Regular school attendance and punctuality are extremely important, valuable learning time is lost when pupils are absent or late. Pupils need to attend regularly if they are to take full advantage of the educational opportunities available to them. The school’s ethos demonstrates that children feel that their presence in school is important, that they are missed when they are absent or late. The school will take appropriate action when necessary in order to promote the aims of the policy.
AIMS
- To maximise attendance of all children.
- To provide an environment which encourages regular attendance and makes attendance and punctuality a priority for all those associated at the school.
- To monitor and support children whose attendance is a cause for concern and work in partnership with parents and carers to resolve any difficulty.
- To analyse attendance data regularly to inform future policy and practice.
- To work closely and make full use of the support from the wider community including the Education Welfare Service and multi-agency teams.
ROLES AND RESPONSIBLITIES
Responsibilities of families
The responsibility for ensuring children attend school regularly and punctually rests with parents . However, where school attendance problems occur, the key to resolving these problems is engaging the child through collaborative working between the parent, the school and the Local Authority.
Parents should:
- Ensure their children attend school regularly
- Ensure they are punctual for school.
- Ensure they are appropriately dressed and in a condition to learn.
- Comply with the attendance policy.
- Make sure their child understands the reasons for good attendance and punctuality.
- Make sure appointments are made outside of school hours wherever possible and show evidence of the appointment when it is not.
- Notify the school when their child is absent as soon as possible, preferably on the first day.
- Provide a written explanation for their child’s absence on their child’s return to school.
- Follow the procedure for term time holidays
- Only allow absence from school for legitimate reasons.
- Work in partnership with the school.
Responsibilities of the school
The school will:
- Have a registration system that is accurate, informative and understood.
- Analyse data regularly and identify the actions that need to be taken.
- Follow up unexplained absences promptly.
- Ensure that attendance and punctuality have a high profile in our communications with parents.
- Have clear written guidance for parents.
- Promote good attendance and punctuality for all.
- Work in partnership with families and the Educational Welfare Service.
- Inform parents of their child’s attendance regularly during the school year.
- Set and monitor progress towards annual targets for attendance.
- Evaluate the effectiveness of the Attendance Policy
Responsibilities of the Educational Welfare Service
The Education Welfare Service will:
- Monitor registers regularly.
- Identify pupils/families with attendance difficulties.
- Agree time limited action which needs to be taken by the school or education welfare officer.
- Feedback on the progress of cases and exchange of information.
- Issue penalty notices where applicable.
- Provide advice to the school.
- Work in partnership with the school and families.
SCHOOL PROCEDURES
The School uses Attendance Manager provided by SIMS to store and monitor it’s legal responsibilities in relationship to attendance. This system consists of specialised software and OMR sheets.
Registers are a vital legal document and teachers are required by their contractual duties to take an attendance register at the beginning of both the morning and afternoon sessions. Registers are returned to the School Office after the closure of the registration period.
Registers must be completed carefully and accurately, as they provide a record of a pupil’s attendance. Failure to compete a register accurately leaves the school vulnerable to complaint from parents or carers and constitutes a risk if an emergency evacuation has to take place.
Timing of the School Day
| Start | Register taken | Register returned to office | Register closes | Session ends | |
| Morning KS1 and Foundation | 8.55 | 9.05 | 9.10 | 9.30 | 12.00 |
| Morning KS2 | 8.55 | 9.05 | 9.10 | 9.30 | 12.15 |
| Afternoon KS1 and Foundation | 1.15 | 1.20 | 1.25 | 1.45 | 3.30 |
| Afternoon KS2 | 1.30 | 1.35 | 1.40 | 1.45 | 3.30 |
ATTENDANCE CODES
See Appendix 1- available from KS2 office
ABSENCE
Lateness
- Pupils arriving after the register has been closed at 9.05 am, will be considered as late.
- Pupils arriving after 9.05 must report to the School Office so that their attendance can be recorded.
- Pupils arriving after 9.30 am will be officially absent for the morning session. This will be considered an un-authorised absence unless a satisfactory reason is given, for example a medical appointment.
- Lateness is monitored
- Action to address lateness will be taken in line with the school’s strategy to improve punctuality.
Illness
- Parents/carers are asked to contact the school on the first day of absence to provide the reason for the absence. Parents/carers should provide a written explanation on their child’s return to school.
- Where Office Staff are not made aware of the reason for a child’s absence they will, wherever possible, contact parents/carers by telephone on the first day of absence.
- If any member of staff is concerned about a reason for absence, the Deputy Headteacher or Headteacher should be informed.
Medical or Dental Appointments
- Absence from school due to a medical or dental appointment will be considered as an authorised absence. Parents should inform the school in advance and show the letter or appointment card as evidence.
- Parents/carers are encouraged to make all medical appointments out of school hours.
Holidays During Term Time
Holidays during term time are discouraged because of the detrimental effect on education and where possible holidays should be taken during the school holiday periods. There is no automatic entitlement to leave and applications must be made in advance, in writing, to the Headteacher.
The school may consider approving a request for pupils provided the following conditions are met:
- The child’s attendance maintains 94% and above for the past 12 calendar months .
- The child’s attendance history for previous years has attained 94%.
- The period of absence does not include any internal or external examinations.
- That no more than 10 days holiday has been requested in one academic year.
- There are exceptional reasons as to why a holiday cannot be taken in normal holiday time.
If the holiday absence is not authorised because the child’s attendance falls below 94% and the holiday is taken any way, the case will be referred to the Education Welfare Service who may issue a Penalty Notice, in line with Local Authority guidelines, to each parent for each child taken out of school.
Applications to take a holiday or an occasional special day during term time will be considered on an individual basis. The Educational Welfare Officer is able to issue penalty notices to those families who do not abide by the decision.
For those parents who wish to apply for term time leave the following steps must be taken:
1. Parent enquires at the school office and applies to the Headteacher at least one month before travelling using the form provided by the school office.
2. Attendance Officer completes part 2 of the form with previous attendance
history.
3. Headteacher considers application in line with school policy.
Other Absence
Other absence from school will be considered on an individual basis and a decision will be made to authorise or un-authorise the absence.
MONITORING ATTENDANCE
Attendance is monitored regularly,
- The Attendance Officer will attempt to telephone families whose child is absent on the first day of absence where no reason has previously been given.
- Teachers must inform the Headteacher when they notice patterns of absence.
- Attendance data will be collected monthly to establish patterns of irregular attendance. This will include children with incomplete weeks; Monday and Friday absences; lateness; periods of extended absence; periods of un-authorised ; and all children with attendance below 90%. This data will be discussed with the EWO as part of the regular monthly meetings.
- The Headteacher and EWO will discuss the impact of the School’s Attendance Policy, attendance target and the strategies used to promote good attendance annually and the Headteacher will recommend an attendance target to the Governors .
- The Governors will set an annual target of attendance and unauthorised absence and review this annually at its first meeting.
The attendance monitoring file is kept in the KS2 Office
REPORTING ATTENDANCE
To Parents
All absences both authorised, unauthorised absence and lateness will be reported to the parents twice a year, during the Lent Term at Parent Consultations and at the end of the academic year within their child’s report. The Attendance Officer produces these reports for SIMS attendance module.
In order to give parents/carers a benchmark to their child’s attendance to other children in the school and nationally the following grades will be used:
100% - Excellent
98% - 99.9% - Very Good
94% - 97.9% - Good
90% - 93.9% - Satisfactory
Under 90% - Unsatisfactory
Parents are able to make an appointment with the Family Worker or Headteacher to discuss any concerns they have.
