsibility for developing skills across the curriculum, especially literacy, numeracy and oracy;  ensure that students work in a variety of ways: independently of the teacher/AOTTs, independently of each other, in pairs, in groups  manage and guide the work of AOTTS in order to ensure that they provide maximum support for students in lessons;  ensure that students understand and follow routines.

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Non-specialist teachers will:  take responsibility for planning lessons, with the support of faculties and within the framework of the curriculum maps for those subjects.

B Lesson Planning & Structure When choosing an approach to planning and structuring, the guiding principle is that students will have an opportunity to learn independently and to apply and practise their skills in order to reinforce/consolidate them; students learn best through experiment, discovery and in the sharing of ideas, knowledge and skills. Assessment for Learning and consideration of different learning styles also form the basis for lesson planning and structuring. Key strategies of AfL must form the premise of planning, e.g. no hands up/commissioned questioning, peer assessment and coaching and self-assessment, skillful questioning.

Short-term lesson planning fits into a wider structure of medium term and long-term planning for which the Heads of Faculty are responsible. There is a well-formed body of research that endorses the use of the four-part lesson*. However, the Leadership Team recognizes that a creative and flexible approach to lesson planning and structuring is required in order to meet the various needs of students i.e. that is fit for purpose. The four-part lesson is a tool in each teacher’s toolkit, part of a repertoire from which the teacher chooses depending on what is most appropriate, especially with the advent and development of APP.

A good start: Whatever the content or structure of the lesson to come, a punctual, brisk, up-beat and business-like approach to the start of the lesson is required, where students understand and follow classroom routines, e.g. preparing themselves for the lesson by sorting out coats, putting bags on the floor, getting equipment and planners out, changing into PE kit, etc. then applying themselves immediately to the ‘Do Now’ or Starter activity as soon as they arrive at the lesson.  Teachers must be ready to welcome their students punctually at the start of each lesson.  Where practical and safe, students should line up outside the classroom so that the teacher can establish order and remind students about expectations and routines before they enter the classroom.  Teachers should always have an activity waiting so that students can set to work as soon as they arrive in the classroom; no time must be wasted in making students stand behind their desks waiting for others to arrive before the learning starts. They come in, they sit down, they start learning. (The only exception to this is if there are Health and Safety reasons why this cannot happen.) The four-part lesson* - an overview 1 – The Starter The creation of an appropriate working atmosphere with an activity that triggers the brain and helps the students to ‘get into the zone’ of the subject from the moment that students arrive for the lesson, stimulating curiosity, generating interest and setting the challenge, a taster to whet the appetite for learning; The sharing of learning objectives with students (orally and/or in written form) which include the what, how and why of their learning, and make links with/awake prior learning, indicating the pitch of the lesson (i.e. the levelness/gradeness). 2 – The Introduction The introduction of new/fresh learning material with which students will interact/experiment, which they will investigate, apply, practise, demonstrate in the Development;

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The revision of skills or modelling of new skills that are to be applied in the Development. 3 – The Development Students investigate, experiment, practise, apply, demonstrate independently of the teacher; The teacher is the facilitator of the learning, intervening/interacting/questioning when/where necessary, taking an observational role, continuously assessing, redeveloping, remodelling and re- explaining as required. 4 – The Plenary The review and further assessment of learning; Students have the opportunity to assess their own learning and that of others, to assess their progress towards targets; Teachers assess the success of the lesson and plan ahead accordingly, amending previously made plans if necessary; Preparation for/links to the next lesson/future learning.  Teachers must be ready to dismiss their students punctually and in an orderly way at the end of each lesson. Detailed written plans are required only from trainee teachers or from NQTs or RQTs* where appropriate, according to their progress as practitioners; a pragmatic and realistic approach is taken. However, teachers who are being formally observed by line-managers will provide detailed written plans in order to support the observation. The minimum requirement (and good practice) is for teachers to provide evidence of lesson planning; it is an obvious thing to say but still needs to be said, that planning must be for students’ learning. (*or for any teacher where there are concerns over performance, at the discretion of line- managers.)

C Relationships Mutually respectful and courteous relationships between staff and students provide the best environment for learning. Teachers and AOTTs model the behaviour that they expect students to follow, with the understanding that some students do not have these role-models outside of the School environment. Having high expectations of students’ learning and behaviour (and understanding the link between the two) is the key to success for our students.

The monitoring and review procedure for this policy is as follows: The relevant line-manager will:  scrutinise the quality of schemes of work provided by Heads of Faculty;  carry out informal and formal observations where/when appropriate;  continuously review and assess the quality of teaching and learning and feed back to DoS and LT;  train, lead and deploy Lead Practitioners with particular expertise to work directly with individual teachers who require support in following this policy’;  review the impact of this policy on improving pedagogy and on reducing the variability in the quality of learning and teaching in time for the meeting with the IEB in December 2011.

Ratified: November 2011 Next Review: October 2013

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34. Literacy, Mathematics and Communication (LMC) Across The Curriculum

This policy applies to all staff Related policies and documents: Learning & Teaching ; Assessment & Marking; Homework; Tutor Time; Special Educational Needs & Disabilities The Assistant Headteacher with specific responsibility for learning and teaching oversees the application and monitoring of this policy. CONTENTS OF POLICY 1. Rationale 2. Purpose 3. Principles 4. Roles and Responsibilities 5. Review Appendix: Whole-school Literacy Marking Policy 1. Rationale Skills in literacy, mathematics and communication underpin students’ access to the curriculum and the way in which they develop academically and socially, therefore it behoves all adults who work with young people to take every opportunity to promote, encourage, model and, in the case of teachers, actually teach these skills. The current Professional Standards for Teachers recognise the importance of LMC in C27: ‘Design opportunities for learners to develop their literacy, numeracy, ICT and thinking and learning skills appropriate within their phase and context’ and the Teachers’ Standards from September 2012 stipulate that teachers ‘demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English, whatever the teacher’s specialist subject’. The inclusion of standard English here, along with the full sense of ‘communicate’, suggests that the definition of literacy should be taken to include the ability to speak and listen effectively alongside the skills of reading and writing. The Communication Trust recently highlighted the following: two thirds of 7-14 year olds with serious behaviour problems have language impairment; 65% of young people in young offenders institutions have communications difficulties; 47% of employers say they cannot get recruits with the communication skills they need.’ The Secretary of State recently said: ‘You cannot read to learn until you have learnt to read… unless children are secure in that basic skill [decoding fluently] then reading remains a painful, difficult and obscure process.’ Without skills in these very basic areas of learning, young people are at a distinct disadvantage both in a learning environment and in the world at large; it is our moral obligation to ensure, and it is in the best interests of all stakeholders and of society at large, that we do everything in our power to equip our students with these crucial tools. 2. Purpose Our aim is to raise and maintain high standards of literacy, mathematics and communication across the curriculum, resulting in students making the progress expected of them in relation to previous attainment and in order that they leave BHCS equipped with the skills that they need for further education, employment or training and for life-long learning. 3. Principles This policy is based on common sense good practice that can be applied to the teaching and learning for all students. It is the responsibility of all teaching staff to explicitly promote, encourage, model and teach these skills; good LMC skills create the gateway to achievement and

Brighton Hill Community School life-long learning. We all have an important part to play in raising levels of attainment in LMC. The importance of school in raising levels of LMC cannot be under-estimated; there are obvious links between weak LMC skills and low expectations/aspirations, unemployment and crime. In addition to teaching staff, all other members of staff coming into contact with students, either in face-to-face interactions or in written communication have a part to play into being positive role models for good LMC skills and for promoting their development.

4. Roles and Responsibilities All teaching staff at BHCS will:  plan lessons and prepare resources that reflect the developmental process of learning language which starts with listening, then speaking, then reading, then writing, thereby acknowledging and tapping into the importance of oracy in rehearsing ideas/concepts/explanations  explicitly teach the LMC skills that students need to develop in order to demonstrate progress, e.g. if students are required to demonstrate understanding of a History topic in an essay, essay-writing skills are explicitly taught/revised by the History teacher in preparation; if students are required to show the outcomes of an experiment in Science in a graph, graph drawing skills are explicitly taught/revised by the Science teacher in preparation; if students are required to demonstrate their understanding of a PHSE topic in a presentation to the class, presentation skills are explicitly taught/revised by the PHSE teacher in preparation.  demonstrate an understanding of and take responsibility for promoting high standards of literacy, articulacy and the correct use of standard English and numeracy, whatever the teacher’s specialist subject  teach key terms and ensure that students recognise and understand them, relating them to similar words or the root from which they are derived, helping students with strategies for remembering how to spell them or why they might be capitalised  revise important key reading skills, for example skimming a text to extract the main elements of its content quickly or scanning a text for information about a key word of topic  make expectations clear regarding the purpose, audience, register and conventions of form/style of writing  ensure that assessment/marking supports key literacy points, e.g. spelling, grammar, punctuation, paragraphing, using the Whole-School Literacy Marking Policy (see Appendix)  understand how to identify (through data, anecdote and observation) and alert the LMC Consultative Group faculty representative to any students whose weak LMC skills have not already been identified and acted upon by the Special Needs Manager  be aware of and can use a range of strategies to support students with weak LMC skills  be a good role model for good LMC skills AOTTs will:  support, encourage and promote the importance of raising LMC skills in their interactions with students Head of Houses/Transition Learning Manager will:  ensure that tutor materials/resources cater for the needs of all students in relation to LMC  during their observations of tutor sessions, monitor the teaching, support, encouragement and promotion of LMC skills Heads of Faculty will:

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 devise an LMC policy (informed by this policy) which is specific to the nature of the subjects within that faculty  allocate the responsibility of promoting and reinforcing LMC in their subject(s) to the LMC Consultative Group faculty representative  monitor and evaluate the work of the LMC Consultative Group faculty representative  ensure that suitable resources are available for staff to use with all students in relation to LMC LMC Consultative Group faculty representatives will:  ensure that staff understand how to identify and alert the LMC faculty representative to any students whose weak LMC skills have not already been identified by the SEN manager  ensure that staff understand how to use data/anecdotal/observational evidence to identify students whose LMC and aptitude for a subject are anomalous, i.e. where weak literacy skills hamper a student’s ability (normally demonstrated orally) to show progress through written assessments  ensure that staff teaching those students are aware of and can use a range of strategies to support those students  ensure that teaching and support staff actively promote and reinforce LMC in that faculty  liaise with the Head of English Faculty, SEN Manager and Assistant Headteacher with responsibility for this policy when appropriate Leadership Team will:  provide twilight and other INSET in LMC in order to refresh and raise awareness of LMC related issues and provide further support through the LMC Consultative group  monitor the application of the policy on a half-termly basis as part of the work-scrutiny procedures and Learning Walks and review its effectiveness each Summer term in time for putting changes into effect for the new academic year  facilitate termly meetings for the LMC Consultative group in order to discuss/review progress/initiatives and to share good practice/concerns 5. Review The Head teacher will undertake an annual systematic monitoring and review of the LMC policy and procedures in order to evaluate it and ensure that the operation is effective and consistent. The Head teacher will keep the Governing Body informed.

