DOCSLIB.ORG

INSPECTION REPORT LITHERLAND HIGH SCHOOL Litherland LEA Area

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
INSPECTION REPORT LITHERLAND HIGH SCHOOL Litherland LEA Area INSPECTION REPORT LITHERLAND HIGH SCHOOL Litherland LEA area: Sefton Unique reference number: 104951 Headteacher: Mr J Donnelly Lead inspector: Mr W K Baxendale Dates of inspection: 22nd - 25th March 2004 Inspection number: 258693 Inspection carried out under section 10 of the School Inspections Act 1996 © Crown copyright 2004 This report may be reproduced in whole or in part for non-commercial educational purposes, provided that all extracts quoted are reproduced verbatim without adaptation and on condition that the source and date thereof are stated. Further copies of this report are obtainable from the school. Under the School Inspections Act 1996, the school must provide a copy of this report and/or its summary free of charge to certain categories of people. A charge not exceeding the full cost of reproduction may be made for any other copies supplied. INFORMATION ABOUT THE SCHOOL Type of school: Comprehensive School category: Community Age range of pupils: 11-16 Gender of pupils: Mixed Number on roll: 861 School address: Sterrix Lane Litherland Liverpool Postcode: Merseyside L21 0DB Telephone number: 01519 284449 Fax number: 01519 490247 Appropriate authority: The governing body Name of chair of governors: Mr A E Trim Date of previous inspection: November 1997 CHARACTERISTICS OF THE SCHOOL Litherland High School is a mixed comprehensive school educating 861 pupils in the 11 to 16 age range. It has grown substantially since the previous inspection and is now of about average size. The school is up to capacity in every year except Year 7 where the first effects of a big fall in the local birth rate are felt. This is a specialist Language College that also has extra funding through the ‘Excellence in Cities' (EIC) initiative. The school won a Schools Achievement award in 2002 and it has Beacon Status. Young Enterprise operates. The school is in a particularly deprived area of a region that has severe economic problems. Virtually all the pupils are from a White British heritage, with only nine from other backgrounds. Of these, none has English at an early stage of acquisition. An above average proportion of the pupils is entitled to a free school meal. Pupil mobility is low compared with the national pattern; there are two refugee pupils. One-quarter of the pupils is on the schools register of special educational needs; this is above average, but the number of pupils with a statement of special educational needs is very low, as a result of a local decision to discontinue the arrangement in secondary schools. Attainment on entry is below average. Litherland High School - 1 INFORMATION ABOUT THE INSPECTION TEAM Members of the inspection team Subject responsibilities 02928 Mr W K Baxendale Lead inspector 19741 Mr T Smith Lay inspector 04720 Mr G Carter Team inspector Science 19214 Mr G Price Team inspector English English as an additional language 11183 Mr G Foster Team inspector Religious education 23544 Mr G Hedley Team inspector Art and design 22524 Mrs S Innes Team inspector Design and technology Information and communication technology 08070 Mr J Haves Team inspector History Citizenship 19915 Mrs P Hooton Team inspector Geography 12475 Mr S Johnson Team inspector Music 03943 Mr D Innes Team inspector Physical education Special educational needs 20287 Mr D Harris Team inspector French German Spanish 10558 Mr R Kennard Team inspector Mathematics The inspection contractor was: Eclipse Education (UK) Limited 14 Enterprise House Kingsway Team Valley Gateshead NE11 0SR Any concerns or complaints about the inspection or the report should be made initially to the inspection contractor. The procedures are set out in the leaflet ‘Complaining about Ofsted Inspections’, which is available from Ofsted Publications Centre (telephone 07002 637833) or Ofsted’s website (www.ofsted.gov.uk). Litherland High School - 2 REPORT CONTENTS Page PART A: SUMMARY OF THE REPORT 4 PART B: COMMENTARY ON THE MAIN INSPECTION FINDINGS 6 STANDARDS ACHIEVED BY PUPILS 6 Standards achieved in areas of learning, subjects and courses Pupils’ attitudes, values and other personal qualities QUALITY OF EDUCATION PROVIDED BY THE SCHOOL 10 Teaching and learning The curriculum Care, guidance and support Partnership with parents, other schools and the community LEADERSHIP AND MANAGEMENT 15 PART C: THE QUALITY OF EDUCATION IN AREAS OF SUBJECTS AND COURSES 18 SUBJECTS IN KEY STAGES 3 AND 4 PART D: SUMMARY OF THE MAIN INSPECTION JUDGEMENTS 33 Litherland High School - 3 PART A: SUMMARY OF THE REPORT OVERALL EVALUATION Litherland High School is a very effective school that is helping to create a real culture shift in its local community. Languages, including the operation of the Specialist College and information and communication technology (ICT) are outstanding. EIC (Excellence in Cities) funding is used very imaginatively to raise standards. The school does very well by all