Parents are given information about whole school attendance in newsletters (Appendix 2 - Attendance Fact sheet available from KS2 office)
To Educational Welfare Service
The Attendance Officer provides an attendance print out of 95% and below to assist the Educational Welfare Officer with their register check. This report is shared with the Educational Welfare Service.
To the Department for Children, Schools and Families
Three times a year the Attendance Officer completes the FORVUS return as per guidelines.
To the Governing Body
The Headteacher’s Report includes an attendance update each term.
PROMOTING AND REWARDING GOOD ATTENDANCE
The class with the best weekly attendance overall in each Key Stage has the school mascot/cup in their class for the week.
The class with the best half termly attendance overall in each Key Stage has a certificate prominently displayed.
Children who achieve 100% attendance are presented with a certificate at the end of each term.
Children who achieve 100% attendance at the end of the year are presented with a certificate and attendance prize.
The rewards system is regularly reviewed and amended to continue to encourage good attendance particularly for poor attendees.
IMPROVING POOR ATTENDANCE AND PUNCTUALITY
The regular monitoring and analysis of school registers enables patterns and trends to be identified.
Step 1
Where poor attendance or punctuality is identified the parent is advised in writing that their child’s attendance/punctuality is being monitored for the next term. Parents are able to meet the Family Worker, Attendance Officer or Headteacher to discuss this.
Step 2
Where the concern persists the Family Worker will invite the parents to s meeting to discuss the reasons for the absence or punctuality difficulties. The purpose of this meeting is to plan for improvement. The school will continue to monitor the child’s attendance each week.
Step 3
Where no improvement has been made the Educational Welfare Officer will be informed and parents will be invited to a second meeting.
The aim throughout this process is to ensure all children have the best attendance possible. The school will work in partnership with parents and take into account individual circumstances, applying the process accordingly.
A visit to families at home will be arranged if necessary.
POLICY IMPLEMENTATION
The policy and associated guidance will be discussed with staff and governors.
A copy of registration guidance will be given to supply staff working in the school.
Families will be informed of the attendance procedures via the school prospectus, school induction meetings and newsletters.
This policy was ratified by governors May 2008.
It will be reviewed in May 2009 or sooner if regulations change.
This policy is written in the light of our school mission statement:
Jesus at the Heart of All That We Do
Philosophy
All children have a right to a challenging and appropriate education. We believe gifted and talented children should have sufficient opportunities to use and extend any special God given abilities and talents. We wish to create a culture of achievement and believe that any special abilities or talents should be identified as early as possible, and developed during children’s time at Sacred Heart Primary School.
Aims
Our principal aims are to:
- Ensure that all staff can successfully identify gifted or talented children
- Provide an education which is appropriate to the abilities and needs of such children
- Develop the children’s thinking skills through extended and enriching learning activities
- Develop the specific skills and talents of each child
- Be concerned not only for children’s academic development, but also for their social, moral, spiritual and emotional development
- Involve and encourage parents in meeting the needs of their gifted or talented children.
Definitions
Our school recognises, in accordance with DfES guidelines, that able pupils are typically advanced in comparison with the average for their year group, but not significantly so, whereas ‘gifted and talented’ pupils are those pupils who achieve, or have the ability to achieve, at a level significantly in advance of the average for their year group. The school normally expects to identify between 5 and 10 per cent of each year group as gifted or talented, although this will vary from year to year.
(See Table of Definitions, Appendix 1)
Identification and Monitoring
Gifted and talented children are identified through:
- teacher assessment
- information from previous teachers
- standardised testing
- End of Key Stage National Curriculum Tests (SATS)
- consultation with parents
- discussions with child
(Please refer to Appendix 2 for characteristics to inform judgements)
A Gifted and Talented Child Register is drawn up on the basis of this evidence.
Class teachers are responsible for monitoring children’s progress and achievements. Evaluation will inform planning for future needs. Progress will be tracked through the Tracking Folder evidence and discussed with parents. This is monitored by the Headteacher.
Strategies
Class teaching that responds to the needs of gifted and talented children may involve strategies such as:
Challenge – providing activities and experiences which engage interest, and stimulate thought and action at a high level
Enrichment – adding breadth and range to a child’s attainment and progress through activities and experiences which consolidate and widen the child’s knowledge, skills and understanding
Extension – providing opportunities for children to increase the depth of their knowledge, skills and understanding
Specialist teaching – providing teaching that utilizes the particular skills and expertise of individual teachers
Differentiation – modifying the learning experiences of gifted and talented children so as to promote the opportunities for them to engage primarily in higher order thinking
(See Types of Differentiation, Appendix 3)
Out of class activities which may include:
Master classes for gifted and talented children
Extra curricular clubs
Music or sports practice and performance, or competition opportunities
Special events – e.g. field trips, residential visits
Providing out of school activities within the community
Visits by experts – e.g. dance and music groups
(Please refer to Appendix 4)
Pastoral Care
Although this policy is written to assist gifted and talented children achieve their full potential, our major concern is for the whole child and his/her spiritual, emotional, social and intellectual development. Where under-achievement of gifted and talented children is identified, the school will seek to identify the cause and take remedial steps.
Responsibility for co-ordinating and monitoring progress
The role of the co-ordinator is undertaken by the Helen Winslet. This role includes:
- Supporting staff in the identification and setting up of provision for gifted and talented children
- Collating and monitoring the register of gifted and talented children
attending courses to develop expertise and share this with other staff
- Purchasing appropriate resources
- Monitoring and assessing provision
- Encouraging and facilitating the work of other staff
Responsibility of Class Teachers
- To fulfill their role in the identification and nomination of gifted and talented children
- To deploy the agreed professional approaches to the development of gifted and talented children
- To ensure that the parents of gifted and talented children have regular opportunity to contribute to, and receive feedback about, the assessments of children’s progress
Monitoring and Review by the Governing Body:
It is the responsibility of our Governing Body to agree and then monitor the school Gifted and Talented Policy. The committee of the Governing Body for curriculum issues does this together with the Headteacher. Parents and children complete a questionnaire on an annual basis, and our governing body pays careful consideration to any concern that is raised at that time or at any time by any parent.
This Policy is due for Review in the Autumn term 2010
Rationale:
In keeping with the spirit of the school’s Mission Statement our behaviour and discipline policy is positively based on a sense of love and respect for each individual. Within our community everyone is valued and individual needs are regarded as important. We recognise that each individual is unique and deserves to be shown care, respect and courtesy. In promoting and living the Gospel values within our school community we expect them to extend to the home and wider community that we serve.
Aims:
1. To develop a whole school behaviour policy supported and followed by the whole school community, parents, teachers, children and governors, based on a sense of community and shared values.
2. To apply positive policies that serve to create a caring, family atmosphere and enable teaching and learning to take place in a safe, secure and happy environment.
3. To use the family as our model so that any necessary correction takes place in a context of security, affection and concern for the individual.
4. To teach, through the school curriculum and the Catholic ethos of our community, values and attitudes as well as knowledge and skills.
5. To promote responsible behaviour and self-discipline and encourage in children a respect for themselves, for other people and for property.
6. To recognise that praise and encouragement are powerful motivators.
7. To encourage and promote good behaviour rather than to simply punish poor or bad behaviour by providing a range of rewards for children of all ages and abilities.
8. To make clear to children the distinction between minor and more serious misbehaviour and the range of sanctions that will follow.
9. To deal with all situations and problems promptly in a caring, professional and sympathetic manner.
To expect each member of staff to:
- recognise the importance of collective and individual responsibility for the
quality of behaviour whenever the children are on site or on educational visits.
- encourage good behaviour by ensuring that their own classroom organisation and management is of the highest possible level.