The Governing Body will regularly review this policy and associated procedures to ensure its continuing effectiveness and impact.

The monitoring and review procedure for this policy is as follows: The relevant Assistant Head teacher will report to the Head teacher in review meetings.

Policy Date: January 2013

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Whole-school Literacy Marking Policy Thorough and consistent marking of pupils work is essential to their progress and to help inform the planning of lessons. Purpose  To produce a common approach in marking literacy in student work to be used by all faculties Guidelines  Marking should be positive

 Not every literacy mistake should be corrected if it means a page becomes a ‘sea of red ink’ as this can have a demotivating effect.

 Up to three types of literacy mistake only (particularly common subject specific terms/words, punctuation and grammatical errors) should be corrected throughout the piece of work.

 Where appropriate, a literacy target should be set on students’ marked work, using one of the abbreviations in the table below. If you are setting a target at the end of a piece of work, use LitT followed by a comment or the margin abbreviation from the table below.

 Common literacy marking symbols should be used as follows:

Margin Text Mark Meaning abbreviation

О Sp Spelling error. Find the correct spelling and write it down.

Punctuation error. Check full stops / commas / apostrophes / P О question marks.

Incorrect use of capital letters. Check whether you have used a О Caps capital letter in the wrong place or you have missed a capital letter.

О NS New sentence needed.

// NP New paragraph needed.

Expression is unclear or awkward; rephrasing is required; wrong ? word used.

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35. Management of Staff Absence Contents of this policy: Rationale Purpose Aim GUIDELINES for ABSENCE due to sickness 1. Reporting Procedure 2. Certification Procedures 3. Time off for medical appointments 4. Return to work Timekeeping Leave of Absence Unplanned absence (not due to illness) Protocol for requesting leave of absence Paid and unpaid leave Paid Leave Unpaid Leave Unauthorised Absence Proactive and Positive Measures Expectations of employees when they are absent from work Annex Return to Work following Ill Health meeting record proforma Procedures for managing excessive or persistent absence Supporting employees returning to work Local Authority Key Points Ill Health meeting record proforma

RATIONALE: This policy and procedure aims to support staff to be in good health and to attend work at all times. Schools need to be able to rely on employees being at work and being able to carry out their duties. This policy covers absence for any reason. The school recognises that many staff will have some absence, due to ill health or agreed leave for example, and this is to be expected in any organisation. The majority of sickness absence is unpredictable and, though it may cause operational problems, has to be dealt with on a day-to-day basis. The Staff Absence Policy details the school’s approach to this and all absence. When there is persistent or long term sickness, appropriate action will be taken to ensure the effective provision of education at the school. The school’s management of staff absence is compatible and works in conjunction with established practice. - Education (Teachers Qualification and Health Standards) (England) (Statutory Instrument 2003 No 107) (Amendment) Regulations 2003 - Equality Act 2010 - Employments Rights Act 1996 - HCC Local Management of Schools Manual of Personnel Practice PURPOSE: The fundamental principle of this policy is that the needs of the school are balanced with the interests and circumstances of each individual employee. The purpose of this policy is to give guidance to all employees of Brighton Hill Community School about staff absence for any reason,

Brighton Hill Community School and to ensure that all staff take full responsibility for communicating about and managing their absence in a professional and accountable manner. It includes guidance from the Local Authority as well as the school protocols to be observed in cases of absence from school. (There is an additional section dedicated to non-medical absence entitled Leave of Absence.) AIM: The primary aims of this policy and procedure are both to support employees with genuine health concerns, whilst also improving and maintaining attendance via early management action where employee attendance is causing an operational difficulty. To ensure that all employees of Brighton Hill Community School have effective guidance about what to do in the event of illness which results in absence from school or may affect an employee’s ability to perform their professional duties. All staff need to know and understand the guidelines relating to ill-health which might affect their ability to attend the workplace and/or perform their professional duties. Staff will be treated fairly and with dignity and the principle aim is, where possible, to seek an effective return to work. Please be advised that failure to comply with any of the requirements and statutory obligations outlined above might result in action according to HCC policy which might include loss of earnings.

GUIDELINES for ABSENCE due to sickness 1. Reporting Procedure  A member of teaching staff who is ill should report their absence and give a reason for the absence by phone, leaving a voice message, to Paula Parker (07793 592382) by 7:45am at the latest on the day of the absence. A member of support staff should telephone his/her line-manager or the main switchboard, and also inform the Personnel Office on 01256 362531, leaving a message if necessary, or inform Hilary Brown via e-mail [email protected]. 1.1. Other than in exceptional circumstances the absence should be reported in person and not through a third party. 1.2. If, at this time, it is possible to give an expected date for returning to school, please do so. 1.3. In any event, please phone school during the day prior to return to notify your intention to return to work. 1.4. If absence is going to be longer than three days please notify the school as soon as this becomes apparent. 1.5. A teacher’s line-manager must also be contacted directly regarding the absence. 2. Certification Procedures 2.1. An absence of up to three days does not require any form of certification. 2.2. For an absence of between four and seven days, a self-certification form should be completed on return to work. 2.3. A Statement of Fitness for Work (medical certificate) will be required for absences due to illness of longer than seven calendar days (note: absence over weekends or holiday is included in calculations of entitlements to benefits such as Statutory Sick Pay but only ‘working days’ count when the Human Resources service assess ‘sick leave entitlement’. Subsequent doctors’ certificates must be submitted to cover the entire period of absence if it extends beyond the period covered by the initial statement. Upon receipt of medical certificates, the Personnel officer will record the details and will return the doctor’s certificate to the employee, so that if he/she is (or becomes) ineligible for SSP he/she is able to forward certificates to the Department of Social Security with a claim for Incapacity Benefit. Please note that this is statutory requirement and failure to comply could result in a loss of earnings.

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If a member of staff requires a ‘Statement of Fitness to Work’ following a period of sickness absence shorter than a week, a GP will require payment for a private statement. Where a member of staff leaves work early due to sickness, but has worked over half the working day, this will be recorded as half day’s sickness absence. Where the staff member leaves work early due to sickness and has worked less than half the working day, this will be recorded as a full day’s sickness absence. 2.4. The school may, in exceptional circumstances, require a medical certificate for any absence. If this is the case the school would pay any charges incurred. 3. Time off for Medical Appointments 3.1. It is expected that non-urgent appointments for doctors, dentist etc., should be arranged outside of an employee’s directed time. 3.2. Where an appointment absence is unavoidable, in the case of an emergency medical appointment with a hospital consultant for example, paid leave will normally be granted. For other unavoidable working time appointments, paid leave will normally be considered. If there is a large number of appointments over a period of time consideration may need to be given for time to be made up. Please be aware that verification of the appointment might be requested. 3.3. Time off for ante-natal appointments will be given; again, verification of the appointment might be requested. 4. Return to Work 4.1. Staff are expected to keep the school informed as to the progress of any sickness absence and to comply with 1.2, 1.3 and 1.5 above. 4.2. On return to work after a period of ten days or more, or has had more than 3 episodes of sickness absence in the last 12 months, the member of staff will normally be expected to attend a meeting with a member of the Senior Leadership team or his/her line manager. This meeting should normally take place within three days of the return to work. A Return to Work form (Appendix 1) will be completed by the Line Manager at this meeting. The purpose of such a meeting is to ensure that staff have the opportunity to share information about their absence which is useful for the school to know and so that the school knows what support is needed in order to facilitate a smooth transition back to work and mitigate against circumstances that might result in further absence. Time Keeping  All staff are expected to keep to contracted times of work.  Late arrivals or leaving early may be agreed in exceptional circumstances. Should a pattern of later arrivals etc., without authorisation occur then disciplinary action may be taken.  All staff are expected to communicate professionally and courteously regarding any lateness, giving a clear reason for that lateness. Leave of Absence Unplanned Absence (not due to illness) Where a non-medical emergency arises which necessitates lateness to or absence from school the member of staff should alert the school as point 1.1 above, or as soon as practically possible, indicating how long the delay or absence may be for and indicating a return time or date. Staff need to be aware that this absence may be unpaid; this will be at the Headteacher’s discretion. Protocol for Requesting Leave of Absence This section does not relate to absence due to sickness or for medical appointments. It is to clarify the process in relation to requests for leave for a variety of personal reasons.