pupils, irrespective of background; its motto, ‘Achieving By Caring’ works. GCSE results are well above those obtained by pupils attending similar schools. The good quality of education broadens pupils’ horizons excellently. Pupils say ‘It's a great place in which to learn'. Visionary, dynamic leadership by the headteacher instils the confidence to do well. Leadership and management are very good. Governance is satisfactory. Matching the overall quality of provision with the about average cost of educating pupils, the school gives very good value for money. The school’s main strengths and weaknesses are: · ICT is the key to pupils’ good learning. · Teaching and learning are good and all pupils achieve well. · There is a very good atmosphere in the school; pupils want to learn. · Too often, the way teachers mark pupils’ work lacks enough guidance to show them how to improve. · The ways managers spread good practice is not systematic enough. Improvements since the previous inspection are good. Standards have risen substantially and the quality of education has improved a lot. Improvement priorities directed at raising self-esteem and respect are bearing fruit; those to improve management have scope for further development. The key issues of the previous report have received attention and improvements have been put in place, but arrangements for collective worship are unsatisfactory, despite governors’ serious attempts to carry out this duty. STANDARDS ACHIEVED Standards are below average among 11 year-old newcomers and 14 year-olds at the end of Year 9, but they are average when pupils leave as 16 year-olds. Compared with similar schools, standards are well above average by then. Achievement is good throughout the school. Pupils with special educational needs achieve well because of the good extra help they receive. Work in lessons and in books suggests that standards are likely to continue to rise. Pupils have average literacy and mathematics standards and in ICT standards are well above average. The school has put a lot of work into improving the ways pupils can learn; success is showing in rising standards. Very successful concentration on key skills means that nine out of every ten pupils leave with a sheaf of GCSE passes that will stand them in good stead for their next stages in learning or training. all schools similar schools Performance in GCSE/GNVQ examinations at the end of Year 11, compared with: 2001 2002 2003 2003 C C C A Key: A - well above average; B – above average; C – average; D – below average; E – well below average Similar schools are those whose pupils attained similarly at the end of Year 9. Pupils’ attitudes and behaviour are good. Pupils’ spiritual, moral, social and cultural development is very good. Attendance is satisfactory. Pupils enjoy their school life; they develop well as young persons. They are punctual and, because most try their best, they achieve well. Provision for helping pupils to appreciate others' cultural traditions is excellent. There is a bit of immature behaviour; this and any bullying are handled very well. Litherland High School - 4 QUALITY OF EDUCATION The quality of education is good. A lot of work to improve the ways pupils learn is paying off very well. Teaching and learning are good. Teachers make the work interesting and pupils react well, The imaginative uses of ICT to help learning are very distinctive features of provision. Pupils so enjoy learning and are excited about it; they concentrate remarkably well in lessons, but they do not get enough chances to think things out between themselves. Assessment is satisfactory. Data collection is thorough and results are used well to help pupils who are falling behind. The contribution of learning mentors is a strength of the school's provision. When teachers mark pupils' written work they do not give them enough hints on how to do better. Curriculum provision is very good. The curriculum caters very well for the needs and wishes of the full range of pupils. Chances to learn outside lessons and off site are excellent; they raise standards. Language College and ICT provision have broadened learning opportunities remarkably well. The care and welfare of pupils are good. Support and guidance are very good. Pupils feel secure and well disposed to school life in which they learn well and play full parts. Partnerships with other schools, colleges and with the local community are very good. The school makes a real difference locally. LEADERSHIP AND MANAGEMENT Leadership and management together are very good. Leadership is very good; it provides a very clear sense of purpose and direction. Leadership's direct influence on raising standards is outstanding. It gives talent the chance to flourish, fosters teamwork very well and has made the school a national leader in the ways ICT is used to stimulate learning and in the teaching of languages to inner urban pupils. Management is good; it makes sure the school runs smoothly, although the ways senior and middle leaders and managers check on how well things are going has scope for improvement.
