Policies
Attendance Policy
This policy should be read in conjunction with:
• Child Protection (Safeguarding) Policy
• The DfE publication, “Keeping Children Safe in Education” (2020)
• Parental Commitment
Introduction
The King Alfred School is committed to ensuring progress and positive outcomes for all pupils. Regular attendance at school is important in achieving this.
This policy sets out:
• The procedures in place to monitor attendance
• The procedures for following up absence
• How parents should request leave of absence for their child
Registration
All children at The King Alfred School have their attendance registered twice daily (morning and afternoon). Morning registration is 8.45-9:00am and afternoon registration immediately follows the lunch break. The register is taken manually and kept in a locked cabinet.
All children must be accounted for either as present, absent or attending an approved educational activity. If a child is absent, parents should notify the school either before or on the morning of the first day of absence. When a student is absent and there has been no notification from home regarding the absence, the school will contact a parent by 9.30 a.m. to confirm the reason for the absence, the whereabouts of the child, and who is caring for him/her. This procedure will be repeated for every subsequent day of absence.
We have a legal safeguarding duty to report students to their local authority if they fail to attend school regularly or are absent without the school’s permission for a continuous period of ten school days or more. If the school has reason to believe a child may be at risk, we may report that to the local authority before the ten-day threshold is reached. With this in mind (i.e. the school’s judgment of risk), the level and pattern of absence of children is also monitored closely.
Punctuality
Children who are late to registration are still required to be registered and arrangements are in place for late registration to take place. We will keep a record of late registration, including the reason for the lateness. Persistent or regular lateness is discussed with parents in an attempt to ensure that children arrive at school in good time to get themselves ready for lessons.
Requesting leave of absence
We recognise that there will be times when a student will be absent on grounds of religious observance, bereavement, one-off special family occasions or when visiting another school. We do not encourage parents to take children out of school for family holidays, but recognise that occasionally this may be necessary. Such occasions will be deemed to be “exceptional” by the Executive Principal (see Parental Commitment).
Procedure for when such absence is required during term time:
• Parents wishing to take their children out of school for one day or part of a day should write a note to their child’s class teacher giving the date and reason for the absence no later than two school days before the requested absence
• Parents wishing to take their child out of school for more than one day (including family holidays) must request leave of absence in advance in writing or by email from the Head of School setting out the dates and reason for the absence
• Consent for absence of longer than one day cannot be deemed to have been granted unless the Head of School has given it to the parents in writing or by email.
All students who miss school for whatever reason are expected to catch up with work missed. Where a student is absent for a prolonged period due to ill health, the school will work with parents to ensure that suitable work is made available for the student during their absence and effective support to catch-up is in place upon their return.
The King Alfred School
February 2021
Next Review due: Jan 2022
Curriculum Policy
Introduction
The curriculum at The King Alfred School comprises all the planned activities which we organise in order to promote excellent learning and personal growth and development within all our pupils. We ensure that all pupils have a broad, balanced and relevant education which provides continuity and progression and takes individual differences into account.
The curriculum provides a rigorous, knowledge-based education that will utilize material, methods, and themes from the vast wealth of the classical form of education. It is developed to work toward our goal of training our students to be independent thinkers who know and love the great books of the Western tradition and have respect for the cultural achievements of previous generations. We teach the great books of our civilisation to enrich our pupils lives with the best of what has been thought said and done down through the ages.
Our pupils will be knowledgeable individuals trained in logic and rhetoric with the expectation that they will grow to be positive, responsible people who can work co-operatively with others while developing knowledge and skills that will enable them to achieve their full potential.
As an independent school, we are not required to follow the National Curriculum. We do recognise, however, the excellence of the National Curriculum in many areas, and we will use appropriate resources when we believe them to be in line with our curriculum aims.
We will use Memoria Press Classical Core Curriculum as the basis of our curriculum and also supplement this with the use of Core Knowledge UK. We find the Memoria Press curriculum to be extremely good at providing a knowledge-based curriculum and feel that daily recitations are a particular strength in helping pupils retain facts.
We also supplement our curriculum in areas such as History and Geography with materials from Core Knowledge UK. This series is based on the National Curriculum although the depth with which it treats some topics is greater and its emphases are at times different. It focuses especially, for example, on knowledge – a focus with which we fully concur.
A typical school day at The King Alfred School (from Year One onwards) will involve Assembly, Recitation, Christian studies (which incorporates PSHE and British Values) followed by Maths and English, and then a more flexible afternoon which involves enrichment activities such as Science, P.E, Music and Art and Horticulture. We structure our day as such so we have a good level of academic rigour in the morning followed by more expressive subjects in the afternoon, we think this fosters a love of learning and helps pupils develop a good work ethic.
We link our topics together to help embed learning and bring lessons to life with practical elements. All subjects within the curriculum will thus be covered appropriately.
Values
Our curriculum is the means by which we achieve our objectives of educating pupils in the knowledge, skills and understanding that they need in order to lead virtuous lives and can succeed as human beings in the wider society.
Our school curriculum is underpinned by our school values – Truth, Goodness and Beauty. The values mean that pupils will always seek out what is true and what is good and appreciate all that is beautiful in the world - adding to their sense of purpose and belonging.
Our school is underpinned by Christian values. The Scripture we hold dear to us is Deuteronomy 6:47 which talks of raising up children well, teaching them how to navigate this world and speaks of loving one neighbour as oneself.
It also means that we will respond equally, warmly and constructively to less able pupils and to those with special educational needs. We believe that such pupils contribute immeasurably to the life of a school and we will nurture them to the best of our ability. In every aspect of the curriculum we will promote the value of equality.
Aims
The aims of our school curriculum are:
• To enable all pupils to learn and develop their academic ability so that they achieve their potential at each stage of school life and are well-prepared for the next stage
• To enable pupils to develop intellectually, emotionally, socially, physically, morally and aesthetically, so that they become independent thinkers and responsible, useful, confident and considerate members of the community.
• To promote a positive attitude towards learning, so that pupils enjoy coming to school and develop a love of learning.
• To create, maintain an exciting and stimulating learning environment where all pupils are encouraged to push themselves and take on challenges.
• To provide all pupils with a safe learning environment.
• To ensure that each pupil’s education demonstrates continuity and progression.
• To enable pupils to contribute positively within a culturally diverse society.
• To enable all pupils to have respect for themselves and others and work cooperatively with others.
• To recognise the crucial role which parents play in their child’s education and make every effort to encourage parental involvement in their educational process
• To help pupils develop respect for authority, for others, especially those who are different from themselves, and for the world around them.
The Curriculum
In the Early Years (Nursery and Reception class) we will follow the Early Years Foundation Stage and provide teaching and assessment in line with its requirements. This is set out in the EYFS Curriculum Plan and Scheme of Work.
In EYFS, pupils will be taught the seven statutory areas: the Prime areas of Communication & Language, Physical Development and Personal, Social & Emotional Development; and the Specific Areas of Literacy, Mathematics, Understanding the World and Expressive Arts and Design.
From Year One onwards, pupils will be taught in subjects. The subjects within the curriculum will be:
• English (we will sometimes refer to it as Language and Literature),
• Mathematics,
• Science,
• History,
• Geography,
• Religious Education,
• Visual Arts,
• Music,
• Horticulture,
• Physical Education and
• Information Technology
In addition we will teach one PSHE lesson per week. Latin will be introduced subject from year 2 onwards.
Through the curriculum, we aim to equip pupils with the knowledge, skills and attitudes which will enable them to:
• Be creative, imaginative thinkers
• Be problem solvers
• Be unafraid of making mistakes
• Challenge themselves to do even better
• Be enquiring and able to ask good questions
• Understand their own and others’ emotions and feelings
• Form their own views and be able to articulate them
• Be wholly respectful towards others who are different and/or have different views
• Possess a wide and deep knowledge of the “grammar” of the subjects they study
• Become avid readers
• Have a sound knowledge of what it means to be British and the diverse nature of modern Britain
• Avoid being taken in by spurious arguments
• Be able to act appropriately in a range of “risky” situations
• Develop confidence
• Develop a good sense of humour and a sense of perspective
• Work as part of a team where necessary
• Be aware of how to live a healthy lifestyle
• Enjoy positive relationships with others
• Know the difference between right and wrong
• Know how to care for the environment
The above is not an exhaustive check-list but sets out our priorities for our pupil’s academic, personal and social development.
Organisation and Planning
We will take great care to plan our curriculum carefully so that there is coherence and progression at every stage. We agree a long term plan for each Year group. This indicates which topics are to be taught in each term, and to which groups of pupils. We will review our long term plans on an annual basis.
Maths and English will be taught every morning. Afternoon sessions (from Year One onwards) will, as described above, typically involve enrichment subjects. This covers a wide range of subjects to offer a broad and balanced curriculum and help pupils grasp concepts in an engaging way.