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Each request for absence will be considered by the Headteacher. Leave requests cannot be agreed by other senior staff unless the Headteacher has specifically delegated that responsibility in his absence. A member of staff requesting leave of absence must make the request in writing to the Headteacher. As far as possible, sufficient notice should be given in advance of the period of requested leave. In return, the Headteacher will respond as soon as possible. As a school, we value the contributions of all staff and acknowledge the need for good-will. It is appreciated that there might occasionally be times when a member of staff needs time off during the school day. We would like to extend a sympathetic but balanced response to such requests but need to ensure that we are conforming to the regulations and considering the guidelines laid down by Hampshire Local Authority as well as meeting the operational needs of the school. Paid and Unpaid Leave The maximum paid leave permitted in any twelve-month period should not exceed ten days paid or unpaid leave (with the exception of entitlement to parental leave). In exceptional circumstances, subject to Governors approval, this may be extended. Paid Leave Where the regulations allow, or the Headteacher considers it is appropriate, paid leave may be agreed. Specific occasions when paid leave may be agreed are summarised here as: The following list is not exhaustive but is intended to serve as a guide.  Public Duties e.g. Jury Service (subject to deductions of allowances)  Serious illness or death of a close relative at the Headteacher’s discretion for up to 3 days (with a maximum of 3 additional days at the discretion of the Headteacher in consultation with the Governors)  Maternity Leave  Paternity leave  Attendance at interview for employment within local government service  Transfer day (attendance at new post induction/familiarisation day in an educational establishment)  Examination Board-related meetings (the Headteacher should have, in advance approved the teacher’s application to become an examiner/assessor)  Moving house  Wedding (own or immediate family member)  Funeral (immediate family member)  Participation in certain sport or cultural activity  Graduation of member of staff, partner or his/her child Unpaid Leave The decision to grant unpaid leave is normally at the Headteacher’s discretion NB At the discretion of the Headteacher a maximum of one day’s paid leave may be allowed for miscellaneous reasons. In addition, at the Headteacher’s discretion, unpaid leave may be agreed. If this is for an extended period the Headteacher must refer the matter to the Governing Body to ask for their approval. The following list is not exhaustive but is intended to serve as a guide.  Caring for a dependant (this may be a maximum of one day’s paid leave at the discretion of the Headteacher and each case will be considered separately)  Ongoing care for or attendance to a terminally ill relative (after paid leave period as above)  Funeral (non- family member) paid or unpaid at Headteacher’s discretion  Religious observence

Unauthorised absence

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This occurs when the employee does not attend for work at the place of employment at the required times and does not have prior management approval for their absence. Unauthorised absence includes late attendance, attending interviews without seeking approval, prolonged breaks, taking annual leave without approval and taking sick leave without following the notification procedure. Individual instances of unauthorised absence will be dealt with in accordance with the procedure defined in the Manual of Personnel Practice. Proactive and positive measures The school is committed to creating a working environment which encourages and supports the attendance of all staff. Achievement of this aim will require the contribution of all staff. However, the school and Governing Body will use the following measures to provide a positive framework for supporting attendance.  effective use of pre-employment health checks  encouraging staff to make full and effective use of welfare and counselling services  undertaking to identify and deal with potential causes of stress in the workplace – reviewing working practices/environments with a view to identifying measures which could be taken to support attendance  ensuring effective application of policy regulating time off  Conducting exit interviews to identify (amongst other things) potential causes of absence and measures which could be utilised to further support attendance.

Expectation of employees when they are absent from work Generally, all employees are expected to obtain advance management approval for any period of absence. It is inevitable, however, that absence required to deal with an unforeseen emergency (e.g. the illness of a dependant) and most instances of sickness absence will not be authorised in advance. In these circumstances employees are expected to follow the agreed notification procedure, shown at GUIDELINES for ABSENCE due to sickness The school expects to maintain regular sensitive contact with employees who are absent from work due to illness. This contact will be of a constructive and supportive nature and will normally seek agreement on the date and form of the next contact. Usually it will be the appropriate line manager’s responsibility to maintain this contact although sometimes, with the agreement of the absent employee, this role may be delegated to another member of staff.

The Governing Body cannot require, and does not expect, staff to carry out official duties whilst off sick but staff can do so at their own discretion.

Ratified: September 2012 Reviewed : December 2013

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PROCEDURES FOR MANAGING LONG TERM, PERSISTENT OR EXCESSIVE ABSENCE

Absence causing a particular concern will be managed in accordance with school and local established procedures in reference to the guidance outlined in Hampshire County Council’s ‘Guidance on Managing Unacceptable Performance of Teachers’.

1. Each case will be different but the following points among others may be considered when determining any appropriate action:  The need for medical opinion  The nature of the illness  The likelihood of recurring or other similar problems arising  The length of sickness absence or the pattern of absence  The impact of absence on other staff and effective curriculum delivery  Any steps already taken to address the issue  Consistency of approach  The relevant provisions of the Equality Act 2010 If there is evidence that the reasons for absence are not genuine, then the matter will be fully investigated and depending on the outcome dealt with as misconduct under the school’s disciplinary procedure.

Note: Where the member of staff is the Head, meetings should be conducted by the IEB. In this instance, support will be sought from the LA before any proceedings take place.

2. Informal Stage A member of staff who has been identified as having a level of, or frequency of, absence which gives cause for concern should be invited to a counselling interview with the Headteacher or Senior Leader with Line Management responsibility.

The purpose of the meeting will be to:  Explain concern at the current absence level  Explore the reasons for it  Agree strategies to resolve any problems which might improve attendance and identify areas of support and assistance At this stage the interview is as informal as possible with the emphasis on counselling and support. A member of staff should be accompanied by a friend or trade union representative. In this instance the Head (or manager) may also be accompanied.

At the conclusion of the interview, the Head should summarise the main points discussed including:  Concern about the level of absence  The action points that have been agreed including assistance and support  That the situation will be reviewed A record of the meeting and the agreed outcome will be kept indicating the employee’s responses. A copy should be given to the employee.

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If a member of staff has had a long period of absence (two months) subsequent to the commencement, or during consideration of, formal competency or during procedures the case will go straight to Stage 2 of these procedures.

If during absence due to illness a member of staff declines to attend this interview without due course or participate at any further stage during this process, it may be necessary to proceed straight to Stage 3 of these procedures. This may also apply if, when asked, an employee declines to give permission to access medical reports.

3. First Stage A member of staff who has failed to show a reasonable improvement in attendance, or whose attendance has deteriorated following some initial improvement, will be required to attend a formal interview (Appendix 2). The Head will seek appropriate advice at this stage if necessary.

Notification of the meeting should be in writing giving the date, time, place and reason for the meeting. The purpose will be to:

 Explore why the absence level continues to cause concern and the reasons for it.  Offer any further help or guidance  Establish a review period  Seek permission to access medical reports through the LA’s medical advisors If, after medical advice, in consultation with the member of staff, it is apparent that a medical condition may be chronic and will continue to effect attendance, then consideration may need to be given to move to Stage 3. In such instances a supportive approach should be agreed and consideration given to alternative work or any reasonable adjustment in the workplace.

A record of the interview will be kept including the employee’s response and any agreed areas of support and assistance.

The Head will again stress the points made at the previous stage and the need for continuous monitoring. This period will vary according to circumstances and will be agreed at a review meeting. In addition, the Head may issue a warning as part of this procedure that unless there is an ongoing significant improvement in attendance at work their job could be at risk subject to employment protection rights.

A letter confirming the above warning and a record of the meeting should be sent to the employee.

If the employee’s record is significantly improved at this stage the Head will write to the member of staff to recognise this and that the improvements should be maintained.

4. Second Stage An employee who has not shown sufficient improvement following the Stage 1 interview or a member of staff who is absent due to formal competency procedures may be required to attend a formal hearing before the Head.

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Notification of the meeting will be in writing giving the time, date and place of the meeting, the reason and status of the meeting and a reminder of the employee’s rights of representation. At least seven days notice will be provided. The purpose of the hearing will be to:

 Explore why the absence level continues to be of concern  Explain continued concern at that absence level and the impact on the school  Explore other options such as ill health retirement, redeployment, stepping down etc. If referral to the County Council’s Medical Advisors has not already taken place this will now be actioned. Dependent on any reports a member of staff may be required to attend an examination.

Dependent on the outcome of the hearing the Head may formally warn the employee that the absence level is unsatisfactory and that a failure to improve may result in termination of employment. A member of staff may appeal against this warning to a first panel of Governors and should log their intention to do this with the Head within ten days of receipt of the written issue of the warning.

A letter confirming this will be sent to the employee with a record of the hearing. If an employee’s attendance improves a letter should be sent to confirm this as in Stage 1 above.

5. Third Stage An employee who has not shown sufficient improvement following Stage 2 will be required to attend a formal hearing before a panel of three members of the Staff Dismissal Committee (this is the full title of the panel and does not necessarily mean dismissal will result). A representative of the Corporate Director of Education and Community Learning will be present to advise the panel.

Prior to this stage being reached, it is expected that other options will have been discussed with the member of staff and/or their representative to resolve the matter.

The employee will be informed in writing of the date, time and place of the hearing, the reason for the meeting and the right to have representation. At least seven days notice will be provided.

The hearing will consider evidence of the absence level, action previously taken, personal circumstances, medical advice and prognosis and any implications of the Equality Act and Human Rights Act.

The Head will present the case and the employee and/or their representative will be able to present their case. The Head may be accompanied by an advisor from Education Personnel.

The procedure for the conduct of the hearing will be the same as that for a disciplinary hearing and it is important to stress that.

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Should a dismissal result, it will be due to ill health or some other substantial reason not for a disciplinary reason.

If after considering the evidence and all the circumstances surrounding the case the Panel of Governors determine that termination of employment is in the school’s best interest then the employee will be informed of this (and any rights of notice if appropriate). The employee will also be advised of their right to appeal to a second Panel of Governors against this determination. Any such appeal must be logged within ten days of receiving written notice of the outcome of the hearing.