- should the occasion arise, seek advice from senior members of staff who, in turn, must support readily, while judiciously balancing the problems of a difficult pupil with the need to establish acceptable standards of behaviour.
Code of Conduct:
This code of conduct has been formulated with the safety and well being of the children in mind, and to enable the school to function efficiently as a place of learning.
- All members of the school community are asked to respect each other
- All children are expected to respect their teachers, other adults and fellow pupils
- All children are expected to respect their own and other people’s property and to take care of books and equipment
- Children are asked to be well-behaved, well-mannered and attentive
- Children should walk (not run) when moving around school, paying due care and attention to safety on the stairwell (KS2) as instructed
- If a child has a grievance against another child, it must be reported to a member of staff who will deal with the matter
- Physical violence is not acceptable, neither is retaliation. Repeated or serious incidents could lead to exclusion
- Foul or abusive language must not be used, parents will be informed of persistent use of inappropriate language
- Children and Staff are expected to be punctual, ready to make a prompt start to each new session
- Children must not bring sharp or dangerous instruments to school, or any item that might cause a problem. Toys or personal property must not be brought to school unless by prior arrangement with the class teacher.
- Children should wear the correct school uniform. Stud/small earrings and watches are permitted but are not to be worn during P.E. Rings, necklaces, bracelets and anklets are not permitted. Footwear must be sensible and appropriate; trainers and fashion shoes are not part of everyday school uniform. Hair attire should be simple and preferably in school colours. For swimming lessons (KS2) the children must wear appropriate swimwear as requested by Putteridge Community Centre.
In addition each class will have its own code of conduct displayed , often worked out with children.
An example of such a code could be as follows:
1. We listen carefully and follow instructions.
2. We treat other people how we would like to be treated.
3. We work quietly without disturbing our classmates.
4. We always tell the truth.
5. We always do our best.
Rewards and Incentives:
A major aim of the school policy is to encourage children to practice good behaviour by operating a system of praise and reward. This is for all children.
The Sacred Heart Primary system is based on praise/awards and the use of Golden Time (KS1) through which children can be rewarded for academic and non-academic achievements, for effort and for being caring, and for all aspects of good work and behaviour.
In Key Stage 2 the children are divided into four houses, Matthew, Mark, Luke and John. A record is kept of team merits and the scores announced during assemblies as well as displayed around the school. Children are given rewards for thoughtfulness, being helpful, good work etc. We hope that children will be encouraged to try their best in every aspect of school life.
Also individual certificates celebrating achievements will be awarded every Tuesday, to two pupils in each class. These are for good work, improved work, having the right attitude etc. They are recorded on the Good News Board (KS1) or Star Pupil Board (KS2) and weekly Certificate Book (KS2).
Incentive stickers/stamps/smiley faces are available for everyone. In addition, each class teacher gives verbal or written praise as often as possible.
Children are encouraged to display their achievements in and out of school in assemblies and in class.
Most children respond to this positive approach where their efforts are seen to be valued, and make considerable efforts to improve their work and where necessary, their behaviour.
Golden Time (Key Stage 1):
In KS1 all children will have a period of 25 minutes, generally on a Friday called “Golden Time”. During this time children will be allowed to choose suitable activities to complete.
All children will start the week with 25 minutes of Golden Time. If children misbehave, do not complete work or break the “Golden Rules” or the class code of conduct they will lose part of their allocated Golden Time.
Each class Teacher will follow three stages within the process:
1. A non-verbal warning – look, body language etc.
2. Verbal warning – reminder to the child of the rule they are breaking
3. Removal of 5 minutes Golden Time
Once Golden Time has been removed the child will immediately be given a chance to earn their time back. Each class teacher or adult working with the child will give the child an opportunity to correct their behaviour, complete unfinished work etc.
All children will be encouraged to earn back any lost time. If by Friday they have not got 30 minutes of Golden Time, the child will sit quietly with a timer for the length of time they have lost.
The Five Golden Rules of the School are:
1. We listen to our teachers, our helpers and each other.
2. We are kind, friendly and helpful.
3. We look after our school and things that belong to others.
4. We do our best in our work and play.
5. We try to be like Jesus.
6. Sanctions:
Minor breaches of discipline, are generally dealt with by the class teacher in a caring, supportive and fair manner, and with some flexibility regarding the age/individual needs of the child as far as sanctions are concerned. Each case is treated individually. Generally children are made aware that they are responsible for their own actions and that breaking rules will lead to punishments. Each class teacher will follow two initial stages within the process:
1. A non-verbal warning – look, body language etc.
2. Verbal warning – reminder to the child of the rule they are breaking.
Normal sanctions include a verbal reprimand and reminder of expected behaviour, will lead to loss of free times such as playtimes, Golden Time (KS1), moving to sit alone, sending unfinished work home, letters of apology and loss of responsibility.
However, after persistent inappropriate behaviour the class teacher may decide that the child concerned will be required to report to an allocated class teacher with suitable work to do and/or receive a formal detention during the nominated lunchtime (KS2) with a member of the Senior Leadership Team. The reason for the detention is recorded in the behaviour book. If a child receives three detentions (KS2) he/she will be sent to the Headteacher to discuss their behaviour. Should such behaviour develop a regular pattern and subsequent detentions follow, his or her parents will be asked to come to school to discuss the situation with the Class Teacher and Headteacher. In KS2 the number of detentions a child receives during the year are recorded in the annual end of year report to parents.
Discipline Issues are generally dealt with by-
1. Class teacher
2. Allocated teacher
3. A member of the Senior Leadership Team
4. Head Teacher
Procedures for Dealing with Major Breaches of Discipline:
Major breaches of discipline include physical assault, deliberate damage to property, stealing, leaving the school premises without permission, verbal abuse, refusal to work and disruptive behaviour in class.
This type of behaviour is generally rare and it is the responsibility of the Headteacher or the Deputy Headteacher who will deal with it accordingly, particularly if the problem keeps recurring. The standard procedure for this sort of behaviour follows a set pattern. Failure to improve leads automatically to the next stage, each stage being recorded, in accordance with LA guidelines.
-A verbal warning by the Headteacher or Deputy Headteacher as to future conduct
-Withdrawal from the classroom for an allocated period of time
-A letter to parents informing them of the behaviour/incident
-A meeting with parents to discuss the behaviour/incident
-A warning given about the next stage unless there is an improvement in the child’s behaviour
-A case conference involving parents and support agencies
-If the problem is severe or recurring then exclusion procedures may be implemented after consultation with the Chair of the Governing Body
-Permanent exclusion after consultation with the Governing Body and LEA where deemed appropriate
-Parents have the right of appeal to the Governing Body against any decision to exclude
Please Note:
Class teachers will normally follow up any behaviour or discipline problems involving children in their care. Pupils who still do not conform to the rules of the school will be referred to a senior teacher or Deputy Head and may be kept in during playtime. Children who are disruptive and fail to respond will be sent to the Head Teacher and a daily/weekly diary may be introduced. Unacceptable behaviour will be reported to parents and problem situations will be resolved at the earliest opportunity. Whilst reserving the right to use exclusions, every effort will be made to avoid implementing any form of suspension or permanent exclusion.
A very serious problem may result in the normal procedure being abandoned. The Headteacher and Parents will become involved immediately and the possibility of a child being taken home straight away.
Intervention:
At Sacred Heart Primary School the majority of children are well behaved. There are however occasions when individual children exhibit behaviour that is unacceptable. As part of the approach within our discipline policy of rewards and sanctions we use behaviour modification strategies to change individual children’s behaviour. These are used by all staff.
Each child is unique, so it is important that the cause of the behaviour is investigated and plans made to meet individual needs.