Our plans are drawn up for the whole year and we will review them as a team each term, making changes and promoting best practice at all times.
Assessment
At The King Alfred School we believe that accurate assessment is the basis of high quality teaching as it allows learning to be planned and taught appropriately to meet the needs of pupils so that all are helped, stretched and nurtured in the most effective way.
EYFS profiles, produced in line with statutory requirements, provide a basis upon which Year One teachers can build. We will develop those profiles in accordance with the guidance we have included in our EYFS Curriculum Plan.
From Year One onwards, assessment will be carried out in line with our Assessment Policy. Progress in subjects will be assessed as an ongoing practice and will be formally assessed at the end of each year. Each subject will be reported on to parents at the end of every term.
Curriculum Monitoring and Review
Evaluation is essential for the planning and development of the curriculum. The Headteacher is responsible for the overall school curriculum. She, along with the Deputy Head where appropriate, will monitor lesson plans, arrange for pupils’ work to be moderated and carry out regular learning walks in order to support teachers as they deliver their plans and develop their knowledge and expertise.
The School Board places the quality of teaching at the very top of its list of priorities and it will actively and formally review the curriculum, its delivery and its effectiveness at least annually. That process will be undertaken by Rev. Tim Coles, the Chairman of the School Board, and Mr Thomas Bowen, Director of The King Alfred School.
The King Alfred School
January 2021
Next Review due: January 2022
British Values Policy
The King Alfred School is committed to serving our local community of which we are proud to be a part of. We also recognise the rich, multi-cultural, multi-faith and constantly changing nature of life in modern Britain.
We are a distinctively Christian school with a Christian Ethos and have a designated Christian Character. With that in mind, we see all people as equal - whether they share our Christian beliefs or not. The King Alfred School focuses heavily on loving ones neighbour as oneself and so we of course deplore any kind of prejudice, discrimination or inequality in the treatment of others, believing that all deserve dignity and respect.
We know how vital our role as a school is in ensuring that groups or individuals within the school are not subjected to intimidation or radicalisation by those wishing to unduly, or illegally, influence them. We therefore follow equal opportunities guidance which helps to ensure that there will be no discrimination against any individual or group, regardless of faith, ethnicity, gender, sexuality, political or financial status, or similar. We are dedicated to preparing our pupils for their adult life beyond the formal examined curriculum and to ensuring that we promote and reinforce British values to all our pupils.
The Government emphasises the requirement that key British Values are taught in all UK schools. The definition of British values is set out in the 2011 Prevent Strategy. The five British Values are:
• Democracy
• The rule of law
• Individual liberty
• Mutual respect
• Tolerance of those of different faiths and beliefs
These values are consistent with, and indeed spring from, traditional Christianity. Therefore our school focuses heavily on these virtues and we do not believe that British Values should just be taught as an added extra or taught in isolation to appease a requirement. We believe they should be fully integrated into the school’s foundation - so much so that we have named our school after King Alfred who laid down fair laws in our nation. We will strive to be a school in which British Values are lived out and whose pupils can discuss and articulate them with clarity and sensitivity. We will use strategies within the National Curriculum and beyond to secure such outcomes for our pupils.
Assemblies are a key part of every school day at The King Alfred School and an important forum for educating children in British Values. All assembly programmes will be clearly colour-coded so that British Values themes are brought out in as many topics as possible.
Every pupil will have two Christian studies lessons a week of which the study naturally leads on to discussion of British Values and how we apply them. During this time, British Values are thoroughly discussed and taught and the attitudes and responses of pupils to these lessons, and their impact on behaviour and attitude, will be regularly monitored by the Head of School and the School Board.
All staff and Directors will complete appropriate PREVENT training, so that they are constantly alert to the dangers of extremist behaviour. Pupils will be actively encouraged to share their faith and beliefs within school and will be encouraged to understand how vital it is to be tolerant of others’ views.
We are committed to cultivating wisdom and virtue for all our pupils and to ensuring that our pupils eventually leave school with a strong foundation of values upon which to build a successful life and who are able to make a strong, sustained contribution to 21st century Britain.
The King Alfred School
February 2021
Next Review due: Jan 2022
Anti-Bullying Policy
This policy works in conjunction with The King Alfred School Behaviour, Peer on Peer Abuse and Safeguarding policies.
The King Alfred School is committed to providing a safe, loving and nurturing environment for all pupils by honouring what Jesus refers to as the two greatest commandments: ‘Love the Lord God with all your heart, soul, mind and strength.’ and ‘Love your neighbour as yourself.’ Therefore, bullying of any form is not tolerated.
From the Early Years, all pupils are taught these biblical principles so that they are embedded in the ethos of the school. We strive for all our pupils to not only feel a sense of belonging to a loving community but are the main contributors to it.
Definition of Bullying
The King Alfred School adopts the definition of bullying as: repeated intentional acts of unkindness towards another person.
Staff and pupils are taught to use S.T.O.P (several times on purpose) as a measure of what defines bullying in order to recognise the difference between teasing and bullying, falling out with friends and bullying, aggressive behaviour and bullying, etc.
This includes the four main types of bullying:
• Physical e.g. intentionally causing injury/physical assault, stealing or hiding belongings, sexual assault.
• Verbal or written e.g. name calling, making insults, racist remarks, lewd/sexual remarks, taunting, mocking, threatening language, producing offensive graffiti.
• emotional e.g. spreading rumours, excluding from groups, forced joining of groups, graffiti, defacing property, displaying literature or materials of a racist, sexist or pornographic nature.
• e-bullying e.g. social media posts, offensive or abusive text or email messages, sending offensive or degrading images by phone or via the internet.
• And also the many forms of bullying including:
• Race, skin colour, religion or culture.
• Sexual orientation (or alleged orientation) or of a sexual nature.
• Disability or SEN.
• Appearance or health.
The King Alfred School recognises and teaches the serious and lasting affects bullying can have with the potential to damage the mental health of a victim. Therefore, staff and pupils are taught that everybody has the right to be treated kindly and nobody deserves to be a victim of bullying.
Roles and Responsibilities
The Anti-Bullying Leader is responsible for developing and reviewing the Anti-Bullying policy, implementing the policy, measuring its impact, liaising with governors and external professionals, managing the reporting and recording of bullying incidents and organising training and support for staff.
All staff in school are responsible for upholding the ethos of The King Alfred School including recognising and reporting any incidents of bullying.
The Head Teacher holds termly “heart, soul, mind and strength” meetings with each pupil where they will be encouraged to use this opportunity to reflect on their time at school and any well-being matters can be discussed.
Reporting and Responding to Bullying
The King Alfred School endeavours to know our pupils as individuals so that pupils are comfortable and confident to immediately address any concerns with their class teacher. This includes concerns that they feel they are being personally bullied or are witnessing bullying.
This relationship of open communication is reinforced through frequent opportunities such as whole school interactions within assemblies, class discussions, e-Safety lessons and Christian Studies.
See flow chart for The Reporting and Responding to Bullying procedure (on the final page).
Instances where bullying has taken place outside of school are deemed as a misrepresentation of The King Alfred School, the values it upholds and in breach of the Parental Agreement contract. Therefore, where there is sufficient proof that a pupil has committed an act of bullying, the Anti-Bullying Leader and Safeguarding Leader will hold a formal meeting with parents to take further steps and/or sanctions if necessary.
Instances where it has been reported that a pupil has been the recipient of bullying outside of school, the Anti-Bullying Leader and/or Safeguarding Leader will work with parents, other schools that may be involved and police, where necessary, to support the family.
Supporting Adults
We recognise that adults, both parents and staff, can experience bullying within the school community. The King Alfred School encourages any adult - whether member of staff or parent of pupils - to report it to the Anti-Bullying Leader where a support meeting will take place.
If the complaint is against the Anti-Bullying Leader, reports can be made to the Lead School Governor (see Complaints Procedure).
Behaviour Policy
The King Alfred School has high standards of behaviour expected of all pupils at all times as we believe it underpins effective education for life-long respectful and responsible members of society.
Basic Entry Requirements:
The King Alfred School operates on the belief that a Classical Christian education is a valuable commodity and so, in order to fulfil the best potential for its pupils, parents/guardians are expected to be in unison with the school’s vision and mission statement. Pupils of families that share the biblical values of The King Alfred School, and therefore have a home-developed foundation, means that pupils will respect their educators, value learning and thrive in their learning journey.
Reward System
The King Alfred School delights in rewarding positive behaviour and work that are linked to the school’s values. Our reward system aims to encourage and promote cheerful obedience as well as demonstrate that good works bears good fruits.
Silver coins are given to recognise and provide instant feedback on pupils’ efforts and outcomes. These are placed on individual charts which serve as a visual for each pupil’s rewards to promote positive behaviour and work.
Upon earning all coins on their chart, pupils may choose a reward from the treasure box. They then select a gold coin to place on their class shield. These gold coins will contribute to earning a class trip or reward day once the shield has been completed.