The employee will also receive a written record of the hearing. If the appeal is unsuccessful, or there is no appeal, then the LA will be asked to issue a letter of termination. An employee will still have the right to take their case to an Employment Tribunal. If the panel decides, after considering the evidence, not to terminate employment at this stage, the situation will continue to be appropriately reviewed over a reasonable time period. At the end of this period a panel will be reconvened to reconsider the whole case. upporting employees returning to work The school is committed to assisting all employees who are absent for reasons of ill-health, and particularly those who experience a period of long-term absence, to make a smooth and effective return to work when they are fit to do so.

It is the school’s and Governing Body’s intention to apply the same principles to all staff, and accordingly on their return to work a member of staff will be supported by their line manager/ Headteacher, whilst the return to work of the Headteacher will be supported by the Director of Children’s Services or his representative.

Where medical advice suggests this is necessary, the school will support an employee in making a phased return to work (initially on reduced hours/workload) where this will enable them to return to normal working within a reasonable period.

With a view to supporting employees returning to work from any period of sickness absence, back-to-work interviews will be conducted. These interviews will be conducted by an employee’s immediate line manager where the employee has been absent for three working days or longer. For absences of less than three days, there will be a responsibility on the line manager to check on the employee’s welfare. However, colleagues are always expected to operate sensitively and with consideration when communicating with colleagues who are off sick.

Back-to-work interviews will be conducted in a sensitive manner and will be focused upon facilitating the employee’s return to work and supporting future attendance. Before a system of back-to-work interviews is introduced the IEB will ensure full consultation with staff and their representatives concerning the development of this system and its implementation. Appropriate training/briefings will be provided for all employees and line managers before implementation. The IEB is committed to the consistent application of the agreed system of interviews at all levels and for all employees within the school.

Brighton Hill Community School

Local Authority Key points

 All reports of sickness absence will be regarded as genuine, and should be managed in accordance with this guidance.  However, if a manager has evidence to show that an employee is not genuinely sick, is failing to comply with or actively abusing the absence reporting procedure, the Disciplinary Procedure should be used to address the issue.  Absence of 6 days/shifts in previous 12 months (pro-rata for employees with fewer than 12 months service) may be an early warning to managers that an issue exists and this level of absence will trigger an informal discussion as detailed above.  Absence of 4 occurrences totalling more than 6 days/shifts or 9 days/shifts or more in previous 12 months (pro-rata for employees with fewer than 12 months service) is regarded as an unacceptable level of sickness absence and will trigger formal action under the Capability Procedure.  An occurrence of sickness is the full continuous absence period, e.g. if an employee falls sick on a Monday and tells their manager they expect to be off sick for that week.  The manager may record the absence for that week and close the episode, if the employee is subsequently sick the following week, even if the absence is recorded as a separate episode on SAP, it should be regarded as one occasion of sickness.  Where a series of absences may be related to a “reasonable adjustment” agreed with the employee under the Equality Act, or to a pregnancy related condition, advice should be sought from Occupational Health or Employment Practice.  Each case should be considered individually and managers must use reasonable judgment in assessing the appropriate outcome of any discussion.  No employee will be dismissed under this procedure without a health assessment from a qualified occupational health professional.

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Brighton Hill Community School Policies 2013-2014

36. Off-Site Activities

Objective - Establish a programme of off-site activities which enriches and does not unduly disrupt the timetabled educational programme. To ensure that the management of off-site activities reflects the high standards of the School. To ensure the health and safety of staff and students undertaking off-site activities.

Definition - An off-site activity is any activity which takes students away from the School site, either during or outside of the timing of the School day, which has been organised by a member of the teaching staff in his or her professional capacity. Advice - It is possible that a member of staff is involved with out-of-School activities which include the School’s students but where this activity has nothing to do with the School. It is essential in such instances for the member of staff to make it clear to parents/ guardians that he or she is not operating in his or her professional capacity as a member of staff of Brighton Hill Community School.

This policy applies to teaching staff only (support staff may not organise or lead off-site activities - they may however accompany and supervise on off-site activities if deemed suitable by the Headteacher). The lead manager for the application and monitoring of this policy is Assistant Headteacher

1. For sporting events taking place at away venues Monday to Friday after the School day - items 2 to 5 below do not apply. Any member of staff accompanying the team or sporting group will -  Assume responsibility for the health and safety of those students taking part (team members and agreed spectators).  By the end of the School day on which the event is taking place deposit at the School reception desk a list of all students taking part (participants and agreed spectators) indicating contact telephone numbers. The list will clearly indicate the venue for the sporting fixture and the estimated time of return and a mobile telephone number by which the group can be contacted.

2. All activities which result in an alteration to students’ normal timetable commitment, including all off-site activities, will be raised as an agenda item at an appropriate Senior Team meeting - if an off-site activity is approved a member of the teaching staff will be identified as the teacher responsible for the activity.

3. A teacher responsible for an approved off-site activity will apply to the EVC for permission for the activity to go ahead -

The EVC will not permit an off-site activity to go ahead if - S/he has concerns about the activity with respect to any health or safety hazards it may present to the students and/or staff involved, or any other aspect of the organisation of the activity.

The activity, in conjunction with other activities taking place at the same time, would in her / his estimation be too disruptive of the normal daily routine of the School.

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4. If the EVC agrees to the activity being planned the teacher responsible will conduct the planning in accordance with the planning check list attached - The teacher responsible may be exposing him or herself to personal liability if any of the procedures set out in the planning check list are not followed.

5. No residential activity will be undertaken until the accommodation and itinerary has been risk assessed by the activity leader.

The monitoring procedure for this policy is as follows:

The EVC will -  Ensure that in the case of each off-site activity the member of staff responsible for the activity has conformed to all the procedures set out in the School’s Educational Visits flowchart.  Where required inform and, in accordance with the LA’s current procedures and advice, seek the approval of the Chairman of Governors, providing the governing body with a Risk Assessment, no later than 4 weeks in advance of the venture.  Provide the Headteacher, on an annual basis, with -  the number of teacher sessions away from normal timetable used in the planning and supervision of off-site activities,  the number of student sessions, Year Group, used on attending off-site activities,  the total number of teaching supply days deployed in order to facilitate off-site activities.  Modify the established procedures for planning and running off-site activities in accordance with advice and direction received from the LA, from other relevant bodies, and in light of the School’s own experience of running off-site activities.

Residential visits risk assessment: Check list There is a requirement by the County for party leaders to satisfy themselves that accommodation is appropriate for their group. The appropriate type of accommodation and supervision will vary according to the needs, age, gender and ability of the group. A basic point of principle is that you should not book accommodation that you have not visited yourself beforehand. Hotels other than those being members of the International Youth Hostel Federation should not be used without a pre-visit, no matter what reassurances are given in advance.  Leaders must never arrive at any accommodation with a group without obtaining prior information.  On your pre-inspection visit you should look out for; -  Security of building at night, e.g. are all outdoor access doors locked at night and down stairs windows secured?  Adequate fire exits, details of fire officer’s report or equivalent.  Bathroom, toilet and washing facilities e.g. do they have to share with anyone else.  Floor plan to illustrate location of students’ sleeping areas and immediate location of staff sleeping areas.

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 Is the reception area manned at night?

Additionally you need to check the following;  Size of room in proportion to number of students it is expected to hold.  Cleanliness of toilet facilities particularly the effectiveness of drains when en suite bathrooms are provided.  Access to mini bars, rented movies cooking facilities within the bedroom.  Window openings and retainers in upstairs rooms.  Access to balconies in upstairs rooms – consider features like height of balcony retaining barrier, proximity to adjoining bedrooms.  Is there are a large meeting area available for your specific use in the accommodation.  General condition of the accommodation offered. Are you getting value for money? Do you find it acceptable?  What is the district/location of the hotel like? Do you consider it to be situated in a safe area?  Are there any recreational/games type facilities on offer for the students to use in the accommodation?

General factors to consider will include; - Will tour representative always be available on site? Access to public telephones in the hotel. Proximity to local amenities. Distance from pre booked excursions. Quality of the food offered. Condition of local transport to be used – seat belts, condition of coach etc

Phone numbers of local medical centre, doctors, dentist, police station, British Embassy etc. Suitability of activities, which have been offered by the tour operator. How much time in the day will they actually take up. How much free time will there be available – what are you proposing to do during that period. Proximity to open water/visits to water parks – please take note of County Regulations. Is the Tour Company which you are using appropriately bonded?

There are probably many more questions, which you will want to ask during your inspection visit. Parents/guardians however need to be made aware, at the parents evening, that the accommodation and proposed itinerary are acceptable in your judgement with respect to the health, welfare and safety of their children.

Staff should be aware that if they feel unable to make this statement to parents/guardians following the risk assessment inspection trip then the excursion should not go ahead

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School Excursions

Points for consideration:

 Residential trips abroad must be limited to a maximum of 50 students.  Excursions will be for students attending BHCS and who are still on the school roll on the day following the return of the trip.  Ex-students, 18 years and older may travel with the group as adult supervisors but only after having been deemed fit by the EVC.  Independent excursions (Community Excursions) may be organised for students who have left the school or will have left the school when the trip takes place. It is vitally important however, that the ground rules and general ethos and procedures are firmly established at a meeting with parents/guardians prior to any student accepting a place. These trips will be exclusive to ex-students.  Governors may form part of the assistant group leaders contingent on off site activities, on the understanding that they carry out their duties in full and in line with the party leader’s requirements.  Spouses may form part of the assistant group leaders contingent on off site activities, on the understanding that they carry out their duties in full and in line with the party leader’s requirements.  Parents/guardians of students who are on the excursion other than staff working at the school should not be included in the school party.  Staff children other than students at the school may not take part on an excursion unless the EVC has granted express permission, based on a risk assessment of that particular case.  Staff undertaking residential trips will visit the area and proposed accommodation to undertake risk assessment and suitability of activities, prior to announcing the trip to the students.