A wide range of rewards are used to reinforce positive behaviour. These can include:
- Change in classroom organisation
- Using different resources
- Using small steps devised for each child (e.g. sitting on chair for given length of time putting hand up to answer questions)
- Rewards of stars/smiley faces on work, on charts and in special books
- Golden Time (KS1)
- Use of certificates, special stickers for such things as listening, being kind, helpful etc.
- Sharing good behaviour with other children/other classes
- Celebrating children’s work in assembly
- Involving parents at an early stage to make an action plan together to improve behaviour.
The Management of Disruptive Behaviour
The Staff expect to take a primary role in the initial management of pupil behaviour within the classroom and any situation when they are in a supervisory role. In most instances a teacher’s usual control and professionalism will be enough to diffuse any problematical situation. However, where inappropriate behaviour is likely to escalate or prove damaging to people or property, staff must intervene to establish control.
Steps such as dialogue and diversion should always be taken to avoid the need for physical restraint but on occasion physical restraint may be the appropriate action to take. If this is the case then the following points should be noticed;
- Staff should have good grounds such as the risk of injury to persons or damage to property.
- Only minimum force should be applied.
- Restraint should be relaxed as soon as possible
- Where possible other staff should be present to assist or to act as a witness. To alert other staff of the situation a child will be sent immediately with a “help” card to the office.
If the person managing a given situation feels that a pupil needs to be isolated because of the risk of injury to persons or damage to property, this should not go on longer than is necessary.
Please refer to LA Guidance for School Staff on the use of Physical Interventions Including Restraints to Manage Behaviour
Critical Incidents:
These incidents are ones that may give rise to disciplinary or legal action or become a matter of public interest. Incident forms, when necessary should be used recording all details and are available from the Headteacher for all staff.
Serious incidents, such as the ones listed below must be recorded in the Incident Report diary, kept in the main office.
- Any incidents involving a child or anyone involved in the school which results in personal injury or damage to property.
- Any physical confrontation between pupils and staff
- Any incident which requires physical restraint
- Violence where a pupil causes injury
- Threatening behaviour
- Loss, theft or damage to property
- Incidents of smoking, drugs or solvent abuse
- Pupils absent from the site without permission
Lunchtime Behaviour Book:
This is used to record significant disciplinary measures taken by a member of staff against a child. This book is not for minor incidents in day-to-day classroom management but for serious occurrences of challenging behaviour.
Challenging behaviour can take the form of:
- Verbal abuse
- Physical abuse
- Assault
- Defiant refusal
- Absconding
Lunchtime Supervision:
At lunchtime, primarily the lunchtime midday supervisors carry out supervision. Teaching assistants are also responsible for particular children with specific educational needs but may support other children as appropriate. The senior supervisor can refer to the class teacher, member of the Senior Leadership Team, Deputy Headteacher or Headteacher if necessary. The Supervisor and staff are expected to maintain order. Usually this consists of reminding children of the standard of behaviour expected. Repeated minor problems after proper investigation may result in the child being asked to complete a task. This usually takes the heat out of the situation. The Supervisor and staff keep note of children who continually misbehave.
The Supervisor and lunchtime staff must be treated with the respect expected by all adults at Sacred Heart Primary School. Verbal or physical abuse will not be tolerated.
Persistent or serious misbehaviour at lunchtime is brought to the attention of the Headteacher or Deputy Headteacher through discussion or by means of the Lunchtime Behaviour Diary. This results in loss of privileges and play times. Parents will be informed if there is no improvement and the child in extreme/critical incidents may be excluded from the premises at lunchtime, for a fixed period of time. This will be followed if necessary by permanent exclusion – exclusions must always be recorded.
Lunchtime Games/ Loan System
During the lunch period the children are able to borrow specific equipment such as balls, skipping ropes, juggling balls etc. The equipment will be centrally stored and primarily organised/monitored by the lunchtime supervisors. The equipment is distributed and returned by the children in order to develop a sense of responsibility but ultimately the lunchtime supervisors are responsible for the care and use of the equipment.
Parents and Behaviour Management
As with any aspect of a child’s development involvement of the parent is essential to success. Parents can help:
- By recognising that an effective school behaviour and discipline policy requires close partnership between parents, teachers and children.
- By discussing the school rules with their child, emphasising their support of them and assisting where possible with their enforcement
- By attending parents’ consultation evenings, parents functions and by developing informal contacts with the school
- By knowing that learning and teaching cannot take place without sound discipline
- By remembering that staff deal with behaviour problems patiently and positively
Any disciplinary procedures taken as punishment following an incident or poor behaviour should always be consistent with this policy and in accordance with the School Aims and Mission Statement of our Catholic community.
Planning, Monitoring and Evaluation
It is the responsibility of our Governing Body to agree and then monitor the school Behaviour and Discipline Policy. The committee of the governing body for curriculum issues does this together with the Headteacher and RE Co-ordinator. The Headteacher will report to the Governors in the termly report on issues relating to this policy as appropriate.
A definition of bullying:
- Behaviour which is repetitive, wilful or persistent. ( In rare cases the bullying could bully a number of pupils but only once)
- Behaviour which is intentionally harmful carried out by an individual or group.
- Behaviour which produces an imbalance of power, leaving the victim feeling defenceless.
The four main types of bullying are:
- Physical ( hitting, kicking, theft)
- Verbal (name calling, racist remarks)
- Indirect (spreading rumours, excluding someone from the group)
- Cyber (using computers or mobile phones to intimidate or humiliate others; happy slapping)
In addition other forms include:
- Homophobic (any incident mentioned above which is perceived by the victim as being the result of sexist or homophobic attitudes of the perpetrator.)
- Sexist (any incident mentioned above which is perceived by the victim as being the result of sexist attitudes of the perpetrator.)
- SEN/ Disability (any incident mentioned above which is perceived by the victim as being the result of their SEN or disability.)
A pupil is being bullied or picked on when one of the following happens repeatedly:
- Another pupil or group of pupils say nasty things to him or her.
- They are hit, kicked or threatened.
- Are sent nasty notes or receive unwanted phone calls.
- They are teased.
- When they are excluded from friendship groups.
In short, it is the intention to hurt, frighten or intimidate another person.
At Sacred Heart Primary School we believe addressing bullying because:
- bullying makes pupils unhappy;
- bullying affects the learning of the victim;
- bullying can lead to school absence;
- if unchecked, it can affect the standards of social behaviour in the whole school community;
- taking action against bullying demonstrates that we are an effective and caring school.
Bullying is not:
A single one off incident but must be repeated over time. It may involve a number of one off incidents involving the same perpetrator but a number of victims. Since it involves the abuse of power a fight between two young people of similar age and stature is not bullying even if one wins. Such incidents will be dealt with in line with the Behaviour and Discipline Policy.
Aims and Objectives
- Bullying is wrong and damages individual children. We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.
- We aim to reduce the frequency of bullying
- We aim, as a school, to produce a safe and secure environment where all can learn without anxiety.
- We aim to produce a consistent school response to any bullying incidents that may occur.
- We aim to make all those connected with the school aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school.
- We aim to increase the likelihood that incidents are disclosed to responsible adults and to devise methods by which pupils can disclose to peers who have been trained to pass information to responsible adults within the school.
It is important to note that it is not the purpose of this policy to prescribe sanctions; these are detailed in the Behaviour and Discipline Policy.
The school has an active School Council, representatives from which discuss issues related to bullying, through their discussion of positive play times and promotion of playtime games. Where appropriate a buddy system is introduced for individual children, whereby playtime buddies help their peers to solve problems that occur both in and out of the classroom. Prefects act as “Playground Monitors” and twenty pupils from Year 5 and 6 are trained to lead playground activities. These are a child’s first contact point, if they feel they cannot tell an adult.