Coins can be awarded by any member of staff. Coins are not taken away as sanctions.
Sanction System
From the Early Years, all pupils are taught class conduct and the standards that make The King Alfred School a safe, secure and happy setting. These positive characteristics are embedded in the ethos of the school so that all pupils feel a sense of belonging to a loving community.
All pupils are taught the biblical principles of being responsible for the choices individually made and taking ownership through apologies, restitution and restoration of fellowship. The majority of sanctioning will be handled at the classroom level where love and forgiveness will be an integral part of the discipline of a pupil.
The King Alfred School ensures that staff are aware that our sanctioning system is followed consistently to maintain a fair ethos. It has a 3-step approach to sanctioning low-level behaviour:
Step 1: When low-level behaviour occurs, pupils are given a verbal reminder that their behaviour breaches part of the class conduct expected of everyone and encouraged to make good choices in changing their behaviour.
Step 2: If behaviour persists, the pupil is moved to another appropriate space in the classroom where they can reflect on their choices as well as be removed from further disruption, minimising the need for further sanctioning. Following this, pupils are expected to apologise to their teacher and fellow classmates for causing disruption. The class teacher will inform the parent/guardian upon collection at home time.*
Step 3: If behaviour persists still, the pupil is sent to the Headteacher. Any work they have missed as a result of their removal from their learning is to be taken home to be completed. The class teacher will inform the parent/guardian upon collection at home time. Their assistance and support in averting further issues will be sought so that another headteacher visit can be averted.
*All instances of Step 2 categories are recorded on the Behaviour Log. Where class teachers notice recurrent issues, they are to inform the Headteacher where a decision will be made to meet with parents/guardians.
We believe that close communication with parents/guardians is fundamental to establishing and maintaining positive relationships between school and family. Therefore parents/guardians are informed of any instances that have required sanctioning so that they are collaborative in averting further issues.
Headteacher Intervention
There are five basic behaviours that will automatically necessitate a visit to the Headteacher:
· Disrespect shown to an adult (staff member, parent, etc.)
· Dishonesty in any situation, including lying, cheating, and stealing
· Rebellion, i.e. defiance/disobedience in response to instructions
· Fighting, i.e. physical assault to others with the intention to harm
· Obscene, vulgar, or profane language, as well as taking the name of the Lord in vain
The Headteacher will determine the nature of the sanction dependent on the incident.
If a pupil receives a Headteacher Visit, the following accounting will be observed within the school year:
· The first two times, the pupil’s parents will be contacted afterward and given the details. Their assistance and support in averting further problems will be sought.
· The third visit will be followed by a meeting with the parents and Headteacher.
· Should the pupil require a fourth visit, s/he will be suspended for two days.
· If a fifth visit is required, the student will be excluded from the school.
Serious Misconduct
If the Headteacher deems it necessary, the visit process may be by-passed and suspension imposed immediately.
· Examples of such misconduct include, but are not limited to: acts endangering the lives of others, extreme violence, theft, vandalism, violations of civil law, or drug abuse - whether it happens on site or off, during school hours or outside of the school day.
· If the Headteacher desires to pursue permanent exclusion, s/he will meet with the Lead Governor who will make the final decision.
School Culture
If a pupil has a significant negative influence on other pupils, the Headteacher has the right to seek to permanently exclude the pupil, apart from the process of Headteacher Visits.
· Examples of such behaviour would include, but not be limited to: student romances, disobedience to parents, a discourteous attitude, and any other ongoing attitudes reflecting a clear disregard of the ethos of the school.
· If the Headteacher exercises this option, s/he will meet with the parents and Lead Governor, the Lead Governor will make the final decision. The parents will then have the option to withdraw their student to prevent permanent exclusion.
Re-enrolment
At the discretion of the Headteacher, in consultation with Lead Governor, a pupil may be refused re-enrolment. Such refusal to re-enrol is not considered a direct disciplinary act, requiring accumulated Headteacher Visits in order to be taken. Refusal to re-enrol is not the equivalent of temporary or permanent exclusion.
Re-admittance
Should a pupil who was permanently excluded, or who withdrew to prevent permanent exclusion, desire to be readmitted to The King Alfred School at a later date, the Lead Governor, in consultation with the Headteacher, will make a decision based on the pupil’s attitude and circumstances.
Safeguarding and Child Protection Policy
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Policy issued: |
January 2021 |
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Next review: |
September 2021 |
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Signature: |
Mrs Hayley Bowen Date: 25/01/2021 |
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Signature: |
Mr Tim Coles Date: 25/01/2021 |
Alongside this policy, all staff must read all of Keeping Children Safe in Education, 2020 and Working Together to Safeguard Children, 2018 by September 7th 2021 and sign to say they have completed this, accurately pass the safeguarding quiz and agree to abide by the content of the policy, the guidance documents and approaches of The King Alfred School.
This policy MUST be read in conjunction with other related policies and practices at The King Alfred School. These include:
• Behaviour Policy
• Anti-Bullying Policy
• e-Safety Policy
• Inclusion & Special Educational Needs Policy
• Educational Visits/Off Site Policy
• Looked After Children Policy
• School Covid19 Risk Assessments
• Staff Code of Conduct
• Peer on Peer Abuse Policy
• Complaints and Procedures Policy
• Whistleblowing Policy
• Drugs and Substance Misuse
This guidance applies to everyone who works at The King Alfred School and includes Members, Trustees and local governance. It also applies to anyone on short term contracts including supply staff and temporary workers.
Introduction
The King Alfred School is wholly committed to ensuring that our pupils are safe, happy and confident and that their well-being is always of paramount importance. This is in line with our goal to help raise up young men and women who are well rounded and equipped to succeed in the wider world and so we endeavour to create a safe, nurturing place where every pupil is supported, listened to and valued.
We work diligently to ensure that the ethos of the school fosters relationships where staff know our pupils as individuals and can therefore play a significant role in vigilantly ensuring that the vulnerability of pupils in other parts of their lives is reduced. Furthermore, we strive for this to be reciprocal in that pupils feel confident that what they choose to share is taken seriously and that all staff will act immediately with the necessary level of intervention to ensure the most effective outcome.
Policy purpose
The purpose of the Safeguarding policy is to:
· promote safeguarding as a whole school continual commitment.
· ensure that our pupil’s welfare is of paramount importance.
· prevent escalation by offering early and additional help.
· handle referrals, where child protection concerns are identified, sensitively, professionally and in ways that support the individual needs of the pupil’s well-being.
School Principles
The key principles regarding safeguarding within The King Alfred School are that:
· Safeguarding vigilance and promoting the welfare of pupils is everyone’s responsibility. All staff, volunteers, governors and anyone else who works with a pupil or pupils in school and their families must ensure their approach is child-centred and they should consider, at all times, what is in the best interests of the pupil.
· We trust and value our staff’s professionalism. Anyone who works with a pupil within school understands their responsibility to identify, immediately respond to and report any concerns or disclosures of abuse or neglect.
· We listen to and value the voices of all our pupils taking their concerns seriously.
· Local and national child protection procedures will be used to protect pupils.
The King Alfred School’s staff and Governing Board Members are committed to keeping our pupils safe by safeguarding and promoting the welfare of our pupils through all our policies, procedures and practices and we expect all our pupils, families and anyone else who works with a pupil or pupils in school to share this commitment and understanding.
Safeguarding definition
Safeguarding and promoting the welfare of children is defined by the Department for Education as:
· protecting children from maltreatment
· preventing impairment of children’s mental and physical health or development
· ensuring children are growing up in circumstances consistent with the provision of safe and effective care
· taking action to enable all children to have the best outcomes.
Child protection is a part of safeguarding and promoting welfare. It refers to the activity that is undertaken to protect specific children who are suffering, or are likely to suffer, significant harm.
Statutory Framework
The Education (Independent School Standards) Regulations 2014 apply a duty to proprietors of independent schools to ensure that arrangements are made to safeguard and promote the welfare of children.
In order to safeguard and promote the welfare of our pupils, the following legislation, documents, circulars and guidance for good practice govern all our child protection work at The King Alfred School:
• Working Together to Safeguard Children (2018)
• Keeping Children Safe in Education (2020)
• Dudley Safeguarding People Partnership – Multi Agency Safeguarding Hub
• What to do if you are worried a child is being abused (2015)
• Safer Working Practice Guidance (May 2019)
• Dealing with Allegations of Abuse against Teachers and Other Staff (2012)
• Information Sharing Guidance (July 2019)
• Use Of Reasonable Force In Schools (2013)
• Education Inspection Framework (EIF) (June 2020)
• Statutory Framework for the Early Years Foundation Stage (April 2017)
• Inspecting safeguarding in early years, education and skills (2019)
• The Education (Independent Schools Standards) Regulations (2014)
Specific Safeguarding Issues
The King Alfred School ensures staff are trained to understand the different areas of safeguarding, how to recognise indicators of possible abuse and know the procedures if they have a concern about one of the areas.