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37. Physical Intervention Objective: To establish a clear practical definition of restrictive physical intervention and to ensure a common understanding among staff, students and parents/guardians of students of the School. Definition: Restrictive physical intervention is when a member of staff uses force intentionally to restrict a child’s movement against his or her will. It should rarely if ever be used.

This policy applies to all staff. The lead manager for the application and monitoring of this policy is the headteacher .

All staff at Brighton Hill Community School aim to help students take responsibility for their own behaviour. We do this through a combination of approaches, which include:  positive role modelling  teaching an interesting and challenging curriculum  setting and enforcing appropriate boundaries and expectations and providing supportive feedback. The promotion of positive behaviour can be found in our behaviour policy. This policy is consistent with our Child Protection, Safeguarding and Single Equality policies, and with national and local guidance for schools on safeguarding children.

Duty of Care We all have a duty of care towards the students in our School. This duty of care applies as much to what we don’t do as what we do do. When students are in danger of hurting themselves or others, or of causing significant damage to property, we have a responsibility to intervene.

Any citizen has the common law power to intervene in an emergency to use reasonable force in self defence, to prevent another person from being injured or committing a criminal offence. All School staff authorised by the Headteacher also have statutory power in addition to common law power. Teachers are authorised to use physical restraint whether on-site or during off-site activities. Teachers will be supported in their legal right to restrain students physically where their actions conform to this policy.

Situations where appropriate physical restraint would be deemed reasonable include:  Prevention of an offence being committed  Prevention of injury to others or prevention of self harm  Self defence – where it is apparent that the teacher is about to be attacked by the student  Prevention of damage to property  Prejudicing the maintenance of good order and discipline at the School

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Staff will NOT use physical intervention out of anger; out of frustration or in any way which could cause injury to a student.

Use of Physical Intervention Physical restraint can take several forms. It might involve staff in: Physically standing between students Leading a student by the hand Standing in the way of a student Restraining a student’s limbs Physically moving a student away from an area of danger or threat Some helpful strategies and/or responses:

DO: DO NOT:

Remain controlled Use confrontational body language Talk clearly giving clear instructions Engage in prolonged and exaggerated eye Keep talking calmly contact If a student needs to be removed, move Use confrontational language WITH the student towards the appropriate Use physical intervention unless all other exit methods of calming have been used Request help and tell the student you are Use restraint to prevent the student leaving requesting help the scene if it is apparent that he/she does Remove any audience to maintain a calm not represent a threat to others or his or atmosphere herself Remove other people if they are in danger Hold a student around the neck or collar or Remove potential weapons in any other way that might restrict the Assume the student is going to calm down his/her ability to breathe Slap, punch, trip or kick a student Twist or force limbs against a joint Hold a student by the hair or ear

Recording and Reporting If physical restraint occurs the incident must be recorded using form PR1 (Form 14 Staff Handbook). The parents / guardians of the student will be informed of the incident as soon as possible after the event. We recognise that there may be some children within our school who find physical contact in general particularly unwelcome as a consequence of their culture/religious group or disability. There may be others for whom such contact is troubling as a result of their personal history, in particular of abuse. A risk assessment may be carried out by a senior member of staff where there is cause for concern about a student.

Supporting and Reviewing We recognise that it is distressing to be involved in a physical intervention, whether as the student being held, the person doing the holding, or someone observing or hearing about what has happened.

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After a restrictive physical intervention, we will give support to the student so that they can understand why it was necessary. Where we can, we record how the student felt about this. Where it is appropriate, we have the same sort of conversations with other students who observed what happened. In all cases, we will wait until the student has calmed down enough to be able to talk productively and learn from this conversation. If necessary, the student will be asked whether he or she has been injured so that appropriate first aid can be given. This also gives the student an opportunity to say whether anything inappropriate has happened in connection with the incident. We will also support adults who were involved, either actively or as observers, by giving them the chance to talk through what has happened with the most appropriate person from the staff team.

Concerns and Complaints If a student or parent / guardian has a concern about the way restrictive physical intervention has been used, our School’s complaints procedure explains how to take the matter further. (Operational Policy no. 23) Where there is an allegation of assault or abusive behaviour, we ensure that the Headteacher is immediately informed. We would also follow our child protection procedures. If the concern, complaint or allegation concerns the head teacher, we ensure that the Chair of Governors is informed.

The monitoring and review procedure for this policy is as follows:

The Headteacher will maintain a log of any instances of physical restraint and report all instances to the Governing Body via his report to the Governors. The analysis of the log will considers equalities issues such as age, gender, disability, culture and religion issues in order to make sure that there is no potential discrimination; we also consider potential child protection issues.

Hampshire Guidance: http://www3.hants.gov.uk/ed-psycrestrictive-physical-intervention-policy-sept-10.pdf

Ratified: March 2011

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38. Security Policy

Principles Absolute security cannot be achieved on the School site and the law does not require it of anyone responsible for the School or for its students, staff or visitors.

The lead manager for the application and monitoring of this policy is THE DEPUTY HEADTEACHER. The legal obligation on the Local Authority and on the School’s governors is to provide an environment that is, so far as is reasonably practical, both safe and secure.

Security, although allied to and needing to be compatible with other issues of health and safety, must be viewed as an issue in its own right. It is, therefore, important that security is monitored and reviewed at predetermined meetings to ensure the integrity of the systems in operation and to reassure all those with an interest in the School. In devising this security policy the governors, Headteacher and Leadership Team recognise and emphasise that security applies to everyone involved in the School and consists of the following three elements:  creating and maintaining a culture of awareness  reviewing and assessing risk  setting up and maintaining procedures

Practices Roles and Monitoring Responsibilities The Governors will:  approve and monitor the security policy, reviewing it annually  ensure arrangements exist for measures to be monitored and reviewed  monitor security expenditure within the agreed budget  report annually on security to parents through the Headteacher’s newsletter

The Headteacher and Leadership Team will:

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 implement the security policy approved by the governors  ensure staff have a clear understanding of their particular responsibilities through training and staff briefings  ensure that the Security Policy will be included as part of the Strategic Plan  take day-to-day operational decisions  consider particular risk situations, e.g. Home visits, lone working, challenging behaviour  consult with youth and community workers and others as appropriate  provide appropriate information to students, parents and visitors (as above)  monitor or review security measures at Governing Body meetings

School Staff will:  Support the Headteacher and Leadership Team in implementing this policy.  Be aware of their individual responsibilities.  Report security issues to the Leadership Team.

Students will: Follow the School rules regarding security.

Parents, Community Users and Visitors:  Are expected to respect measures taken by the School to improve and ensure security  Will be encouraged to report ideas and problems to staff and/or governors

The following practices are in place:  All staff and governors to wear photo-identification badges on site  All visitors to sign in at reception and wear a badge when on site  All visitors to be given Health & Safety leaflet, especially those with Special Needs  Challenging all unfamiliar visitors  Operation of Automatic Barriers at entrance and exit of School car park with number plate recognition or intercom assistance  Use of CCTV (internal and external)  For lone-working staff the availability of walkie-talkie radios and/or regular telephone contact calls  Locking all valuables in the safe at the end of each working day  Central monitoring of key distribution  All staff have a responsibility for their own keys during term time, but keys to be left in School during summer, Christmas, and Spring holidays  All subject areas to carry duplicate keys for their area  Additional duplicate keys are locked away in the Site Services Area  Carrying out spot checks (keys, badges)  Making more use of mobile phones for School trips and lone working  Security training for staff  A daily routine of securing all areas not in use in the evening by 6.00 pm  Alarmed fire exits  Ensuring external doors in Reception are exit only after 6.00 pm  Greater supervision of Community Service group placements by Community Services Supervisor

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 Individuals on work placements stay with Community Services Supervisor  Regular Internal Site Management meetings to address security issues  Health, safety and security checks are conducted daily by the site services team  All stores are locked and signed and areas reviewed  Reminders and information to parents through Headteacher’s newsletter to parents  A staff and governor car registration database which is updated termly  Office and reception cover is maintained during School holidays until 5.00 pm  Main corridors lit in dark morning and evenings (The above list is not exclusive)

Ratified: July 2010

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39. Staff Training, Induction and Development

Objective -  To provide a coherent programme of staff training and development consistent with the needs of the School and the development of individual staff.

This policy applies to all staff.

The lead manager for this policy is the Assistant Headteacher

1. The Assistant Headteacher will –  ensure that the procedures in the School’s Performance Review and Management Framework are carried out  devise an annual staff training and development programme clearly linked to targets and training needs derived from the School’s performance review and management framework  Provide a current induction guide and programme for all newly appointed staff  Ensure that Managers provide appropriate support and guidance to enable newly appointed members of staff to become effectively and comfortably part of their team and the whole School  Provide a programme of support and guidance for all newly qualified teachers throughout their induction year  Co-ordinate the induction programme for all newly appointed staff

The monitoring and review procedure for this policy is as follows: The Assistant Headteacher will: Annually review the effectiveness of the staff training and development programme and report to the Governing Body

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Continuing Professional Development

Aims of Continuing Professional Development (CPD) Professional development at Brighton Hill Community School will strive to ensure that all staff are:-  appropriately trained to meet the demands of their job;  kept abreast of all current initiatives and working practices;  equipped to deal with the latest available technology;  employed by an institution which cares about and works jointly with them to develop individual career aspirations;  willing and happy to remain in employment at the School;  capable of meeting the specific needs associated with curriculum area and School development plans  regularly trained to meet first aid requirements and safety at work procedures.