Playground games and activities are available for children during the lunch time break. These activities are designed to promote a healthy lifestyle, encouraging teamwork and participation, skills which discourage the concept of bullying.
A selection of posters and books as a basis for assemblies on the theme of anti-bulling is available to staff for whole school assemblies or class/year group collective worship times. PSHE & C lessons are often based on the themes of bullying and anti-social behaviour, providing a problem-solving approach and exploring how bullying can be prevented and combated. SEAL resources are used with groups of identified pupils.
Special Educational Needs or Disabilities
Some pupils with special educational needs or disabilities might not be able to articulate experiences as fluently as others. Staff are particularly aware of these pupils and where appropriate a named adult or buddy is appointed to monitor play times or classroom activities.
Teacher’s Role
Teachers at Sacred Heart Primary take all forms of bullying seriously and intervene to prevent incidents from taking place.
- If teachers witness or become aware of an act of bullying, they do all they can to support the child who is being bullied. A clear account of the incident should be recorded (in the Pupil Incident Book- KS2 office) and also ensure there is an appropriate response to the bully. They will verbally report the incident to the Head Teacher.
- Interview all parties and carefully record the outcomes.
- Reassure the pupil that something can be done and will be done to stop the bullying.
- If the knowledge of the incident arises through a third party, (fellow pupil, parent or other adult) similar procedures will be undertaken.
- Each teacher has their own system for giving children the opportunity to relate any incidents that concern them when they come in from play.
Teachers will work to restore the pupil’s self esteem and confidence, offering continuous support over a period of time as appropriate.
Head Teacher’s Role
- It is the responsibility of the Head Teacher to implement the school anti-bullying strategy and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to deal with incidents of bullying.
- The Head Teacher is responsible for monitoring incidents of bullying and the actions which are taken as a result of a reported incident.
- The Head Teacher will work with class teachers to ensure all parties are interviewed and record the outcomes in the Pupil Incident Book.
- The Head Teacher reports to the Governing Body about the effectiveness of the anti-bullying policy on request.
- The Head Teacher ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school.
- The Head Teacher draws the attention of children to this fact at suitable moments. For example, if an incident occurs, the Head Teacher may decide to use assembly as a forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.
- The Head Teacher ensures that all staff attend sufficient training as appropriate, to be equipped to deal with all incidents of bullying.
- The Head Teacher sets the school climate of mutual support and praise for success, so making bullying less likely. When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.
- It may be appropriate to organise the teaching of techniques and skills to support pupils who are repeatedly bullied by different people. An example of such a skill is fogging which is an assertiveness technique to deal with name calling.
Lunch-time Supervision
- If an incident occurs at lunch-time or witness a pattern of what they believe to be bullying then the mid-day supervisor will refer this to the relevant class teacher and Head Teacher.
- The incident will be recorded by the mid-day supervisor in the Pupil Incident Book.
The Role of the Parents
- Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher immediately.
- Parents have a responsibility to support the school’s anti-bullying policy and to actively encourage their child to be a positive member of the school.
Planning, Monitoring and Evaluation
It is the responsibility of our Governing Body to agree and then monitor the school Anti-bullying policy. The committee of the governing body for curriculum issues does this together with the Headteacher, RE and PSHCE Co-ordinator. The Headteacher will report to the Governors in the termly report on issues relating to this policy as appropriate.
Further Action
- To identify appropriate training within the continuing professional development program to enable staff to develop understanding of their role with regard to the school Anti-bullying policy.
- To continue to implement the PSHCE programme within the school, using strategies such as Circle Time, SEAL and circle of Friends to support pupils as appropriate.
- To consult with stakeholders and review policy statement annually
APPENDIX 1
Advice agencies, Help lines and Websites
The following Agencies offer information, leaflets and some give advice on individual cases.
.
Advisory Centre for Education
Offers advice to parents on school issues including bullying
www.ace-ed.org.uk
Anti-Bullying Alliance
Resources include: Anti-Bullying Week materials; a
Monthly e-bulletin; briefings; and many other resources
for professionals.
www.anti-bullyingalliance.org.uk
Tel: 020 7843 1901 (general information, not a helpline)
Barnardo’s
Offers advice and support for children, young people and families in many areas including bullying
www.barnados.org.uk
Tel: 020 8550 8822 (general information, not a helpline)
Bullying Online
Offers information and guidance around bullying issues
www.bullying.co.uk
ChildLine (ChildLine in partnership with schools)
Offers information for children in distress
www.childline.org.uk
Tel: 0800 1111 (24-hour helpline)
Children’s Legal Centre
Organisation offers advice about children and the law
www.childrenslegalcentre.com
Tel: 0845 456 6811 (helpline)
Department for Education and Skills
Offers guidance to schools on how they should deal incidents of bullying
www.dfes.gov.uk/bullying
Every Child Matters
Outlines the ways in which schools and other organization should help children and young people meet the Five Outcomes
www.everychildmatters.gov.uk
Healthy Schools
Offers support to schools to improve their all-round health. This includes all aspects of pupils’ well being
www.wiredforhealth.gov.uk
Kidscape
Kidscape works UK-wide to provide individuals and organisations with practical skills and resources necessary to keep children safe from harm. The Kidscape staff equips vulnerable children with practical non-threatening knowledge and skills in how to keep themselves safe and reduce the likelihood of future harm.
www.kidscape.org.uk
Tel: 08451 205204 (helpline for concerned parents, carers, and relatives)
National Children’s Bureau
NCB is a charitable organisation that acts as an umbrella body for organisations working with children and young people in England & Northern Ireland. Through working in partnership, sharing knowledge, resources and services we have created a powerful, authoritative and influential voice to improve the lives of children and young people.
www.ncb.org.uk
Tel: 020 7843 6000
National Council for Voluntary Youth Service
NCVYS is the independent voice of the voluntary youth sector in England. A diverse network of over 160 national voluntary youth organisations and regional and local youth networks, NCVYS has been working since 1936 to support voluntary and community organisations that work with young people.
www.ncvys.org.uk
Tel: 020 7253 1010
National Youth Agency
Aims to advance youth work to promote young people's voice, influence and place in society.
www.nya.org.ukTel:
0116 242 7350
NSPCC
Provides information and support for children, young people and families
www.nspcc.org.uk
Tel: 0808 800 5000 (24-hour helpline)
Ofsted
The official body for inspecting schools. Provides links to school reports and official publications as well as a FAQ and contact details.
www.ofsted.gov.uk
Parentline Plus
Parentline Plus works to offer help and support through an innovative range of free, flexible, responsive services - shaped by parents for parents.
www.parentlineplus.org.uk
Tel: 020 7284 5500 (for general information only)
Parentline: 0808 800 2222 – 24-hour helpline for parents
Textphone: 0800 783 6783 – 24-hour helpline for parents
Relate
Relate offers advice, relationship counselling, sex therapy, workshops, mediation, consultations and support face-to-face, by phone and through this website.
www.relate.org.uk
Schools Health Education Unit
Aims to provide services that promote objective debate in communities about the best ways to serve and educate, principally young people, about health and social issues, and to foster co-operation between professionals in education and health, and between adults and young people.
www.sheu.org.uk
01392 667272
Teachernet
The government standard site for UK teachers and schools-related professions.
www.teachernet.gov.uk
Victim Support
Victim Support is an independent charity which helps people cope with the effects of crime. It provide freee and confidential support and information to help you deal with your experience.
www.victimsupport.org.uk
Each
provides award-winning support to individuals affected by homophobia and training to organisations committed to realising an equal and safe environment for all regardless of sex, faith, sexuality, age, ethnicity or ability.
www.eachaction.org.uk
Tel: 0808 1000 143 (national, freephone helpline for
Young people affected by homophobic bullying. Lines
open Mon - Fri 10am - 5pm, Sat 10am - midday)
Young Voice
Young Voice is a registered charity undertaking research with children and young people. We work in partnership with young people to bring you their views, experiences and concerns. We offer research, evaluations, training and consultation.
www.young-voice.org.uk
Tel; 0208 979 2952
Philosophy
In accordance with our mission statement and the aims of the school, we believe that Physical Education is essential to the development of the whole child – academic, social, emotional, spiritual and physical. It provides the foundation for a healthy lifestyle and contributes to the development of literacy, numeracy, citizenship and self-esteem. We also believe that Physical Education should allow children to develop respect for their bodies and control and co-ordination over it.