All staff and volunteers are made aware that the main categories of abuse (as described in Keeping Children Safe in Education (2020) (Part 1) are:
• Physical abuse
• Emotional abuse
• Sexual abuse
• Neglect
In addition to these types of abuse and neglect, members of staff will also need to be alert to specific safeguarding issues which include the following taken from Keeping Children Safe in Education, 2020 Annex A:
· Children in the court system
· Children missing from education
· Children with family members in prison
· Child Sexual Exploitation
· Child Criminal Exploitation
· Domestic Abuse
· Homelessness
· So called ‘Honour Based Violence’ inclusive of Female Genital Mutilation, Forced Marriage and practises such as Breast Ironing.
· Preventing Radicalisation
· Peer on Peer Abuse
· Sexual Violence and Sexual Harassment
· Additional advice and support
Early Help
Any pupil might benefit from early help but all staff have the responsibility of recognising that there may be pupils with additional vulnerability who remain at higher risk of harm or abuse because of their existing vulnerability.
Therefore, all staff need to be particularly alert to the potential need for early help for pupils who:
• are disabled having specific additional needs
• has special educational needs (at any stage)
• is a young carer is showing early signs of abuse and/or neglect?
• is showing signs of being drawn into anti-social or criminal behaviour, including such as involvement with
• gangs and organised crime groups
• is frequently missing or goes missing from home or from care
• has returned home to their family from care
• is misusing drugs or alcohol themselves
• is at risk of modern slavery, trafficking or exploitation
• is at risk of being radicalised or exploited
• has family circumstances which presents a challenge for the child such as adult mental health problems,
• substance abuse
• is privately fostered
(KCSiE 2020)
Contextual Safeguarding
All staff must also be aware that as well as threats to the welfare of pupils from within their families, wider environmental factors could be present in a pupil’s life that are a threat to their safety and/or welfare.
Extra-familial harms takes a variety of different forms and children can be vulnerable to multiple harms, abuse and exploitation outside their families.
(WTtSC 2018)
The King Alfred School recognises that the different relationships that pupils form in their neighbourhoods, in their peer groups and online can feature and promote illegal and negative content. Therefore, we aim to rigorously foster an environment where the influence of peer groups in school is not greater than that of the law or the school’s conduct code, in accordance to biblical principles, to help to minimise potential risk or harm to pupils. As outlined in The King Alfred School’s Behaviour Policy, if a pupil has a significant negative influence on other pupils, the Head Teacher has the right to seek to permanently exclude the pupil.
Peer on Peer Abuse
The King Alfred School also recognises that children are capable of abusing their peers. Peer on peer abuse can take many forms and any concerns raised will be investigated and dealt with appropriately. No peer on peer abuse should be tolerated or minimised as part of growing up and all those involved will be provided with an appropriate level of support. It is understood that those pupils who have experienced abuse in their own lives may in turn abuse others. We recognise that this requires a considered and sensitive approach in order that the pupil can receive appropriate help and support. (See Peer on Peer Abuse Policy for detailed information.)
The full list of additional guidance and supportive hyperlinks can be found in Appendix 1 and 2 of this policy. All staff have been sent an electronic version of the policy so that hyperlinks may be accessed (in addition to the training they have received). All staff are expected to ensure they are familiarised with these definitions.
The Designated Safeguarding Leader
The Designated Safeguarding Leader is Mrs Hayley Bowen who has overall responsibility for safeguarding and child protection, the appropriate authority and training and is able to provide advice and support to other staff on child welfare and child protection matters.
The Designated Safeguarding Leader is responsible for:
· developing and reviewing the Safeguarding Policy.
· implementing the policy and measuring its impact.
· being familiar with local procedures and referral routes and liaising with governors and external services/agencies and professionals.
· managing the reporting and recording of safeguarding incidents.
· organising regular, up-to-date training and support for staff.
· ensuring that they are always contactable (either by phone or adequate alternative means when not on site) and that all staff and parents know that they are the referral route for any concerns.
· being aware of all school excursions and residentials and clarify with the educational visit co-ordinator/group leader(s) their role and responsibility in connection with safeguarding/child protection.
· ensuring that an effective whole school policy against bullying/cyber-bullying, inclusive of measures to prevent all forms of bullying among pupils, is implemented.
· informing the Local Authority of any pupil to be deleted from school admission register and that missing from education protocols are followed.
· informing the Local Authority of any pupil who fails to attend school regularly or has been absent without the school’s permission for a continuous period of 10 days or more.
The more detailed role of the Designated Safeguarding Lead can be seen below, as taken from Keeping Children Safe in Education, 2020: Annex B.
The Designated Safeguarding Lead will:
Manage referrals
· Refer cases of suspected abuse to the First Contact Team.
· Support staff who make referrals to the First Contact Team.
· Refer cases to the Channel programme where there is a radicalisation concern as required.
· Support staff who make referrals to the Channel programme.
· Refer cases where a person is dismissed or left due to risk/harm to a child to the Disclosure and Barring Service as required.
· Refer cases where a crime may have been committed to the Police as required (including Sexual Exploitation or Female Genital Mutilation and Forced Marriage).
Liaise with others
• Act as a point of contact with the three safeguarding partners
• Liaise with the Head Teacher (where the Designated Safeguarding Leader is not the Head Teacher) to inform him or her of issues, especially ongoing enquiries under section 47 of the Children Act 1989 and police investigations.
• Liaise, as required, with the case manager (Head Teacher, or where the Head Teacher is the subject of the allegations the Chair of Governors, Chair of Management Committee or Proprietor of an Independent School) and the Designated Officer, operating on behalf of the Local Authority for child protection concerns (all cases which concern a staff member).
• Liaise with all staff on matters of safety and safeguarding (including online and e-safety) and when deciding whether to make a referral by liaising with relevant agencies.
• Act as a source of support, advice and expertise to staff on matters of safety and safeguarding and when deciding whether to make a referral by liaising with relevant agencies.
Undertake Training
• Receive appropriate training which is updated every two years, including undertaking Prevent awareness raising
• Regularly refresh their knowledge and skills, as required, and at least annually, so that they:
o Understand and keep up with any developments to their role.
o Understand the assessment process for providing early help and intervention, for example through locally agreed common and shared assessment processes such as early help assessments.
o Have a working knowledge of how local authorities conduct a child protection case conference and a child protection review conference and be able to attend and contribute to these effectively when required to do so.
o Ensure each member of staff has access to, and understands, the school Child Protection Policy and procedures, especially new and part time staff.
o Be alert to the specific needs of children in need, those with special educational needs and young carers.
o Understand relevant data protection legislation and regulations, especially the Data Protection Act 2018 and the General Data Protection Regulation.
o Understand the importance of information sharing, both within the school and college, and with the three safeguarding partners, other agencies, organisations and practitioners.
o Be able to keep detailed, accurate and secure, written or electronic records of concerns and referrals.
o Understand and support the school with regards to the requirements of the Prevent duty and be able to provide advice and support to staff on protecting pupils from the risk of radicalisation.
o Be able to understand the unique risks associated with e-safety and be confident that they have the relevant knowledge and up to date capability required to keep pupils safe whilst they are online at school.
o Recognise the additional risks that pupils with SEN and disabilities (SEND) face online, for example, from online bullying, grooming and radicalisation and are confident they have the capability to support SEND children to stay safe online.
o Obtain access to resources and attend any relevant or refresher training courses.
o Encourage a culture of listening to pupils and taking account of their wishes and feelings, among all staff, in any measures the school may put in place to protect them.
Raise Awareness
• Ensure the school’s policies are known understood and used appropriately:
• Ensure the school’s Child Protection Policy is reviewed annually (as a minimum) and the procedures and implementation are updated and reviewed regularly, and work with governing bodies or proprietors and the workforce in this regard to ensure its effectiveness. This includes ensuring that all staff receive the policy on their induction.
• Ensure the Child Protection Policy is available publicly and parents are aware of the fact that referrals about suspected abuse or neglect may be made and the role of The King Alfred School in this.
• Link with the Dudley Safeguarding People Partnership to make sure staff are aware of training opportunities and the latest local policies on safeguarding.
Manage Child Protection Files
Where pupils leave the school, the Designated Safeguarding Lead will ensure their child protection file is transferred appropriately to any new school as soon as possible but transferred separately from the main pupil file; ensuring secure transit and confirmation of receipt.
Receiving schools should ensure key staff such as Designated Safeguarding Leads and SENCOs, are aware as required.
In addition to the child protection file, the Designated Safeguarding Lead will also consider if it would be appropriate to share any information with the new school in advance of a pupils leaving. For example, information that would allow the new school to continue supporting victims of abuse and have that support in place for when the pupil arrives.
Be available and contactable
During term time the Designated Safeguarding Lead will always be available (during school hours) for staff in the school to discuss any safeguarding concerns.