Teacher specific aims of CPD CPD at Brighton Hill Community School will ensure that all teaching staff;-

Promote effective learning by – implementing new teaching or assessment strategies; devising curriculum approaches, resources and schemes of work; taking new approaches to target setting; accessing new techniques for classroom data management and interpretation; developing new ways of working with adults other than teachers; reflecting and acting upon classroom management strategies.  expect, achieve and maintain high standards of achievement and behaviour from all students attending the School;  maintain and promote the School ethos;  are capable of dealing with the social and emotional demands of the School students;  can effectively employ all aspects of ICT within the classroom;  are capable of deconstructing their own teaching practice in order to assist with the training and development of newly qualified and trainee teachers;  are committed and eager to develop in the profession  keep abreast of all current educational initiatives, especially those specific to their subject specialism  are regularly updated on public examination, Key Stage tests and National Curriculum requirements and specifications for their subject specialism;  remain fresh, enthusiastic and confident in their jobs;  are committed to the development of trainees wishing to enter the profession.

Principles underlying teacher specific CPD CPD at Brighton Hill Community School will in the first instance be linked to meeting the needs of the Faculty and School Development plans. Targets and appropriate training will be identified during annual individual review and target meetings. The individual needs and career aspirations of teachers will be identified through the completion of an annual training audit. The Assistant Headteacher Deep Experience will, following an analysis of all identified training needs, submit an annual CPD budget to the Headteacher for his approval.

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Teachers in all instances will be encouraged to take active responsibility for their own professional development and training. In order to do this they will be encouraged to analyse and self reflect regularly on their own performance. This will serve as the keystone of their professional development. Some staff will take on the role of professional mentors/tutors and advise staff and trainee teachers on the development of their classroom practice. Staff who are due to access the Upper Pay Scale will be expected to undertake mentoring/coaching roles to support colleagues Professional development will be met through a variety of different practices. (See section entitled CPD in practice) The School will continue to employ an open door policy when it is the norm for staff to be observed by and share practice with colleagues and other professionals. Staff will be encouraged to develop themselves through the effective use of paired observations. Staff will be encouraged to develop themselves through the effective use of remote recording facilities for analysis of classroom practice using the IRIS system. Staff may find the involvement of student observers, to undertake lesson observations, advantageous to their diagnostic reflection of classroom practice. Staff will be encouraged to consider this pathway. All staff involved in the training and development of colleagues act within the confines of agreed confidentiality norms. All teaching staff should be aware of the ‘Professional Standards’ and take responsibility for ensuring that they meet those standards. The School is committed to developing its existing initial teacher training links with Southampton, Reading and Portsmouth Universities and CILT (National Centre for Languages). Other providers of ITT are also actively encouraged to become involved with the School. The School will remain actively involved in the training of teachers through both the PGCE, GTP and OTT routes into employment. Through its designated position as both a Training School and Specialist Sports School, Brighton Hill will be proactive in promoting CPD within its family of schools and beyond.

CPD in practice at Brighton Hill Community School All records of staff development and appropriate funding will be kept centrally by the Assistant Headteacher. Staff however are, encouraged to maintain their own professional development portfolios in preparation for both promotion and progression through the threshold boundary.

It is accepted by the School’s Leadership Team that there is an entitlement either in time or financially for all staff to have access to professional development activities. It is expected that there will be clear sense of progression involved in the training which will meet either identified targets or career development.

CPD is an integral part of the School’s performance management framework. It is expected that most forms of CPD will match those identified by Hampshire Education Authority as follows;-

 Critical Reflection – time to read, research, plan, and reflect on a chosen focus.  Reflective Observation – strategies that provide feedback on individual classroom performance through the analysis of video recordings, observation by others and feedback from students.  Observation of others within the School – this is a powerful tool which can be used to encourage the sharing of strengths and the evolution of shared ethos/approaches. U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 198

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 Observation of teachers from other schools or in other phases/settings/both nationally and internationally.  Networks – developed for the purpose of sharing/discussing of good classroom practice and new initiatives.  Time for one to one support to facilitate planning reviewing and the development of schemes of work. Whole School base INSET training. External provider based courses. Some of which may lead to accreditation and will include national conferences and events. Extending experience – using allocated funding to gain a different perspective; observations of role of governors; admin officers; senior managers within the School; role swops; work shadowing; new activities involving extra-curricular activities; experience of other services such as social workers and educational psychologists.

Initial Teacher Training Aims of Initial Teacher Training The Initial Teacher Training Programme at Brighton Hill Community School will ensure that trainee teachers are suitably prepared to meet the standards necessary to achieve the award of Qualified Teacher Status (QTS).

Specific Objectives of the School To prepare trainee teachers for professional life as a teacher by ensuring that they:-  Perform in the classroom at an acceptable level of competence.  Display the facility for personal development in both subject knowledge and the management of learning.  Are prepared to meet the demands of public accountability for the quality of their work.  Set personal standards which conform to the ethos of the School.  Regularly participate in all aspects of School life.

Underlying Principles In order to meet the afore-mentioned aims and objectives, it is expected that the following underlying principles will be adhered to and complement the School CPD Policy:-

A team of staff will be identified as Professional Tutors and Curriculum Mentors. Their role will be to assist and advise staff and trainee teachers on the development of their classroom practice. It is expected that staff will adopt a positive attitude to the sharing of practice with colleagues and other professionals. All staff involved in training and development of colleagues will act within the confines and agreed confidentiality norms. All teaching staff should be aware of the ‘Professional Standards’ and take responsibility for ensuring that they meet those standards. The School is committed to developing its existing ITT links with Southampton, Reading and Portsmouth Universities, with CILT and will positively pursue links with other Institutes of Higher Education. The School will remain actively involved in the training of teachers through the PGCE, GTP and OTT routes into employment.

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Through its designated position as both a Training School and Specialist Sports School, Brighton Hill Community School will be proactive in promoting CPD and ITT within its ‘family of schools’ and beyond.

Staffing In order to meet the needs of this Policy, the School will ensure that the following staffing structure is in place for the training of Teachers.

Professional Mentor/ITT Co-ordinator Will be the person who:-  Has overall responsibility for the supervision of all the trainee teachers in the School and supports their professional development.  Organises the delivery of professional themes within the School.  Liaises with the Curriculum Mentor over the training programme and progress of individual trainee teachers.  Supports good practice in providing feedback to trainee teachers on their progress in delivering lessons.  Collates assessment information about trainee teacher’s progress in their curriculum areas.  Provides an overall assessment of trainee teachers’ progress in line with the assessment documentation required by Higher Education Institutions.  Will, if asked, provide a reference for a trainee teacher.  Will attend relevant meetings as required by the Higher Education Institutions.

Mentoring at BHCS Mentors are encouraged to attend the ‘Active Mentors’ course and/or training provided by HCC, BHCS or the universities with which we work. Curriculum Mentors will not be allowed to work with any more than two trainees per academic year. Mentors are involved with ITT and NQT & other new staff induction. GTP and PGCE mentors may receive payment for their work; NQT ‘induction tutors’ receive one hour per week of protected time for their meetings.

ITT Mentors will:-  Prepare an appropriate timetable for the duration of the trainee’s placement in liaison with the Head of Faculty and Professional Mentor.  Undertake weekly target setting and review meetings.  Undertake regular lesson observations and provide written and verbal feedback for the trainee. This, when possible, will include using the mobile observatory system (IRIS) to analyse and evaluate effective practice.  Model best practice in relation to all aspects of the Professional Standards for Teachers, This, when possible, will include using the mobile observatory system (IRIS).  Collect and collate written feedback from colleague’s lesson observations of the trainee.  Assist the trainee with the production of a training programme.  Assist the trainee with the compilation of formative assessment documents.  Attend appropriate mentor meetings as requested by the HEI’s.  Liaise and meet with the HEI subject and link tutors.  Provide the Professional Mentor with copies of all relevant documentation concerning the trainee, including interim and final reports on their progress within the timescales set out by HCC and HEI’s.

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NQT Induction Tutors will:-  Work with NQTs in their daily practice  Advise NQTs on how to develop aspects of their teaching  Observe NQTs at least once per half term  Hold weekly meetings with NQTs and minute outcomes  Complete termly assessments  Meet the requirements of the support expected by HCC’s NQT induction programme  Model best practice in relation to all aspects of the Professional Standards for Teachers. This, when possible, will include using the mobile observatory system (IRIS).  Feedback regularly to the Professional Mentor/ITT Co-ordinator

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40. Uniform Policy Our uniform policy which includes our expectations of all elements of personal presentation which includes hair and make-up has been constructed in consultation with students, parents and staff. It is school policy that all students wear the correct uniform when attending school as well as for some school organised events.

Aims We place importance and value on our school uniform both as a mark of pride in the school as well as a positive identification with the school community. In addition a clear uniform policy can avoid conflict at home about what to wear! Experience demonstrates that when students are smartly presented this will positively influence their attitude in school, setting the tone for learning and progress. Therefore through our uniform policy we aim to:  encourage pride in the school and support high quality teaching and learning  enable students to be comfortable safe and secure  clearly indentify students inside and outside the school  ensure that no student feels excluded because of different social, religious and ethnic backgrounds  encourage a sense of equality and cohesion, as well as esprit de corps  protect students from social pressures to dress in a particular way  Expectations All students are expected to wear the correct school uniform at all times during the school day. This includes to and from school as well as during some school organised events. We expect all students to wear the uniform with pride and to conduct themselves appropriately when representing the school. This also applies when students are off site and in the school community. We expect all students, supported by their parents, to take personal responsibility for the presentation of their uniform and to ensure their uniform is worn correctly and consistently. Parents should contact their child’s Tutor/ Head of House, if there are any personal circumstances affecting their child wearing the correct uniform, in order to make provisions for a swift resolution. If a note is provided, we would expect parents to notify the school of the date that their child will be expected to be back in full uniform. We would expect all uniform issues to be resolved within two weeks or at the discretion of the school.

Supplier / Cost of uniform We want to ensure that the cost of uniform does not deter any family from applying for a school place for their child, nor leads to them feeling socially excluded or unable to afford parts of the uniform. The uniform supplier is reviewed annually to ensure that good quality clothing is provided at an affordable price, which best suits, the needs of all students. If there are any changes to the supplier of school uniform, Parents / Guardians will be notified in due course and with sufficient time to reasonably implement any changes.