Curricular Aims and Learning Objectives
1.To develop skilful use of the body, the ability to remember, repeat and refine actions and to perform them with increasing control, co-ordination and fluency (acquiring and developing).
2.To develop an increasing ability to select, link and apply skills, tactics and compositional ideas (selecting and applying).
3.To improve observation skills and the ability to describe and make simple judgements on their own and others’ work, and to use their observations and judgements to improve performance (improving and evaluating).
4.To develop an understanding of the effects of exercise on the body, and an appreciation of the value of safe exercising (knowledge and understanding of fitness and health).
5.To develop the ability to work independently, and communicate with and respond positively towards others (working alone and with others).
6.To promote an understanding of safe practice, and develop a sense of responsibility towards their own and others’ safety and well being (applying safety principles).
To promote physical activity and healthy lifestyles, pupils should be taught:
a.To be physically active;
b.To engage in activities that develop cardiovascular health, flexibility, muscular strength and endurance;
c.The increasing need for personal hygiene in relation to vigorous physical activity.
To develop positive attitudes, pupils should be taught:
a.To observe the conventions of fair play, honest competition and good sporting behaviour as individual participants, team members and spectators;
b.How to cope with success and limitations in performance;
c.To be mindful of others and the environment;
d.To develop leadership skills.
Entitlement
At Key Stage 1 pupils should be taught the knowledge, skills and understanding of PE through Dance, Games and Gymnastic Activities.
At Key Stage 2 pupils should be taught the knowledge, skills and understanding of PE through Dance, Games, and Gymnastics Activities and through two further areas from Swimming and Water Safety, Athletic and Outdoor and Adventurous Activities.
There is also a Public Service Agreement to increase the percentage of school children in England who spend a minimum of two hours each week on high quality PE and school sport within and beyond the curriculum to 85% by 2008 and 100% by 2010.
The PE Curriculum
Pupils are taught Games, Gymnastic Activities and Dance in years 1 through to 6 and swimming in years 3 to 6. In addition pupils in years 4 and 5 are taught athletics activities and those in year 4 attend a 3-day residential at Dell Farm where they experience a range of Outdoor and Adventurous Activities. Pupils receive a minimum of two timetabled 45 minute lessons a week in Key Stage 1 and two 60-minute lessons a week in Key Stage 2.
The Foundation Stage is taught physical development to promote co-ordination, control, manipulation and movement throughout the year through play and child initiated activities as well as through focused activities. They receive two timetabled 45 minute lessons a week that focus on spatial awareness and body management through gymnastic, games and dance type activities.
The curriculum team for PE is responsible for mapping the curriculum and thus ensures that pupils experience a coherent and progressive curriculum across both key stages.
Teaching and Learning
Two styles of PE teaching are normally found in the school, ‘direct’ and ‘indirect’.
The direct approach caters for the needs and abilities of all pupils and allows them to approach the exercises that have been set in their own way. When appropriate the teacher must give active encouragement and help to individual pupils. Any interesting problems and good examples could be demonstrated to the whole class.
The indirect approach increases pupils’ self-awareness but this should not be allowed to develop into a self-centred approach. Pupils will be taught to be co-operative and courteous at all times.
The direct approach covers formal tracking of specific skills. It is important to plan for progression and continuity and previous assessments should inform teachers of a pupil’s ability and experience. Pupils learning a new skill should have the necessary strength, flexibility and body awareness and should pass through the progressive stages leading up to that skill.
Continuity and Progression
This is achieved through medium term planning and the use of whole school schemes of work.
Assessment and Recording of Progress
Children are assessed through informal teacher assessment and progress made is recorded on the child’s annual report. Formal assessment procedures are in place.
Equal Opportunities and Inclusion
All children receive the same opportunities within PE irrespective of gender, ethnicity, disability or special educational needs. Children are taught in mixed ability and gender groups in order to develop social cohesion, confidence and raise their self- esteem.
Staffing
All teachers within the school are required to teach PE and should be suitably attired. At present the majority of PE is taught by qualified coaches. A curriculum audit of staff CPD requirements is carried out on an annual basis and training needs identified accordingly. We continue to raise staff awareness and development through PE inset and the sharing of staff expertise.
Equipment and Resources
There are two school halls, which contain fixed gymnastic apparatus, plus additional PE equipment. Both are used primarily for indoor PE but also serve as the school dining rooms. There are two small playgrounds and a grassed area that are used for outdoor games. The Key Stage 2 playground is marked for netball whilst both are marked for additional playground games.
There is a range of equipment available for the teaching of games skills and music for the delivery of dance. There are also TOP Play, TOP Sport and TOP Dance resources in school along with additional propriety resources which are stored in the staff room or PE store.
The PE cupboard is to be kept clear of clutter and when used equipment is to be replaced promptly and tidily in the correct marked location to ensure the hall is safe to be used for other activities.
The gymnastics equipment is inspected annually as part of the schools Maintenance Contract.
Health and Safety
Health and Safety awareness is an integral part of children’s learning in PE. We recognise that safety is of paramount importance. We expect all staff to adhere to the School Policy ‘Health and Safety in PE’ and to the BAALPE (British Association of Advisers and Lecturers in Physical Education) guidelines ‘Safe Practice in PE’, copies of which are available in the staff room.
Teachers should consult individual pupil records to ensure they are aware of children with specific health/medical problems and allergies.
To ensure safe practice, pupils should be taught:
a.To respond readily to instruction;
b.To recognise and follow relevant rules, laws, codes, etiquette and safety procedures for different activities or events, in practice and during competition;
c.About the safety risks of wearing inappropriate clothing, footwear and jewellery, and why particular clothing, footwear and protection are worn for different activities;
d.How to lift, carry, place and use equipment safely;
e.To warm up for and recover from exercise, be aware of the changes that occur to their bodies as they exercise, and to recognise the short and long term effects of exercise on the body.
Health and safety is an important issue which all staff are responsible for.
Out of Hours Learning Opportunities
Throughout the year there are opportunities for all children to be involved in a variety of physical activities which enhance and enrich their experiences of physical activity. These currently include football, netball, gymnastics, cricket, multisports, streetdance, trampolining and tennis. In addition equipment is also made available to children at playtimes in the playground at break and lunchtimes.
The Use of Volunteers and Paid Coaches
The school checks that any volunteers and paid coached working within it have been CRB checked and are appropriately qualified. All volunteers and paid coaches working in schools should meet the criteria as outlined in the LBC guidance on the use of volunteers and paid coaches in PE and School Sport, a copy of which can be found with the Headteacher.