Load more

Recommended publications
  • The Hawthorne's Free School- Impact Assessment 2012 Author
    Title: The Hawthorne’s Free School- Impact Assessment 2012 Author: Department for Education (DfE) Impact Assessment – Section 9 Academies Act Duty 1. Section 9 of the Academies Act 2010 places a duty upon the Secretary of State to take into account what the impact of establishing the additional school would be likely to be on maintained schools, Academies, institutions within the further education sector and alternative provision. 2. The rationale for establishing a Free School is to retain a secondary school in a very deprived community in response to parental demand, given the LA’s plan to close 2 existing local schools, St George of England High School and St Wilfred’s RC High School. The intention is to use the St George school building as the site for the new school to open in September 2012. The expectation being that the majority of pupils from both closing schools will choose to attend the new Free School alongside a new Year 7 cohort. Admission numbers are currently expected to be in the range 475 – 490 against an admission number in year 1 of 510. 3. The Hawthorne’s Free School is an 11 – 16, non-denominational school with a Christian ethos seeking to open in 2012 with an initial capacity of 510 in the first year, rising to 600 pupils over time. This gradual increase in capacity is because some of the year groups in the upper years of the school are likely to be below capacity in the early years given the numbers in the 2 closing schools, from which the Free School will principally attract pupils.
    [Show full text]
  • Schools Regulatory Services Determined Scheme for Co
    SCHOOLS REGULATORY SERVICES DETERMINED SCHEME FOR CO-ORDINATION OF ADMISSIONS TO SEFTON SECONDARY SCHOOLS 2017 The scheme set out below seeks to comply with the requirements of the School Standards and Framework Act 1998, as later amended and the School Admissions Code 2014 and any further updates, in respect of co-ordinated admissions schemes. The Local Authority scheme for coordination of admissions will come into force for admission applications submitted from September 2016 for the admission of pupils transferring from primary to Secondary school in September 2017. Children transfer from primary to secondary schools in the September following their eleventh birthday. The Education and Skills Act 2008 increased the minimum age at which young people in England can leave learning, thus requiring them to continue in education or training to the age of 18. All 11 year olds starting secondary education in September 2017 will continue their learning in Education and or training until the age of 18. Sefton Local Authority has a statutory duty to co-ordinate the primary to secondary transfer process for admissions to Secondary Schools within Sefton. In addition to the statutory co- ordination role, the Local Authority is the Admissions Authority for Community Secondary Schools in the Borough. This means the Admissions Criteria for those schools is set by the Local Authority. Sefton Local Authority administers an Equal Preference Admissions Scheme. This means that each individual preference (school) listed on the Local Authority application form will be considered equally according to each individual school’s admissions criteria. If a place can be offered at more than one of the preferences listed on the application form, then the Local Authority will automatically offer the highest preferred school.
    [Show full text]
  • The Merseyside Science and Technology Challenge Days for Gifted and Talented Year 8 and Year 9S
    The Merseyside Science and Technology Challenge Days for Gifted and Talented Year 8 and Year 9s What are the Science & Technology Days for? How are they rated? They raise enthusiasm for STEM subjects and encour- Evaluations of last year’s events indicated that…. age young people to consider studying them further. 99% of the teachers and 83% of the young people con- In 2015, MCS Projects Ltd organised 42 Challenge Days sidered their Day to have been ‘good’ or ‘very good’. across the UK, involving more than 300 schools. 73% of the young people were more likely to consider What happens? studying STEM subjects at college or university as a result of the event. Twelve Gifted and Talented Year 8/9s are invited to participate from each school. Working together in mixed school teams of four, they undertake practical activities that increase their awareness of the applica- tion of science. Each activity is designed to develop skills that will be needed in the workplace, with marks being awarded for planning, team work and the finished product. Challenge Days are usually held on the campus of a local college or university. The young people undertake three 75min activities. The local Mayor or Deputy Lieu- The overall winning teams from each Challenge Day tenant is invited to present awards to members of each progress to one of our regional Finals. In 2015, the winning team. Finals were hosted by the Universities of Cambridge, Manchester and Sheffield. Director: P.W.Waterworth 12 Edward Terrace, Sun Lane, Alresford, Hampshire SO24 9LY Registered in England: No 4960377 • VAT Reg.