Whilst generally speaking the Designated Safeguarding Lead would be expected to be available in person, we consider it acceptable that in exceptional circumstances phone or other such media may be used.
The Designated Safeguarding Lead and school will arrange adequate and appropriate cover arrangements for any out of hours/out of term activities.
(KCSiE 2020)
Staff Roles and Responsibilities
We recognise that all staff who come into contact with pupils and their families have a particularly important role to play in safeguarding pupils because they are in a position to identify any concerns or disclosures regarding a pupil’s welfare, provide early help and prevent further escalation. To ensure this, they receive appropriate safeguarding and child protection training (which is regularly updated where necessary in staff briefings, professional development meetings, etc.) to provide them with relevant skills and knowledge to safeguard pupils effectively including the process for reporting concerns and disclosures. This training is in accordance with What to do if you are worried a child is being abused – Advice for practitioners (March 2015).
Therefore, through a thorough induction process and the sharing of this policy to all staff, students and volunteers, it is important that all staff:
· ensure that they listen to and reflect on what a pupil has shared at all times, taking seriously any concerns raised to them by a pupil.
· ensure that they immediately record and report any concerns of a pupil’s well-being – including information shared with them by a pupil or what they have directly observed/witnessed - following the guidance on the Concerns and Disclosures Procedure.
· ensure that they attend regular formal training/updates at least annually to support them in recognising the signs and indicators of possible abuse, particularly in support of early identification of needs of children to prevent an escalation of need or risk to the pupil.
· ensure that they maintain an attitude of ‘Don’t think: “What if I’m wrong?” Think: “What if I’m right?”’ and report any concerns regarding the behaviour of a child/an adult/staff member in school directly to the Designated Safeguarding Leader/Head Teacher.
· ensure that they feel able to raise concerns about poor or unsafe practices of staff and potential failures in the school’s safeguarding regime through whistleblowing procedures and the Staff Behaviour Policy.
· recognise that, under the Counter Terrorism and Security Act, April 2015, the school has ‘due regard to Prevent’; and to assess risk of children and young people being radicalised or drawn into extremism (based upon potential risks in local area and that clear protocols are in place for all visitors so that their views are appropriate and not an opportunity to influence others – e.g. see Visiting Speakers Policy).
· be aware, and act accordingly, that there is mandatory reporting to the police in all cases where teachers discover that an act of FGM appears to have been carried out.
· ensure that they understand through e-Safety training the additional risks for pupils online and continue to promote the school’s e-Safety Policy in the protection of all pupils. This includes the management of unrestricted internet access via pupil’s own mobile phones or electronic devices that can allow them unrestricted access to the internet using their own data allowance.
· ensure that they remain vigilant whilst visitors are on site and continue to promote The King Alfred School’s commitment to keeping pupils safe through reminding visitors and parents of the school’s appropriate use of personal mobile phones/devices whilst they are on school premises. This includes staff understanding and adhering to the Staff Behaviour Policy inclusive of use of mobile phones and electronic devices.
· The King Alfred School will work with social care, the police, health services and other agencies/services to promote the welfare of its pupils and protect them from harm.
Use of Reasonable Force
There are circumstances when it is appropriate for staff in schools to use reasonable force to safeguard pupils. Section 93 of the Education and Inspections Act, 2006 enables school staff to use ‘reasonable force’ to prevent a pupil from:
• Committing any offence (or, for a pupil under the age of criminal responsibility, what would be an offence for an older pupil);
• Causing personal injury to, or damage to the property of, any person (including the pupil him/herself); or
• Prejudicing the maintenance of good order and discipline at the school or among any pupils receiving education at the school, whether during the teaching session or otherwise.
The term ‘reasonable force’ covers the broad range of actions used by staff that involve a degree of physical contact to control or restrain pupils. This can range from guiding a pupil to safety by the arm, to more extreme circumstances such as breaking up a fight or where a pupil needs to be restrained to prevent violence or injury. ‘Reasonable’ in these circumstances means ‘using no more force than is needed’. The use of force may involve either passive physical contact, such as standing between pupils or blocking a pupil’s path, or active physical contact such as leading a pupil by the arm out of the classroom.
Section 246 of the Apprenticeship, Skills, Children and Learning Act, 2009 requires the responsible body to ensure that a procedure is in place for recording each significant incident in which a member of staff uses force on a pupil; and reporting each such incident to each parent of the pupil as soon as practicable after the incident. The member of staff must not report the incident to a parent if it appears to that member of staff that doing so would be likely to result in significant harm to the pupil. If that is the case, or if there is no parent of the pupil to whom the incident could be reported, then the incident must be reported to the local authority where the pupil lives.
(see Use of Reasonable Force in Schools policy)
Head Teacher
Correspondingly with The King Alfred School’s whole school ethos of knowing our pupils as individuals, the Head Teacher holds termly “heart, soul, mind and strength” meetings with each pupil. These valuable meetings help the Head Teacher to know all pupils as individuals and thus to also be in a position of recognising and responding to any concerns of a pupil’s well-being.
Supporting Pupils
The King Alfred School recognises that in a home environment where there is domestic violence, drug or alcohol misuse or mental health issues, children are vulnerable and may show behavioural and emotional difficulties which impact negatively on the way they view themselves, others and the world. The school, therefore, recognises that such pupils might exhibit challenging and defiant behaviour and we will take careful note of the context of such behaviour. We understand and value our role in helping to stabilise the lives of some of the pupils in our care as we may be the only stable, secure and predictable element in the life.
We are fully compliant and promote Operation Encompass, which is a police and education early intervention safeguarding partnership that supports children and young people exposed to Domestic Abuse. It aims to ensure schools are notified in a timely manner of any Domestic Abuse incident where child/ren are present. This includes ensuring all parents/guardians are aware that we are part of this initiative via newsletters, prospectus, school website and induction.
(Note: this has not yet been implemented at the time of this policy’s preparation, but is in process).
We are fully committed to safeguarding the welfare of children in care, previously looked after children and care leavers.
We ensure that pupils who are subject to multi-agency plans are supported by the school as defined in that plan.
The King Alfred School will endeavour to support all its pupils through:
• A broad and balanced curriculum:
o which encourages self-esteem, self-motivation, self-protection;
o which explores human rights, equality, democracy and tolerance and prepares pupils fully for life in modern Britain;
o where pupils develop personal resilience and can calculate and take appropriate risks or have personal strategies that allow them to manage their own safety;
o where pupils are taught about safeguarding, including digital and online, through various teaching and learning opportunities. Pupils are taught to recognise when they are at risk and the range of support available to them including how to get help when they need it.
• The King Alfred School ethos which fosters a positive, supportive and secure environment and which gives all pupils and adults a sense of being respected and valued.
• A coherent management of Behaviour and Discipline Policy & Procedures.
• Liaison with other agencies and professionals who support children and families.
• A commitment to develop productive, supportive relationships with parents/families.
• An effective collaboration and support of a responsive and knowledgeable staff group whose role it is to respond appropriately in all safeguarding situations.
Information for Families
At The King Alfred School, Governors and staff are wholly committed to keeping our pupils safe and will take any reasonable action to safeguard and promote their welfare. In cases where the school has reason to be concerned that a pupil may be suffering significant harm, ill treatment, neglect or other forms of harm, staff have no alternative but to follow Dudley Safeguarding People Partnership procedures and inform the First Contact Team or police of their concern.
School Procedures
The King Alfred School will ensure that we have systems in place to regularly update contact numbers for parents/guardians and that there are at least two emergency contact numbers on file for every pupil on roll.
The Designated Safeguarding Lead, Mrs Hayley Bowen, will be informed immediately by an employee of the school, pupil of the school, parent of the school or other persons, in the following circumstances:
• suspicion that a child is being harmed
• evidence that a child is being harmed
The threshold of significant harm is defined in the Children Act, 1989 Section 31 (9) as:
• ill-treatment
• impairment of health (as compared to a similar child)
Note: harm now includes the impairment of a child’s health or development as a result of witnessing the ill-treatment of another person (Adoption and Children Act, 2002).
The school will always discuss concerns with parents/guardians and consent for any referrals should be sought unless to do so would:
• place the pupil at risk of significant harm or further risk of significant harm.
• place a vulnerable adult at risk of harm
• compromise any enquiries that need to be undertaken by children’s social care or the police
Attendance
The King Alfred School robustly monitor the attendance of pupils on roll in line with the Attendance Policy.
A child going missing from education, particularly on repeat occasions, can be a potential indicator of a well-being concern. Staff follow the school’s and Local Authority’s procedures for dealing with pupils that go missing from education to help identify the risk of abuse and neglect and to help prevent the risks of their going missing in future, in accordance with Keeping Children Safe in Education, 2020.
If there are safeguarding concerns or there has been no contact with school, consideration is given to making a referral to children services.