Monitoring and Evaluation
It is the responsibility of our Governing Body to agree and then monitor the school Physical Activity Policy. The committee of the governing body for curriculum issues does this together with the Head teacher and co-ordinators as appropriate. The Head teacher will report to the Governors in the termly report on issues relating to this policy as appropriate.
As part of the schools monitoring and review cycle, delivery of PE within the school will be monitored formally through lesson observations and informally by the PE co-ordinators in line with the School Improvement Plan.
Review date: September 2011
This is a working document for the use of all staff.
This area is managed by the curriculum team with responsibility for PE.
Rationale
In keeping with the spirit of the school’s Mission Statement our Special Needs Policy is positively based on a sense of love and respect for each individual. We believe that each child has a divine origin and that each child is a unique individual. Our mission is the provision of a context, content and a process of education truly dedicated to developing the full God given potential of each pupil.
Philosophy
All children have a right to an education that develops their potential. We believe that all children should have equal access to a broad and balanced curriculum.
Aim
We share the Governments aspirations of achieving excellence for all our pupils and, in co-operation with the Local Authority (LA); we aim to identify particular needs as early as possible and to provide support for those pupils with Special Educational Needs.
Responsibilities
The Governing Body and the Head Teacher will determine the School’s general policy on SEN. The Headteacher has the overall responsibility for the day-to-day management of the policy in consultation with the Special Needs Co-ordinator, (SENCo). All teaching and support staff have the shared responsibility for the day-to-day implementation and operation of the policy.
Definition of SEN
For the purpose of this policy Children have special educational needs if they have a
learning difficulty that call for special educational provision to be made for them.
“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:
- Have a significantly greater difficulty in learning than the majority of children of the same age; or
- 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 school.”
Objectives
We will :
-Identify children with special needs as soon as possible.
-Plan and teach these children carefully using differentiation.
-Give all children access to a broad and balanced curriculum.
-Assess children’s progress regularly.
-Include children with SEN in the full life of the school.
-Provide equal opportunities for all children.
-Support and train staff
-Keep parents informed of their child’s progress and inform them as soon as concern is raised.
The school will have regard to the Special Educational Needs Code of Practice:
-when carrying out its duties toward all pupils with special educational needs and
-ensure that parents are notified of a decision by the school that SEN provision is
-being made for their child.
Partnership with parents plays a key role in enabling children and young people with SEN to achieve their potential. The school recognises that parents hold keyinformation and have knowledge and experience to contribute to the shared view of a child’s needs and the best ways of supporting them. All parents of children with special educational needs will be treated as partners and supported to play an active and valued role in their children’s education.
Provision of Resources
The Governing Body, together with the Headteacher, allocates resources to children with SEN as deemed appropriate and necessary. Where there are children with a statement of Special Educational Needs any funds granted by the LA will be identified and used appropriately to provide human and other resources in accordance with the targets set in the Individual Education Plan (IEP).
Admissions
Please refer to the current Admission Policy.
Inclusion
Our school is committed to inclusive education. All pupils have access to the National Curriculum. SEN and EAL children are withdrawn from class as identified on their IEPs.Support is also provided in class.
SEN Teaching
In a,ccordance with the Code of Practice all teachers are responsible for the teaching of children with SEN. The SENCo, in consultation with the class teacher and the relevant teaching assistants, draws up programmes of work for children who have Statements and for children who are at School Action Plus or School Action, as well as for the EAL children-see policy for ‘The Induction of EAL children’.
SEN and Disability Discrimination Act
The act includes both physical and learning difficulties within this definition. Pupils with disabilities are admitted to the school in accordance with the schools admission criteria. Parents of children with special needs are encouraged to visit the school to discuss individual requirements with the Head Teacher prior to admission and where appropriate a Transition programme is planned.
This Policy is linked with our Racial Equality and Equal Opportunities Policy and School Behaviour & Discipline Policy.
Identification, Assessment and Review
It is recognised that children with Special Educational Needs may be identified by parents, staff, outside agencies or any person involved with the child. Once identified, discussion between the class teacher and the child’s parents will take place. It may be decided to monitor and review the situation. If it is decided that the child has a significant difficulty, after further consultation with the Parents, SENCo, and other appropriate agencies, the procedure in accordance with the New Code of Practice 2001 will fall into the Action or Action Plus criteria.
Monitoring
It is essential that any areas of concern are identified as early as possible. In our school these concerns are identified from day to day observation, the on-going assessment of the class, the Baseline Assessments, Key Stage 1 and 2 SAT results and the results of the end of year QCA tests in English and Maths. In addition, teachers are encouraged to use information gathered from parents and previous teachers, such as background information, annual reports, insights into the child’s strengths and weaknesses and any relevant medical information.
Class teachers keep records for at least half a term and involve parents in this. After a term the class teachers consult the SENCo for consideration for “School Action” and an IEP is drafted.
School Action;
The Responsibility at this stage lies with the class teacher and SENCo.
-The child’s name is added to the school’s SEN database.
-The class teacher devises interventions which are additional to, or different from, the differentiated curriculum and usually plans an Individual Education or Behavioural Plan.
-Evidence and assessment of the child’s progress should be collected, reviewed, held by the class teacher and made available to those concerned.
-If a child’s progress is considered satisfactory for at least two review periods, it may be decided that the child no longer needs special help. However the child’s name will be retained on the SEN database until it is clear that progress does not cause concern.
-A child who is giving concern may be discussed at the LA School Consultation Meeting with the permission of the parents.
-Additional support may take the form of withdrawal, in-class support, and provision of extra work, advice, consultation, observation or assessment.
-Records should be maintained by the staff and made available to those concerned.
-Progress should be formally reviewed with parents at least termly.
School Action Plus
With the permission of parents, The Head Teacher, SENCo and class teacher will seek advice from specialists at the termly school liason meeting;
-Individual Educational/Behavioural/Care Plans are prepared in accordance with the advice received from the specialists.
-The SENCo takes the lead in any further assessment of the child, planning future interventions in discussion with colleagues, monitoring and reviewing action taken.
-Records should be maintained by the staff and made available to those concerned.
-Progress should be formally reviewed with parents at least twice a year.
-If progress is unsatisfactory, the criteria for an application for Statutory Assessment may be considered.
-The LA is asked by the Head Teacher to consider the need for Statutory Assessment.
Application for a Statutory Assessment
If it is considered that a Statement might be appropriate, the SENCo and the Head Teacher, working closely with the LA and the Learning Support Services, request a formal statutory of the child’s needs. The LA considers the assessment and, if in agreement, awards a Statement.
Statements of Special Educational Needs
This stage is reached when the LA is satisfied that the child’s needs cannot be met within the budget of the school. A precise educational prescription for the child, based on accurate and detailed account of needs, is provided and extra resources may be allocated to the school.
For children with Statements of Educational Needs the SENCo will:
-Work closely with everyone involved, will oversee the drawing up of individual education plans with aims and objectives met.
-Meet at leasttermly with the parents and class teacher to review the progress made and the targets met.
-Prepare and distribute the documentation for annual review
-Arrange for the child’s parents and relevant professionals (written invitation followed by telephone call) to attend the annual review.
Access to the Building
The school’s accessibility plan is in place. Modifications to the building have taken place and the school is now accessible for non-ambulant pupils and adults. There is a disabled toilet/shower facility and an SEN base/resource room in Key Stage 1 and Key Stage 2.
Partnership with Parents
Education should be seen as a partnership between Home, School and Parish. If parents have any concern about their children they should discuss this with the class teacher or by appointment with the Head or SENCo.
If a class teacher, the SENCo or the Head Teacher has any concern about a pupil, the parents will be invited in to school to discuss the situation fully.