    [Show full text]
  • Litherland High School Sterrix Lane, Litherland, Liverpool, Merseyside, L21 0DB
    School report Litherland High School Sterrix Lane, Litherland, Liverpool, Merseyside, L21 0DB Inspection dates 11–12 February 2014 Previous inspection: Outstanding 1 Overall effectiveness This inspection: Inadequate 4 Achievement of pupils Inadequate 4 Quality of teaching Inadequate 4 Behaviour and safety of pupils Requires improvement 3 Leadership and management Inadequate 4 Summary of key findings for parents and pupils This is a school that requires special measures. Students’ achievement has significantly Some students have been inappropriately declined. They make inadequate progress identified as having behavioural special needs, from their prior attainment at Key Stage 2, which lowers expectations for their academic particularly in English and mathematics. achievement. The proportion of students achieving five or Students’ absence and exclusion rates are more GCSEs at grade C and above, including above average. The use of fixed-term exclusion English and mathematics, is well below has increased markedly over the last three average. years. Teaching does not build on students’ English Students who are eligible for support through and mathematical knowledge and skills pupil premium funding also make inadequate effectively from lesson to lesson. progress. They do not achieve as well as Students’ writing, communication and others in the school or as well as this group mathematical skills are not sufficiently nationally. Leaders have not reviewed the developed across all subjects. impact of additional funding with enough Marking is too variable. Often, it does not rigour. help students to improve their work or to Leaders and governors have an overly positive develop the specific skills they need to view of the quality of teaching over time.
    [Show full text]
  • Sefton Overview & Scrutiny Committee the Role of the LEP Delivering
    Sefton Overview & Scrutiny Committee The Role of the LEP Delivering Impact in Sefton 2018 Mark Basnett Managing Director, Liverpool City Region LEP ROLE OF THE LEP Inclusive Growth Liverpool City Region Local Enterprise Partnership (LEP) was created in 2012 to bring together businesses and civic leaders to drive private- sector led growth and job creation. It covers the local authority areas of Liverpool, Halton, Knowsley, St Helens, Wirral and Sefton. LEP BOARD Asif Hamid MBE, Chair The Contact Company Prof Dame Janet Beer Elaine Bowker Paul Corcoran Chris Fry Jon Hague Mike Houghton University of Liverpool City of Live rpo ol College Agent Marketing KPMG Unilever Siemens Amanda Lyne Dr Laura O’Brien John Syvret CBE Angela White OBE Mark Whitworth Sara Wilde-McKeown UlemCo Seqirus Cammell Laird Sefton CVS Peel Ports Influential Mayor Joe Anderson OBE Cllr Phil Davies Cllr Derek Long Cllr Ian Maher Cllr Graham Morgan Cllr Rob Polhill Metro Mayor Steve Rotheram Wirral MBC St Helens Council Sefton MBC Knowsley MBC Halton Borough Council LCR Combined Authority Liverpool City Council 3 140 Liverpool City Region 135 England Northern Average North West 130 125 120 115 110 Index, 2006=100 105 100 Manage 95 Evidence & Deliver & 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 Analysis Review Facilitate Insight & Coordinate Advice & Support Partner & Strategies Develop & Plans HOW THE LEP IS FUNDED Funding Source £c Annual UK Grants/Contracts £1,390k Private Sector Contributions £ 500k Local Authority Contributions £ 180k (Sefton Council £32,804) ERDF – Delivery Projects £ 810k Contracts/Commercial Income £ 350k Total £3.2m OUR CORE ACTIVITIES 1.
    [Show full text]
  • COVID-19 School Closure Arrangements for Safeguarding and Child Protection at Litherland High
    Addendum - March 2020 This guidance is to be read alongside the School Child Protection and Safeguarding policy and the Keeping Children Safe in Education 2019 -Statutory guidance for schools and colleges on safeguarding children and safer recruitment. COVID-19 school closure arrangements for Safeguarding and Child Protection at Litherland High School Name: Litherland High Policy owner: David Yates / Carmel Murphy Date: 14th April 2020 Date shared with staff: 14th April 2020 Date shared with Governors: 14th April 2020 1. Context From 20th March 2020 parents were asked to keep their children at home, wherever possible, and for schools to remain open only for those children of workers critical to the COVID-19 response - who absolutely need to attend. Schools and all childcare providers were asked to provide care for a limited number of children - children who are vulnerable, and children whose parents are critical to the COVID-19 response and cannot be safely cared for at home. This addendum of Litherland High Child Protection and Safeguarding Policy contains details of our individual safeguarding arrangements in the following areas: 1. Context 2. Vulnerable Children 3. Children open to Early Help 4. Children not currently known to early Help or Children’s Social Care 5. Attendance Monitoring 6. Designated Safeguarding Leads 7. Reporting a concern 8. Safeguarding Training and Induction 9. Safer recruitment/volunteers and movement of staff 10. Online safety in schools and colleges 11. Children and online safety away from school and college 12. Supporting Children not in school 13. FSM Children 14. Supporting Children in School 15. First Aid-Impact Staff Absence 16.