If a pupil stops attending altogether this will be reported to attendance and prosecution service with information regarding off-rolling the pupil.
Dealing with a Disclosure
Children making a disclosure may do so with difficulty, having chosen carefully to whom they will speak. Listening to and supporting a pupil who has been abused can be traumatic for the adults involved. Support for you will be available from your Designated Safeguarding Lead or the Deputy Designated Safeguarding Lead. They can access further professional support if this is felt necessary.
All concerns or disclosures raised about a child or an adult, no matter how small, are recorded on a Record of Concerns formusing the guidance as set out below.
Follow the 5 Rs guidance in the event that a pupil makes a disclosure to you:
Receive: If a pupil wants to talk to you, never ask them to come back later. Ask them what they want to talk to you about and give them the time to speak to you.
o Never promise confidentiality, inform the pupil that you are happy to listen to them but if they tell you anything that you believe may be putting them/or others at harm, that you will have to talk to someone who can help.
o Listen carefully to them. Do not stop a child who is freely recalling information.
o Where a pupil is visibly upset or has an obvious injury, it is good practice to ask why they are upset or how an injury was caused, or respond to a pupil wanting to talk to you to help clarify vague concerns and result in the right action being taken.
Respond: If you need to clarify information ask open-ended questions using the TED prompts e.g.” Is there anything you'd like to tell me?", “Can you explain to me...” Can you describe to me....”
The following four factors may compromise enquiries that need to be made later by children’s social care or Police:
- Never ask leading or suggestive questions e.g. 'Did he/she do anything that they shouldn't have done?'
- Never ask 'accusing' questions e.g.” Why didn't you tell someone earlier?"
- Never criticise the alleged perpetrator, it may be someone that they will continue to live with.
- Never ask the pupil to repeat their disclosure for any other member of staff; it is your responsibility to share the information.
Reassure: Ensure that the pupil is aware that they have done the right thing in talking to you and that they have not done anything wrong. Tell them that you have listened and heard them and what you are going to do next.
If you have any concerns that the pupil has been, or is at risk of harm, you must tell them that you will speak to someone to get help. Ensure s/he is ok before leaving.
Record: Make notes as soon as possible afterwards using the words that the pupil has used. Do not record your assumptions and interpretations - only what you heard and saw.
Do not destroy original notes even if you later write things up more neatly and fully. Original notes can be included in the pupil’s profile for future reference.
Record the date, time and place of the disclosure.
Sign any written records and identify your position in the school setting.
Do not ask a pupil to write an account or sign any of your documentation as this may compromise enquiries that need to be made later by children’s social care or Police.
Report: To the Designated Safeguarding Leader (Hayley Bowen) immediately who will be responsible for following the appropriate procedures. If she is not on site, use the contact number located in the school office. In the absence of anyone being available in school, contact the appropriate agency listed on the Concerns and Disclosures Procedure for advice.
To consult with the Designated Safeguarding Leader for child protection does not mean a referral has been made. This decision is the responsibility of the Designated Safeguarding Leader for child protection who will contact the appropriate agency as and when required.
UNDER NO CIRCUMSTANCES SHOULD YOU LEAVE SCHOOL WITHOUT DISCUSSING YOUR CONCERNS WITH SOMEONE.
Once a concern has been identified, it is treated sensitively and confidentially by the Designated Safeguarding Leader. Appropriate action/support plan will be devised and implemented by the yellow
Record of Concerns form, including working with parents/families, pupils and other outside agencies.
· All concerns are logged. Everything recorded is factual and not speculation. The Safeguarding system is secure and can only be viewed by the Designated Safeguarding Leader, and the Head Teacher.
· Staff need to record concerns or disclosures within the hour of witnessing/receiving the concern or disclosure.
· Disclosures must be recorded using the pupil’s own words, what was said or seen and the location both of the abuse and the disclosure.
· Dates and times of events should be recorded as accurately as possible, together with a note of when the record was made.
· A record is made of any visible marks or injuries to a pupil that give cause for concern, completed using a body map. The pupil should not be examined intimately, or pictures taken of any injuries/marks (unless requested by statutory services).
· If a file is open on a pupil, all monitoring notes and additional actions which relate to the initial concern or disclosures are added to the same file.
· The Safeguarding Team will make all referrals to the Local Authorities Children’s Trust, however, pupils who have been referred or are causing concern will be regularly monitored, these pupils are identified in the vulnerable column on the Location Map.
· If there is a concern about any pupil, from any member of staff, that needs immediate action for the safety of the pupil a ‘crisis’ Safeguarding Team Meeting is called to discuss actions.
· Local Authority Children’s Trust/SPOC Team/Early Help services are contacted for advice whenever necessary.
· Where necessary, weekly safeguarding meetings take place, to discuss all monitored pupils, new concerns raised, and family support follow ups.
Concerns and Disclosures Procedure
*All information recorded must be factual and accurate. Only record what the pupil has said and do not ask leading questions. Prompts should be: TED (Tell me, Explain to me, Describe to me).
Do not ask the pupil to write anything down, sign anything or take any photographs.
Record Keeping
Well-kept records are essential to good safeguarding practice as the importance of good, clear child welfare and child protection record keeping has been highlighted in the learning from serious case reviews. The King Alfred School is clear about the need to record any concerns, discussions held, decisions made and reasons for those decisions about a pupils or pupils within its care.
Up to date record keeping of concerns and action taken is essential for two main reasons:
● It helps the school identify causes for concern at an early stage. Often it is only when a number of seemingly minor issues are seen as a whole, that a pattern can be seen indicating safeguarding or child protection concern.
● It helps the school monitor and manage their safeguarding practices and provides evidence of robust and effective safeguarding policy and practice.
Safeguarding recording within The King Alfred School is through a paper-based system. A record of a concern, suspicion or allegation is made using a yellow Record of Concerns form at the time of or as soon as possible after the event.
All written records will be signed and dated clearly with the name of the signatory clearly printed. Original notes will not be destroyed in case they are needed by a court.
All staff will ensure record keeping is compliant and in line with the General Data Protection Regulations, 2018 and Data Protection Act, 2018.
Following a pupil leaving our school, we will follow the appropriate transfer procedures and retention guidelines, in liaison with the receiving school.
Confidentiality
Safeguarding children raises issues of confidentiality that must be clearly understood by all staff and volunteers in school. The King Alfred School recognises that the only purpose of confidentiality in this respect is to benefit the pupil.
All staff in schools, both teaching and non-teaching staff, have a responsibility to share relevant information about the protection of pupils with other professionals, particularly children’s social care and the Police.
If a pupil wishes to confide in a member of staff and requests that the information is kept secret, the member of staff/volunteer will tell the pupil, in an appropriate manner to the individual needs of the pupil, that they cannot promise confidentiality and may need to pass the information on to help keep the pupil or others safe.
Allegations Involving Staff
The King Alfred School recognise that although the vast majority of adults who work with children aim to provide a safe and supportive environment, it must be recognised that there are adults who will deliberately seek out, create or exploit opportunities to abuse children. It is therefore essential that, alongside a stringent recruitment process, a clear process is employed for the investigation and resolution of allegations made against staff and volunteers.
An allegation relates to an adult who works with children (in a paid or unpaid capacity) and they have:
• behaved in a way that has/or may have harmed a child; or
• possibly committed a criminal offence against or related to a child; or
• behaved towards a child or children in a way that indicates that they may pose a risk of harm to children; or
• behaved/may have behaved in a way that indicates they may not be suitable to work with children
Dealing with Allegations of Abuse against Teachers and Other Staff (2012)
A safeguarding complaint involving a member of staff must be reported to the Headteacher immediately. Where there are concerns about the Head Teacher, this should be referred to the Governor of the School Board. In the event of allegations of abuse being made against a proprietor of the school, allegations should be reported directly to Dudley’s LADO (Local Area Designated Officer). (KCSiE 2020)
In Dudley, Yvonne Nelson-Brown is the LADO, who has direct accountability for allegations and reports to Dudley Safeguarding People Partnership Board.
All allegations must be reported to the LADO within one working day. All referrals should be sent to allegations@dudley.gov.uk. For advice and information about allegations against staff and volunteers please contact Yvonne on 01384 813110.
A consultation with the LADO will determine what action follows. A multi-agency strategy meeting may be arranged to look at the complaint in its widest context, the Head Teacher/senior member of school staff must attend this meeting, which will be arranged by the LADO. All issues must be recorded on the allegation management form and the outcome reached must be noted to ensure closure.
As with all other concerns about the welfare of pupils, the member of staff receiving the allegation should make a written record of the allegation using the informant's exact words - including time, date and place where the alleged incident took place, brief details of what happened, what was said and who was present. This record should be signed, dated and immediately passed on to the Head Teacher.