Application of the uniform policy It is the responsibility of parents to ensure that their child attends school wearing correct uniform (please see the School Partnership Agreement). Although all staff have a responsibility for monitoring that students are correctly dressed in class and elsewhere on the school site, the main

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Brighton Hill Community School Policies 2013-2014 responsibility will lie with the tutor. Appendix A, B and C details the schools expectations for uniform items and appearance.

Students not conforming to the school uniform policy A student wearing non-uniform clothing can expect to be challenged in school. Where appropriate, a temporary uniform permit may be issued or the student may be supplied with the appropriate item of uniform for the remainder of the day. E.g. a school tie. However this decision will be made by the school. All such items supplied will be expected to be returned at the end of the school day. In the event of uniform infringements parents will be contacted and the student will be sent home in order that they rectify the issue with the uniform and then return to school.

In the case of jewellery and other accessories, the student will be asked to remove the item, which in some cases may result in these items being confiscated. The school reserves the right to return confiscated items to parents only, and not students. However in some circumstance the school may not return some items at all. This may be the case in particular when students have needed to be challenged on more than one occasion about a particular uniform problem. In the event a student is sent home, to get changed or collect an item of uniform, he / she may be required to attend one or more detentions to make up for the time lost. Subject to the final appeal process, the Headteacher is normally the final arbiter in all matters of uniform and dress.

Ratified: April 2012

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Appendix A- list of required and optional uniform for all students in years 7-11 Sept 2012-July 2013 Item of Available to Guidance / description Items / uniform variations not uniform be purchased permitted from Skoolkit *BHCS Scarf  Plain black scarf. No other colour is permitted to be worn in school. No logos or designs permitted. Shoes Not available Plain black No boots or Ugg style boots, no Maximum heel height 2”/5cm trainers, no stiletto shoes, no platform soles, no backless shoes, no plimsoles, no dolly shoes. Shirt / Blouse  Brighton Hill Daffodil yellow. No other colour shirt / blouse is Girls in year 7-9 from Sept 2012 permitted to be worn. must wear a shirt and not a blouse so as to accommodate the school tie (please see guidance on the tie) Trousers -Boys  Plain black No other colour is permitted BHCS Not flecked or patterned recommends Skoolkit as the supplier of this item Trousers -  GPR style trouser from Skoolkit No other colour is permitted Girls is the preferred style of trouser Not tight fitting – No flares, no for girls. hipsters, no leggings, no belts, Plain black (polyester /wool no zips on the front panel of mix) trouser. BHCS strongly recommends Not available Skoolkit as the main supplier of this item. The ‘Next’ retailer style trouser No other colour is permitted. (code; OR 341) can also be Not tight fitting – No flares, no worn. If your child chooses this hipsters, no leggings, no zips on style of trouser and opts to the front panel of trouser. The wear a belt this must be plain belt with this style of trouser black, small and plain in style only, must be plain black and with no other variations in. discrete. Skirts  Charleston style skirt, Plain No other colour is permitted black. No longer than mid-calf or BHCS recommends Skoolkit as shorter than knee length. the supplier of this item. However, the Charleston style skirt can also be found in: M&S (code:T76 151) and BHS (code;0890089501368) Socks (boys) Not available Plain black No other colours are permitted

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Socks (girls) Not available Plain black with skirts and No other colours are permitted trousers Tights Not available Plain black or Flesh / neutral No other colours are permitted, coloured No patterns *Jumpers  Brighton Hill V neck, navy - No other jumper other than the (Unisex) BHCS jumper is permitted to be This item is optional worn. No sweatshirts or cardigans are permitted. No hoodies are permitted. Tie  Standard BHCS tie Boys and Girls from Years 7-9 (boys & girls ) from September 2012: Boys and Girls in year 7-9 Sept 2012 are expected to wear a (where applicable / awarded, a conventional BHCS tie from Sept sports colours tie can be worn) 2012. No clip on ties are permitted for year 7-9 from Sept 2012.  Standard BHCS tie or clip on tie Boys and Girls from years 10 & ( whichever is preferred) 11 from September 2012: Boys in year 10 & 11 from Sept 2012 are expected to wear a tie as has always been the case. However, they can wear a clip (where applicable / awarded, a on tie if preferred. sports colours tie can be worn) Girls in year 10 & 11 from Sept 2012 are not expected to wear a tie although may do so (with a shirt not a blouse) if they wish. Blazers  Brighton Hill blazers are compulsory for girls and boys in all Years. *T-Shirts / Not available A plain white vest or T-shirt may No other colour is permitted Undershirts be worn under the school shirt No visible T’shirts. No patterned for extra warmth but must not or logo’s on T-shirts are be visible permitted *Coat Not available Plain black or navy only. No other colour is permitted No Hoodies are permitted. No denim or leather jackets permitted *Hats Not available Plain black or navy only. No other colour is permitted No caps or ski hats. *Optional part of uniform

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Appendix B - list of required and optional PE uniform for all students in years 7-11 Sept 2012-July 2013 Item of uniform Available to be Guidance / uniform variations not purchased from permitted Skoolkit BHCS white Sports School polo  No other polo shirt is permitted shirt BHCS blue Sports School Shorts  No other shorts are permitted

BHCS reversible Rugby shirt  No other Rugby shirt is permitted White ankle Socks  No other colour socks are permitted

Yellow Football socks  No other colour of football sock is

permitted

Trainers Not available These should have laces and be fit for

BOYS purpose. No plimsoles are permitted Football / Rugby Boots Not available Rugby safety studs are to be worn in Rugby boots. Screw in studs are not permitted on Powerleague. Towel (For Rugby only) Not available *BHCS Sports School Fleece  No other fleece is permitted *BHCS Sports School Tracksuit  No other tracksuit bottoms are Bottoms permitted *Gum Shield ( for Rugby and Not available Hockey only) BHCS yellow Sports School polo  No other polo shirt is permitted shirt BHCS blue Sports School Shorts  No other shorts are permitted White ankle Socks  No other colour socks are permitted Trainers Not available These should have laces and be fit for

purpose. No plimsoles are permitted

Hair tie Not available

GIRLS *Football Boots Not available Screw in studs are not permitted on Powerleague *Yellow Football socks  No other colour of football sock is permitted *BHCS Sports School Fleece  No other fleece is permitted *BHCS Sports School Tracksuit  No other tracksuit bottoms are Bottoms permitted

*Optional part of uniform

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Appendix C- details pertaining to appearance for all students in years 7-11 Sept 2012- July 2013 Appearance Guidance / description Variations not permitted Earrings One conventional, gold stud no bigger No other body jewellery is permitted. than 4mm can be worn in each ear No spacers, belly button piercings, nose lobe only. studs, tongue piercings or any other Students may only have their ears facial piercings are allowed to be worn. pierced ONCE in each ear lobe. It is strongly advised that students Failure to adhere to this policy will result wishing to have their ears pierced in the student having to remove the should do so at the beginning of the piercing, being isolated or sent home. summer holiday, so as to avoid the need for spacers and / or additional piercings to close up. Hair Students are permitted to colour their No other colour other than that stated hair, however this must be of a natural can be applied. colour (i.e. blonde, black, brown) and Students are not permitted to have any should be uniform in nature. markings or tramlines shaved into their hair cut. No extreme haircuts permitted, e.g. Mohicans. If in doubt please consult the school before committing to a specific hair cut style. Failure to adhere to this policy will result in the student either being isolated or sent home. Nails Nail varnish or acrylic nails are not Failure to adhere to this policy will result permitted to be worn. in the student being asked to remove the nail varnish / nails and sanctioned.

Jewellery Watches are allowed and encouraged No other jewellery is permitted to be in school. worn, even if for sentimental reasons. Medical bracelets are permitted to be Failure to adhere to this policy will result worn. in the items being confiscated. Necklaces, bracelets chains and rings are not permitted. Headphones Headphones / earphones are not Failure to adhere to this policy will result permitted to be visible or worn in in the items being confiscated. school. Tattoos It is a criminal offence to tattoo anyone under 18 unless a qualified medical practitioner does it for medical reasons.

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Any incidences of tattoos will be investigated by the school as an issue of child protection. Back to Index

41. Whistleblowing – Procedures for Protected Disclosure

School Governing Bodies Public Interest Disclosure Act 1998 Ratified by the Full Governing Body – 9 November 2009 / May 2012

Introduction This procedure has been designed to operate in accordance with the provisions of the Public Interest Disclosure Act 1998, which gives protection to people who disclose reasonable concerns about serious misconduct or malpractice at work. This is sometimes known as Whistle blowing.

The procedure applies to all staff in the school and is intended to encourage staff to raise concerns within the school as a first priority, rather than make a wider disclosure outside of the school.

Principles The Governing body of the school will treat all matters of malpractice very seriously and responsible allegations about such matters will be dealt with quickly, seriously and with appropriate confidentiality.

In order to meet the requirements of the Act, in addition to staff in schools, the procedure is applicable to agency staff, students on placements, supply staff, volunteers, contractors and suppliers operating under contract to the school. The term “employees” in this procedure is intended to cover all of these categories of people.

This procedure should not be confused with other existing procedures such as the individual or collective grievance procedures that exist to enable employees to raise concerns about their own employment. It is designed to deal with major issues that fall outside of the scope of those procedures. Therefore, any matter which is more appropriately covered by those procedures is excluded from being considered under the “Whistle blowing” procedure.

Examples of the type of issue that would fall within the scope of this procedure are:  Conduct which is a criminal offence or a breach of the law  Sexual or physical abuse of pupils or others  Major health and safety risks – to staff or members of the public  Fraud and/or corruption  Other unethical conduct of a serious nature The Act also covers issues relating to miscarriage of justice and environmental damage.