    [Show full text]
  • School Performance – Possible Reasons for the Deterioration of Attainment at Secondary Schools
    Report to: Overview and Date of meeting: 30 January 2018 Scrutiny Committee (Children’s Services and Safeguarding) Subject: School Performance – Possible Reasons for the Deterioration of Attainment at Secondary Schools. Report of: Head of Schools Wards Affected: All & Families Is this a Key N0 Included in No Decision: Forward Plan: Exempt / No Confidential Report: Summary This report looks at the performance of secondary schools in Sefton against the nationally available research on the way different factors affect the progress and attainment of pupils. National research into pupil attainment and progression inevitably concludes ‘it’s complicated’ but some key themes which have an impact are: Deprivation & Poverty; Parental Education, Involvement, and Environment; School Culture, Quality, and Teacher Turnover; and of course The Pupil. The report outlines work that schools are doing to improve performance and some of the challenges to doing this. Recommendation(s): Overview and Scrutiny Committee (Children’s Services and Safeguarding) are recommended to: i) Note the report .. Reasons for the Recommendation(s): Overview and Scrutiny Committee (Children’s Services and Safeguarding) requested a report on this issue for their consideration. Alternative Options Considered and Rejected: (including any Risk Implications) None What will it cost and how will it be financed? There are no direct financial implications arising from this report. However, it should be noted that if a school is operating under a licensed deficit budget agreement with the Council then there is a financial risk to the Council if the school is inspected and is given a poor judgement. If as a result of the inspection the Regional Schools Commissioner invokes an academy order against the school then at the point of the school converting any financial deficit against the converting school will have to be met by the Council.
    [Show full text]
  • Harmonize Academy Ofsted Report March 2015
    School report Harmonize Academy 7, Phillimore Road, Liverpool, L6 6DL Inspection dates 25–26 March 2015 Previous inspection: Not previously inspected Overall effectiveness This inspection: Outstanding 1 Leadership and management Outstanding 1 Behaviour and safety of pupils Good 2 Quality of teaching Outstanding 1 Achievement of pupils Outstanding 1 Summary of key findings for parents and pupils This is an outstanding school. Typically students enter the academy with a The promotion of spiritual, moral, social and record of poor attendance and behaviour and cultural development is integral to the academy’s underachievement in education. They leave with values and is interwoven throughout the curriculum. improved skills in literacy and numeracy, much Students behave well and learn respect for each improved attendance and behaviour and with other and adults. better possibilities for their futures. Pastoral care for students is outstanding and is The Principal and his staff are passionate and strongly focused on tackling individual student highly skilled in establishing a learning community needs. where students can build self-esteem and self- Teachers and teaching assistants are highly skilled confidence. classroom practitioners that imbue students with Academy policies and procedures are well defined the confidence and desire to be better learners. and consistently applied across all provision. The quality of the cooperation between teachers Academy self-evaluation and systems are robustly and teaching assistants in enhancing student focused on how student outcomes can be learning and progress is exemplary. improved. Students make rapid progress in their learning and The curriculum provides students with the this is maintained throughout their time at the opportunities to develop their core skills in literacy academy.
    [Show full text]
  • Complaints Procedure MAT Policy
    The Heath Family (NW) Multi Academy Trust Complaints Procedure Date completed: Date reviewed and amended (formatting and contact September 2014 details): 1st November 2019 Custodian title & e-mail address Craig Parkinson, Chief Operating Officer, The Heath Family (NW) MAT [email protected] CONTENTS PAGE INTRODUCTION ............................................................................................................................................................. 1,2 1 THE KEY PRINCIPLES OF THE POLICY 1.1 Legal Context ................................................................................................................................................... 2 1.2 Summary of Procedure ................................................................................................................................... 2 1.3 Exceptions for which this procedure should not be used .............................................................................. 3 1.4 Circumstances under which stages of the procedure should be missed out ................................................. 4 1.5 Who may complain / Who to speak to .......................................................................................................... 4 1.6 Aims and Objectives of the Policy ................................................................................................................ 4,5 1.7 Recording Complaints ....................................................................................................................................