Appendix 1
Useful local contact details and links:
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Dudley Safeguarding People Partnership Board |
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Office hours: 9am - 5pm0300 555 0050 |
Out of office hours0300 555 8574 |
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Dudley Central Family Centre |
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Office hours: 9am - 5pm01384 812 440 |
Email:fs.dudleycentral@dudley.gov.uk |
• Dudley Multi-agency Safeguarding Hub (MASH)
• Dudley Children's Services contact number: 01384 813200
Other useful links:
Hate Crime App for parent/carers:
West Midlands Police Hate App in App Store or Google play. This app provides the most accurate advice and tells you how to report hate crime.
Anti-Bullying:
www.anti-bullyingalliance.org.uk
www.dudley.gov.uk/kids/anti-bullying
Barnardos:
Childline:
The Children’s Society:
Child Sexual Exploitation:
Domestic Violence:
Drugs:
e-Safety:
https://nationalonlinesafety.com/guides
https://www.saferinternet.org.uk/
Female Genital Mutilation (FGM):
Forced Marriage:
www.gov.uk/stop-forced-marriage
Mental Health:
NSPCC:
Refuge:
Save the Children Fund:
Appendix 2
Working Together to Safeguard Children, 2018 defines the four categories of harm as:
Physical Abuse
A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child.
Neglect
The persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development.
Neglect may occur during pregnancy as a result of maternal substance misuse.
Once a child is born, neglect may involve a parent or carer failing to provide adequate food and clothing, shelter including exclusion from home or abandonment, failing to protect a child from physical and emotional harm or danger, failure to ensure adequate supervision including the use of inadequate care-takers, or the failure to ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
Sexual Abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child though it may occur alone.
Additional information and guidance can be found in:
What to do if you’re worried a child is being abused – advice for practitioners, 2015
Appendix 3
Dudley Process Map:
All Dudley Process Maps:
https://dudleychildcare.proceduresonline.com/local_resources.html
Appendix 4
Multi Agency Referral Form (MARF):
For Practitioners and those working with Children
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Please refer to the Threshold Guidance and Framework for Support (2019 document) before completing this form A multi-agency referral should be made when the agency considers that: · A child has been identified as a ‘Child in Need’ or is a Child in need of Protection’, as detailed at level 4 in the threshold document. CONSULT: Dudley Threshold Guidance and Framework for Support 2019 (found on the Early Help web page), discuss with your safeguarding lead and use your professional judgement to identify the level of need.
If you think the need has reached level 4 but require further advice or guidance, you can contact the MASH Team on: 0300 555 0050
Completed MARF must be emailed to: MASH_Referrals@dudley.gov.uk (note: only fully secure, if emailing from another secure email account). For those that do not have access to a secure email account: · Password protect the form and send the password in a separate email
MASH is open Mon- Fri 9am to 5pm. If your referral is URGENT and is outside of these times or on a Bank holiday please contact the Emergency Duty Team on: 0300 555 8574. All telephone referrals must be followed up with completion of a MARF by the referrer within 24 hours. |
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Consent |
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Are Parents/Carers aware of the referral to the MASH? |
Yes |
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No |
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Written/Verbal |
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Has consent been obtained from the parent/carer to share information? |
Yes |
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No |
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Written/Verbal |
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If consent has NOT been obtained, please record the reason/s for this:
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Do you consider that the child/young person is at IMMEDIATE RISK OF HARM? |
Yes |
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No |
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Child/Young Person Details |
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Forename: |
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Surname: |
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Address Details: |
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Home Telephone: |
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Mobile Telephone: |
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Date of Birth: |
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Gender: |
Male |
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Female |
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EDD if unborn baby/hospital where booked: |
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Ethnic Origin: |
Disability: |
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1st Language: |
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Religion/Belief: |
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Parent/Carer Details: Person 1 |
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Forename: |
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Surname: |
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Date of Birth: |
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Relationship: |
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Address Details: |
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Reason for Referral: Please use the following headings to structure your referral and identify how a referral to MASH will address the issues you have highlighted and lead to an improvement in the situation |
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Presenting Concerns (Please describe the incident or circumstances that have led to a referral being made, including the date the child was last seen) |
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The Child’s Developmental Needs – How I grow and develop |
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Parenting Capacity – What I need from people who look after me |
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Family and environment – My wider world (E.g. issues related to: alcohol misuse, drugs misuse, domestic abuse, mental health problems, learning difficulties, offending behaviour/imprisonments and offences against children, any significant history) |
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Please outline any services that have been provided to address any previous concerns prior to this referral |
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Has an EHA been completed? |
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Have you discussed this referral with your designated child protection officer or your line manager |
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Signed |
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TO BE COMPLETED BY CHILDREN’S SOCIAL CARE AND RETURNED TO THE REFERRER |
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Feedback to the referrer |
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Referred for Early Help |
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Undertake a Child, Young Person and Family Assessment, include specific team to undertake this |
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Section 47 investigation and/or joint assessment to be undertaken |
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Other Please Specify |
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Reason for decision
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If you are worried about a child you can telephone the MASH Team for advice and consultation on 0300 555 0050 9am - 5pm OR 0300 555 8574 after 5pm/weekends and Bank Holidays.
If you are worried that a Child needs a statutory social care assessment, complete a Multi-Agency Referral Form (MARF) and email children’s services at: MASH_Referrals@dudley.gov.uk
If the concern involves anyone working with children contact the LADO Officer allegations@dudley.gov.uk Tel: 01384 813110
If the referral is concerning a relinquished baby contact is to be made with the MASH Team as above.
If the concerns relate to CSE refer to the CSE Pathway
If there is a professional disagreement regarding decision, please refer to: Dudley’s Resolution and Escalation Protocol.
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Appendix 5
Dudley Prevent Referral Process
https://www.dudleysafeandsound.org/prevent
CTU_GATEWAY@west-midlands.pnn.police.uk
Appendix 6
e-Safety Policy
This policy operates in conjunction with the Safeguarding and Behaviour policies.
Purpose of this policy
The King Alfred School recognises that being online is an integral part of our pupil’s lives. In our ever-increasing digital world, children are interacting with a variety of technologies on a daily basis, both in and out of school, which includes not only internet technologies but also electronic communications via mobile phones, games consoles and wireless technology. Social media, online games, websites and apps can be accessed through mobile phones, computers, laptops, tablets and gaming devices – all of which form a part of children and young people’s online world.
Although we recognise that the use of these technologies can be beneficial, there are also a number of potential risks that can place children in danger. The internet is predominately an unmanaged, open communications channel where anyone can publish and distribute information and material from all across the world and with little restriction. Some of this material on the internet is published for an adult audience that may be unsuitable for children to access.
The King Alfred School e-Safety policy therefore encompasses the safeguarding strategies needed to ensure the school’s online procedures keep pupils safe; as well as educate our staff so that pupils are taught in a way that they are equipped, aware, responsible and safe when they are accessing online systems anywhere, anytime.
Potential risks
Online abuse is any type of abuse that happens on the internet, facilitated through technology like computers, tablets, mobile phones and other internet-enabled devices (Department for Education, 2018).
It can happen anywhere online that allows digital communication, such as:
• social networking websites and apps
• text messages and messaging apps
• email and private messaging
• online chats
• comments on live streaming sites
• voice and/or text chat in games via websites, gaming devices/consoles and apps.
Current potential risks and abuse children may face can include, but are not limited to:
• Bullying/cyberbullying via text messaging, email, social networking, etc.
• Emotional blackmail such as pressure to comply with sexual requests via technology.
• Sexual abuse and exploitation in a variety of forms including grooming, sexting, including pressure or coercion to create and share sexual images. Perpetrators may use online platforms to build a trusting relationship with the child in order to abuse them. This abuse may happen online or the perpetrator may arrange to meet the child in person with the intention of abusing them.
• Children can be revictimised (experience further abuse) when abusive content is recorded, uploaded or shared by others online. This can happen if the original abuse happened online or offline.
• Access and exposure to explicit content including violence, drug and alcohol usage and pornographic material.
• Access and exposure to inappropriate content of an adult nature including offensive/controversial ideas and advice.
• Misuse of personal information including loss of control over personal images, videos and details.
• Viruses, hacking and computer security.
School procedures
The King Alfred School recognises it has a dual responsibility to safeguard our pupils; firstly, by ensuring the school’s online procedures keep pupils safe. Our Acceptable Use Policy (AUP) ensures that:
• that school systems and users are protected from accidental or deliberate misuse that could put the security of the systems and users at risk.
• that staff are protected from potential risk in their use of technology in their everyday work.
• all staff and volunteers agree to the policy and be responsible users and stay safe while using the internet and other communications technologies for educational and professional use only.
Secondly, The King Alfred School is diligent in educating our pupils so that they are digitally equipped, aware, responsible and safe (DEARS) when they are accessing online systems in- and outside of school. This can be seen through a whole-school approach both in classrooms and in the wider school:
Planning for e-Safety Awareness:
• Class teachers should plan sufficient opportunities for pupils to be taught and apply specific skills in using electronic technologies safely and responsibly at least once a half a term.