The procedure gives protection to people who, in good faith, make such a disclosure, from victimisation, discrimination or disadvantage. It also ensures employees receive an appropriate response to their disclosure and are aware of how they may pursue the matter outside of the U:\Web Site\Web Folder - Temp\School Policies 13-14.Docx Page 208

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County Council if this response is not satisfactory. It is acknowledged that there are some circumstances in which there may be a statutory requirement to report information to an external agency, such as the police.

Disclosures made under this procedure are likely to be of a sensitive nature and all parties should preserve confidentiality at all times.

Representation Employees are entitled to representation by a professional association/ trade union representative or a ‘friend’, who will normally be another employee, at any meetings or interviews that are held in relation to the disclosure made. Employees should specify that they are making a disclosure under this procedure.

The individual manager hearing the disclosure is encouraged to take advice from Education Personnel Services who may involve other departments of the County Council where appropriate.

Time limits There are no time limits on raising concerns under this procedure, but they should be raised at the earliest practicable opportunity, since delays in making a disclosure may prevent a full investigation from taking place. Where time limits are included within this procedure, they are there to ensure that disclosures are dealt with as quickly as possible, and to ensure that there is a prompt initial response from management.

The investigation that takes place after a disclosure is made is not time limited, but will be conducted as quickly as possible within the circumstances of the disclosure.

Untrue allegations If an allegation is found to be untrue, but the employee has made the allegation in good faith, no action will be taken against the employee. However, employees who make allegations maliciously, frivolously or for personal gain may face disciplinary action. Model Procedure Raising a concern In the first instance, concerns under this procedure should be raised with the employee’s immediate supervisor, who should then deal with the problem as quickly as possible. If the employee believes that their immediate supervisor is involved in the malpractice, they may raise their concerns with a more senior member of staff, including the Headteacher. If the employee believes it is not appropriate to raise the matter with the Headteacher, he/she may approach the Chair of Governors.

Within ten working days of a concern being raised, the person hearing the concern will write to the employee to acknowledge that the concern has been received. They should also indicate what initial steps they intend to take to deal with the matter and, where possible, provide an estimate of the time it will take to provide a final response.

Concerns may be raised orally or in writing, although written submissions are preferred wherever possible. These disclosures should provide as much information as possible about the matter, including dates, individuals involved, other possible sources of information, etc. Employees must

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Although employees who wish to make an anonymous disclosure may do so, it may be important for the investigating manager to know the source of the information for a full and appropriate investigation to be possible. Furthermore, the manager would need to take into account the nature and credibility of an allegation before deciding whether to proceed with an investigation. However, employees should be re-assured that all disclosures will be treated in confidence and every effort will be made to preserve anonymity. The Act provides protection against victimisation of anyone who makes a protected disclosure in good faith.

Resulting action Following a disclosure made under this procedure, enquiries will be made to establish the validity of the allegations. If they are found to be true, the appropriate action will be taken, which may include:

A full internal investigation, possibly resulting in disciplinary action Referral to Social Services or the Police Referral to Internal Audit or other County Council departments.

Subject to legal constraints and the need to protect the rights of individuals, the employee raising the concern will be informed of the outcome of any investigation at the earliest practicable opportunity, to reassure them that appropriate action has been taken. Such information will not include confidential details about formal action taken against another employee.

For reasons of sensitivity and confidentiality, all communications with an employee who takes action under this procedure will be sent to their home address, unless an alternative arrangement has been mutually agreed.

Taking the matter further In the event that an employee feels that their concerns have not been resolved through the above process, they may write to the Chair of the Governing Body, if he/she has not already been involved, outlining their concern, the action taken to date and the reasons for their dissatisfaction.

Within 10 working days of a concern being raised, the Chair of Governors will write to the employee to acknowledge that the concern has been received and indicate what steps will be taken to deal with the matter, as well as providing an estimate of the time it will take to provide a final response. The Chair of Governors may decide to set up a small group of governors, where appropriate, to investigate the concerns. The Chair of Governors will then inform the employee of the outcome of this process on the same basis as required of the manager above.

In the event that the matter cannot be satisfactorily resolved within the school, the employee may raise their concerns, in writing, within the County Council’s Children’s Services Department, in the following order:  with the Area Director  with the Director of Children’s Services  with the Chief Executive

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These officers will follow the same basic procedure outlined above in the same timescales and will feed back the outcome to the individual employee.

Action and support outside of the County Council If an employee is dissatisfied with the response of the Governing Body and the County Council, and subject to the concern being a matter covered by the Act, he /she can raise the matter, as appropriate, with one of the following agencies:  An elected Member of the County Council  A local Member of Parliament  The Police  Public Concern at Work (0207 4046609)  A relevant professional body or inspectorate  Local Government Ombudsman  Diocesan Director of Education (for staff in Voluntary Aided Schools)

In taking their concern outside of the County Council, employees must ensure that, as far as possible, the matter is raised without personal information relating to other employees being disclosed.

An employee who approaches an accredited legal advice centre, e.g. Public Concern at Work or Citizens Advice Bureau, does not breach the duty of confidence in this procedure to the governing body or the County Council.

Failure to follow this procedure Any employee who unreasonably and without justification raises such issues on a wider basis, such as with the press, without following the steps and advice in this procedure may be liable to disciplinary action.

Return to Manual of Personnel Practice Volume 1 - Protected disclosures (“Whilstleblowing”)

Ratified: May 2012

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Back to Index

42. Year 6 Student Transfer

Objective - To ensure the smooth and effective transfer of Year 6 students into Year 7 at the School

This policy applies to all staff. The lead manager for the application and monitoring of this policy is assistant headteacher

The Transition Learning Manager will:  Co-ordinate and oversee the induction programme of the incoming Year 7  Review induction procedures in liaison with primary school Headteachers  Attend the termly Spring and Summer Primary/Secondary Liaison Group meetings to brief feeder school Headteachers about new intake transfer arrangements.  Ensure that a visit is made to all contributory schools and all new intake students and staff to discuss transfer arrangements.  Organise the “Taster Day” and New Intake Parents’ Evening programme.  Ensure the Head of Houses contribute to and are involved in the New Intake Parents’ Evening and the “Taster Day” programme.

Year 7 Tutors / Head of Houses will:  Attend the New Intake Parents’ Evening.  Support the induction procedure for all new students by visiting Feeder Primary Schools, and facilitate discussions with Year 6 Teaching staff  Assist Transition Learning Manager wherever and whenever appropriate with all matters relating to Year 6 new intake transfer.

The School SENCO will:  Arrange specific visits, early into the Spring term, to discuss the specific transfer of Year 6 students with Specific Learning difficulties, and vulnerable students.  Liaise with LSA’s and staff about the Year 6 students joining the School  Liaise with the Transition Learning Manager ‘extra’ transition visits for vulnerable students.

The monitoring and review process for this policy is as follows

Assistant Transition Learning Manager will:

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Obtain feedback on the transfer procedures via the Autumn Term Primary/Secondary Liaison meeting and make recommendation regarding modification to the programme.

Year 6 Student Transfer – Common Transition Agreement

OBJECTIVE - To outline a Common Agreement between BHCS and Feeder Primary schools to ensure all Year 6 students receive a smooth and effective transfer, with common elements to support their preparation and familiarisation ready for Transition.

Primary Schools agree to: Send ‘vulnerable’ students to BHCS for additional Transition visits. Discuss vulnerable/SEN students with SENCO during specifically arranged meetings. Conduct meetings with Head of Houses during Primary visits. Support Secondary colleagues during visits to observe Yr6 lessons and discuss with Yr6 staff learning and teaching strategies that can be shared in the Secondary environment. Communicate with Head of Houses / SENCO additional information about vulnerable students and their families to support BHCS in managing their Transition. What strategies have Primary Schools used to support the families/parents of vulnerable students? Do the families/parents have any particular needs themselves? Discuss with parents of vulnerable/SEN Yr6 students the support they can expect once at BHCS, less than currently receiving; the level of support during Yr6 to gradually reduce to reflect September at BHCS. Have a targeted focus on homework with Yr6 classes – How they get it, Why, Importance of deadlines and How best to record it. Have a targeted focus on student organisation ready for Secondary School – packing a bag the night before, routines and expectations. Facilitate before September Parent Sessions, in Primary Schools, for BHCS staff to attend and allow parents to discuss concerns/anxieties about their child attending Secondary School, whilst asking specific questions to support Transition.

BHCS agree to: Attend Primary Liaison meetings to discuss/review Common Transition Agreement. Arrange, deliver and review the annual Year 6 Taster Day. Send Head of Houses to visit Primary Schools, with BHCS students, to introduce and provide familiarisation. Issue the Important Information sheet to all Primary Schools to support information sharing. Arrange specific SENCO visits to each Primary School as required. Arrange ‘extra’ visits for vulnerable students – Head of House coordinates, with other staff and students, at BHCS. Provide a Welcome Booklet to all students allowing them an opportunity to think about and share their thoughts on Transition to a Secondary School, BHCS.

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Provide a ‘This Is Me’ leaflet – an opportunity for students to tell us about themselves. Organise a New Intake Parents Evening, to support parents/guardians in understanding what BHCS offers their child in terms of support, guidance and opportunities; also an opportunity to meet other students, and ‘key’ members of staff at BHCS. Organise a Tutor Evening in November – to allow parents/guardians to introduce themselves to their child’s Tutor. Wherever possible, send BHCS staff into Primary Schools, to observe Year 6 lessons; supporting the teaching and learning of those students in Year 7, including the need to develop a greater understanding of the need for the preparation of differentiated lessons and homework tasks. Offer before September, in collaboration with the Feeder Schools, an additional session for parents/guardians of Year 6 children, targeting vulnerable/SEN students; allowing opportunity for anxieties to be reduced.

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