    [Show full text]
  • Bootle & Litherland
    Bootle & Litherland Neighbourhood Plan If you need this document in another language, please contact us. Contents About the Area Click here to find out about applying online Community Events & Clubs for our community Local Facilities funding Bright Ideas Travel Fund Action Plan Local Councillors Community Action Days Planned Improvements Regeneration & Development Neighbourhood Statistics Staff Members Customer Board @prima_grp @prima_grp Prima Group @PrimaGroupHousing Sign Up to Our Local Jobs and Training Bulletin Head to www.primagroup.org/local-jobs to sign up to our regular email bulletin and find out about jobs and training opportunities near you. Local Facilities About the Area • Bootle Leisure Centre - Lifestyles centre is council run Leisure Bootle and Litherland have everything you could need within centre. a 15 minute drive - beaches, parks, countryside and Liverpool • Lifestyle Fitness Bootle - Fitness club that offer fitness classes and city centre. People there often work together through use to the gym. different voluntary groups to improve the lives of local • Hugh Baird College - One of the largest providers of education and residents. Due to their close proximity to Liverpool city centre, training in the Liverpool area offering over 300 courses to students, Bootle and Litherland boast some of the best transport links with outstanding industry connections that help students succeed. and amenities that the area has to offer. • Health Facilities - Several local health centres in walking distance across Bootle and Litherland. Our properties in this area consist mainly of 2, 3, 4 and 5-bed • Local Primary Schools - Bedford Primary School, Christ Church, St purpose-built homes, with a small number of flats.
    [Show full text]
  • Work Related Learning
    Consultation on removing the duty to deliver work- related learning at key stage 4 Summary of consultation r esponses 6 October 2011 to 4 January 2012 Introduction On 6 October 2011 the Department for Education published a consultation on removing the duty to deliver work-related learning at key stage 4. In line with the changes that are being made to work experience for students post-16, Government will seek to remove the statutory duty to provide every young person at key stage 4 (14-16 year olds) with work-related learning. However, schools will still be free to determine whether and how work experience for young people at key stage 4 is provided. This approach reflects the Government’s policy of reducing prescription and increasing professional autonomy for teachers and schools. Removing the duty will cut down on bureaucracy and free up schools to deliver a broad and balanced curriculum, allowing them to be flexible in their provision for students who would genuinely benefit from work-related learning. Government considers work-related activities to be important but believes that schools are best placed to decide what is appropriate to suit the needs and circumstances of their pupils. This document is a summary of the responses to the work-related learning consultation. It sets out: • an overview of the issues raised in the responses to the consultation and • a summary of the responses to the questions. A total of 568 responses were received, broken down to the following organisations: Member of the public 130 23% School teacher/Head teacher 112 20% Businessman/woman or business representative 101 18% Careers/Work experience/Connexions 80 14% Local authority representative 64 11% Other: 38 7% Voluntary group 31 5% FE college teacher/Principal 7 1% Young person 5 1% Total: 568 100% *Those which fell into the ‘other’ category included a number of education and training consultants, representative organisations, 14 – 19 partnerships and those respondent’s who did not specify a type.
    [Show full text]
  • COVID-19 School Closure Arrangements for Safeguarding and Child Protection at Litherland High School
    Addendum -March 2020 Updated 19th June 2020 This addendum has been created following DfE Guidance on Safeguarding in Schools and other Providers issued by GOV.UK on 27 March 2020 and updated on 20 May 2020 and applies to all schools. This guidance is to be read alongside the School Child Protection and Safeguarding policy and the Keeping Children Safe in Education 2019 -Statutory guidance for schools and colleges on safeguarding children and safer recruitment. COVID-19 school closure arrangements for Safeguarding and Child Protection at Litherland High School School Name: Litherland High School Policy owner: David Yates/Carmel Murphy Date: 19th June 2020 Date shared with Governors: 22nd June 2020 Date shared with staff: 29th June 2020 1. Context From week commencing 1 June 2020, the Government is asking schools and colleges to plan to welcome back more children, as part of the response to Coronavirus (COVID-19) Children will be able to return to early years settings, Reception, Year 1 and Year 6, children will be back in school in smaller sizes, from this point. Secondary Schools and Colleges are expected to begin some face to face contact with Year 10 and 12 pupils. The way Litherland High School is currently operating in response to Coronavirus continues to be different, however, as more children return, our safeguarding principles in accordance with ‘Keeping Children Safe in Education’ (KCSIE) 2019, remain the same: o the best interests of children will always come first o if anyone has a safeguarding concern about any child they should continue to act and act immediately o a DSL or deputy DSL is available in school o unsuitable people are not allowed to enter the children’s workforce and/or gain access to children o children should continue to be protected when they are online.
    [Show full text]