Confidentiality will be respected at all times. In accordance with whole school policies all staff will respect the confidentiality of all information relating to pupils and their families. All staff will implement confidentiality with regard to information and policy decisions taken by the Governing Body.
In-service Training:
The Headteacher and Governing Body support the training and professional development of all staff concerned with SEN. This will be reflected in the School Improvement Plan.
Staff attending courses pertinent to SEN may then disseminate information formally and informally during Staff Meetings and Training Days.
Staff when appropriate will avail of opportunities to share or develop training with other schools, LEA courses and other professionals.
Arrangements for considering complaints
If there is cause for complaint, parents should contact the class teacher in the first instance, then the SENCo and if matters are not resolved, the Headteacher to discuss the matter.
Evaluation
Our success will be measured by:
-Regular reviews to assess progress
-Analysis of results of standardized tests carried out annually
-Annual review of children with statements
-Analysis of results of Key Stage 2 SATs
-Emerging priorities to be added to School Improvement Plan
Monitoring the Policy
It is the responsibility of our Governing Body to agree and then monitor the school Special Educational Needs Policy. The committee of the governing body for curriculum issues does this together with the Head teacher and SENCo as appropriate. The Head teacher will report to the Governors in the termly report on issues relating to this policy as appropriate.
This plan is written in the light of our school mission statement and aims:
“Jesus at the Heart of all that we do”
Introduction
The SEN and Disability Act 2001 extended the Disability Discrimination Act 1995 (DDA) to cover education. Since September 2002, the Governing Body has had three key duties towards disabled pupils, under Part 4 of the DDA:
-Not to treat disabled pupils less favourably for a reason related to their disability;
-To make reasonable adjustments for disabled pupils, so that they are not at a substantial disadvantage;
-To plan to increase access to education for disabled pupils.
This plan sets out the proposals of the Governing Body of the school to increase access to education for disabled pupils in the three areas required by the planning duties in the DDA:
-Increasing the extent to which disabled pupils can participate in the school curriculum;
-Improving the environment of the school to increase the extent to which disabled pupils can take advantage of education and associated services;
-Improving the delivery to disabled pupils of information which is provided in writing for pupils who are not disabled.
It is a requirement that the school’s accessibility plan is resourced, implemented and reviewed and revised as necessary. Attached is a set of action plans showing how the school will address the priorities identified in the plan.
Vision and Values
Sacred Heart Primary School has high ambitions for its disabled pupils and expects them to participate and achieve in every aspect of school life. The school’s commitment to equal opportunities is driven by our Mission Statement and the National Curriculum Inclusion statement.
The school:
-Sets suitable learning challenges;
-Responds to pupils’ diverse needs;
-Takes all reasonable measures to overcome potential barriers to learning and assessment for individuals and groups of pupils.
Sacred Heart Primary School aims to identify and remove barriers to disabled pupils in every area of school life and makes all children feel welcome irrespective of race, colour, creed or impairment.
Mission Statement
‘Jesus at the Heart of all that we do’
In the light of our school mission statement we believe that Religious Education is the centre around which the planning and teaching and learning in our school is focussed.
The Gospel values form the core of our aims and objectives and provide the sure foundation on which the seeds of faith can be nourished and can flourish in the hearts and minds of everyone in our school.
Aims
To work together to create a community in which the catholic ethos of the school is fostered at all times and work towards the five outcomes of ‘Every Child Matters.’
To introduce the children to the teachings of Jesus.
To encourage then to seek knowledge and to love it. A knowledge that embraces both religious and human growth, for the world and all that is in it, is made by God.
To nurture and nourish the seed of our faith planted in each child, as he or she progresses along their journey of life.
To encourage each child to grow in self esteem, stay healthy and to foster a positive attitude to life.
To foster and develop in all pupils a mutual regard, understanding and respect for others.
To establish high expectations in all curriculum areas and a commitment to setting and meeting challenging and realistic targets in which all pupils in our school reach their full academic potential.
To provide a caring, secure and stimulating environment in which each child can grow in a community which daily celebrates the gospel values in practice.
To encourage children to respect the cultures and religious beliefs of others.
Pupil Data
Sacred Heart Primary School is a two form entry school with approx. 409 on roll. The percentage of school’s population with disabilities and SEN when compared with other schools nationally has been low. However the school now finds itself welcoming a growing number of children with SEN and disabilities. At the present time (Autumn 2010) 41 children on the SEN register and in addition has 3 pupils with care plans.
The children have a wide range of disabilities and needs and include:
Attendance levels for children with disabilities is in line with whole school data.
Whole School Attendance 2009/10 - 95.6%
Attendance for disabled/SEN pupils 2009/10 - 94%
There have been no permanent exclusions in the last three years . Exclusions are rare due to efforts made to support children with behavioural issues through ‘Behavioural Support Plans’.
The school works closely with SEN Support Team and the pre school settings who have children transferring into the Foundation Stage in order to provide the necessary support and resources for children with special needs.
On occasions when children are admitted into the school with little or no indication that additional resources are required, advice is sought from the LA Educational Support service.
School Information
All pupils have equal access to all areas of the curriculum, after school clubs and school trips. Where a pupil has a specific barrier to accessing certain areas of the curriculum, advice and support is always sought from the appropriate outside agencies or special schools e.g. children with physical impairment may find accessing PE challenging. The school takes advice from local special schools.
School trips, after school clubs, extra curricular activities and events arranged by the ‘Friends’ association are open to all children.
In FS and KS1 the school is a ground floor building with few steps. There is good access to all areas of the school. The main entrances are all accessed via ramps. In KS2 the building has a second floor accessed by stairs, these areas are presently used by Years 4 and 5. There is good access to all areas on the ground floor. The school has recently refurbished its disabled toilet provision there are disabled toilet facilities in the KS1 and KS2 buildings. The provision of a clean medical room in the KS1 building was included on the last building project.
The Learning Lodge, which is used by the Breakfast and After School Club, has an access ramp, a disabled toilet is available in the nearby KS1 building.
All pupils achieve well and make good progress including those disabled children and children with SEN.
Priorities
The school has identified the following priorities for its Accessibility Plan.
To ensure new members of staff are aware of what the DDA requires of them.
To ensure that staff training is provided to ensure staff can support the needs of disabled pupils.
To continue to adapt to the needs of disabled pupils to ensure they can participate in all areas of the school curriculum.
To continue to improve the physical environment of the school to ensure disabled pupils can take advantage of education and associated services.
To support parents with disabilities to fully access school and services provided
To support children of parents with disabilities to fully access school and services provided.
Implementation
This Disability Equality Scheme represents the school’s vision backed up by key actions which will be carried out within the next three years. There will be:
-Clear allocation of lead responsibility
-Clear allocation of resources
-Indication of expected outcomes
-Clear timescales
-Specified time-scale for process and review:
The governing body will monitor and review this scheme. Findings will be reported annually to all members of the school community.
Evaluation
There will be internal evaluation of this scheme as above, and also with the school improvement partner and OFSTED. Evaluation of this scheme will therefore be incorporated into the OFSTED SEF, as will the data giving information on the number of disabled pupils in the school, and their achievements.
Reporting
There will be an annual report on this scheme demonstrating:
-Progress made
-Outcomes achieved
-Work in progress
-Amendments to the scheme.
This report will be published as follows:
-On the school’s website
-Hard copy will also be available to all school members, in the form of alternative communication where necessary.
Links with other school plans and policies:
This Scheme is to be read in conjunction with the School Accessibility Plan. Together, they are intrinsic to:
1.The School Improvement Plan
2.The Equal Opportunities Policy
3.Anti-Bullying Policy
4.SEN Policy
5.Inclusion Policy
Review date: January 2013 