• e-Safety must be built into the curriculum and, although discrete sessions are highly valuable and necessary, they should not be not relied upon solely to deliver e-Safety awareness.
• Delivering e-Safety - lessons/activities should:
• emphasise learning to understand and use new technologies in a positive way to develop safe online behaviours that promote pupils as confident, responsible users anytime, anywhere.
• teach pupils to develop critical skills to access online systems that do not compromise the safety and security of themselves and that of others.
• provide regular opportunities for pupils to practise and apply taught skills in using electronic technologies.
• incorporate education about the potential risks and harmful online behaviours (at age-related pitch and suitability) as well as clear guidance on how to manage such risks and report breaches of e-Safety.
Embedding e-Safety:
• The ethos of a ‘listening and talking’ school is communicated to pupils so that they are encouraged and feel safe to report any e-Safety violation, whether they are victims or bystanders, to a member of staff.
• Opportunities to deliver e-Safety awareness should be interwoven in whole school situations where possible such as school assemblies, family assemblies, parent workshops, etc.
• Any appropriate and useful advice and support materials will be distributed to parents/guardians to support families in consolidating e-Safety practice at home.
• Use of the ‘self-support’ materials (e-Safety board outside of Reception and classroom posters) should be demonstrated, always visible and made available to pupils at any time.
Roles and responsibilities
• It is the responsibly of all staff to ensure that they use communications technology, on-line systems and the internet safely and responsibly. Therefore all staff/volunteers must agree to an Acceptable Use Policy (AUP).
• Class teachers are responsible for planning for and delivering e-Safety awareness half-termly.
• The staff member who has encountered an e-Safety violation will investigate and report it to the e-Safety Leader and/or Designated Safeguarding Leader dependent on nature of the breach.
• Class teachers are responsible for reporting incidents to parents with the support of the e-Safety Leader and/or the Designated Safeguarding Leader.
• The Designated Safeguarding Leader is responsible for investigating incidents after they have been reported after the initial investigation.
• e-Safety training is an essential element of staff induction and part of an on-going CPD programme, delivered at least once annually.
• It is the responsibility of the e-Safety Leader to review and update this policy annually.
The rapid development and accessibility of the internet and new technologies, such as personal publishing and social networking, means that e-Safety is an ever-growing and changing area of interest and concern. Therefore, the e-Safety Leader is responsible for refreshing their knowledge and skills and keeping up to date with any changes, editing and updating this policy and arranging training and/or support for staff where needed.
The King Alfred School
February 2021
Reviewed:
Next Review due: Jan 2022
Educational Visits Policy
The King Alfred School will seek to enhance the educational experience of all students throughout the school by providing a number of trips and visits during the year, including for example:
· Curriculum-related visits (e.g. to a famous building, place of worship, theatre production, art gallery or historic site)
· Adventure activities (e.g. camping, Forest School, rock climbing and hiking)
· Sports-related trips and tours
Information regarding school trips will, where possible, be made available to parents at the start of the year. The school will provide for participants and their parents all relevant details, including travel arrangements, for each trip.
Good Practice
The King Alfred School seeks to apply best practice in the management of all trips, including:
· Staff using trip checklist before attending any trip.
· A comprehensive King Alfred School approval procedure for all trips which embraces all relevant regulations, including stringent risk assessments.
· Ensuring the safety and welfare of all trip participants as a first priority - including all relevant health and safety and safeguarding arrangements. Though it should be noted that risk is an essential element of some trips (e.g. adventure activities and contact sports) in which case all practicable steps will be taken to minimise the risks.
· Careful, purposeful choice of activities and destinations.
· Using appropriately qualified and experienced trip leaders and staff.
· Careful choice of tour-operators and third party providers of activities.
· Appropriate arrangements to deal with emergency situations in place.
· Financial procedures to ensure good value for money.
· Ensuring that all parties involved have all the information required and are aware of their own responsibilities with regard to ensuring a safe and enjoyable trip for all staff and students participating.
Trip Leaders and Staff
The King Alfred School seeks to ensure that:
· The trip leader and all staff travelling on the trip have the appropriate experience and, where appropriate, specific training and/or qualifications for the particular trip.
· The staff : student ratio is appropriate for the age of the participants and the nature of the trip.
· All staff involved have the means of contacting each other, a member of the Senior Leadership Team and the home contact of every child on the trip at all times during the trip.
· For trips involving at least one overnight stay, a member of staff is appointed and briefed as home contact to deal with any emergency or unforeseen circumstance.
Participants
The King Alfred school:
· So far as is practicable, all students will have the opportunity to take part in a trip for which they are the appropriate age and have the appropriate skills/abilities/interests.
· All trip participants, including staff, have an appropriate level of health and fitness for the trip - checked where appropriate by means of a medical questionnaire/consent form for each participant.
· All those intending to take part in a trip are fully aware of the nature of the trip, what they should gain from it and what will be expected of them.
· Arrangements will be made to include participation of students with disabilities and special needs, so far as is practicable and without putting them or other participants at risk.
Parents
· The school will advise parents well in advance by letter of any trip involving their child(ren) which will start and finish wholly within one school day.
· For trips longer than the school day, or for a trip where participants have to be collected from a venue other than the school, the school will ask parents to give written consent for their child(ren) to participate.
· For all trips involving at least one overnight stay, a medical/consent form (disclosing all known existing conditions) will be required, signed by the parent of each participant.
· We will ensure that parents have all relevant information regarding a trip, including details for making contact in case of an emergency.
Parents will be encouraged to:
· Take an interest in the destination of the trip and find out more about it with their child(ren).
· Impress upon their child(ren) the importance of following instructions and rules for the trip so that they maximise the benefit and enjoyment while minimising any risk.
· Ensure that they follow all joining instructions and, where appropriate, ensure that their child(ren) has/have a currently valid passport, EHIC and spending money/foreign currency.
Travel and accommodation
· Where travel and/or accommodation is provided by a third party, we will only use reputable companies (e.g. ABTA/ATOL bonded).
· Third party providers of activities are required to provide their evidence of their licence to operate and their own safety procedures.
· A member of staff will be appointed as home contact for each overnight trip.
Financial and insurance arrangements
We will seek to make sure that all trips are adequately funded and provide good value for money by a range of measures including:
· Approval at an early stage of a detailed cost plan.
· Agreeing the minimum and maximum number of participants for the trip’s viability.
· Ensuring that all aspects of the trip are appropriately funded, including a contingency sum to cover unforeseen events or emergencies.
· On extended trips, ensuring that staff have access to funds while away.
· Where parents are required to meet or contribute to the cost of the trip, they will receive clear details of the costs and when payments are required. Where a deposit is non-returnable, that will be made clear at the time payment is requested.
· The King Alfred School will hold a block insurance policy which covers all the kinds of trips we will organise, details of which can be provided on request. For some pre-existing medical conditions insurance cover is not provided under the school’s block insurance policy. In these circumstances parents will be asked to provide their own specific insurance cover. Some expeditions, such as World Challenge, require special insurance, which is included in the charge for the expedition.
Following a Trip
· All staff involved in the trip will be required to destroy all the personal details for participants which they have carried during the trip.
· The Head Teacher will receive feedback from trip leaders and reviews the annual programme of trips, updating the trips approval procedure as necessary to seek to ensure that staff planning future trips learn from experience of previous trips and, if necessary, adjust their plans accordingly.
This Policy will be reviewed as above and at least annually.
The King Alfred School
January 2021
Reviewed:
Reviewed informally after every visit
Next formal Review due: January 2022
Intimate Care Policy
This policy is designed to protect staff and those children who require intimate care.
The key points of the policy are as follows:
· Clear processes and guidance in intimate care will be highlighted to all staff, particularly during induction training.
· Intimate care arrangements will where possible be discussed and agreed by parents.
· New staff will be given every opportunity by the Head Teacher to discuss this policy and raise any concerns they might have.
· No student, visitor or work experience student will ever be responsible for the intimate care of any child.
· The disabled toilet will be the “hygiene room” for the purposes of this policy (or, if necessary, the nearest toilet).
· At least two members of staff must be present in all instances of intimate care being given. Where possible, pairs of staff should be mixed up from time to time rather than remaining as a regular pair for these purposes.
· Each time a pupil receives intimate care, this must be documented and recorded and signed by both staff present.
· This policy will only be changed to meet the needs of individual pupils or of the staff as a whole and will not be adapted for any individual staff member.
· Staff must report, in confidence, to a senior member of staff if they have concerns about the way intimate care is being administered by another member of staff.
This policy deals mainly with primary-age children. The King Alfred School will not have senior age children for some years – but, if the need arises in the future and a senior pupil needs help, s/he would be strongly advised to perform the intimate care they need themselves. A member of staff of the same sex would be at hand if required (keeping a sensible distance). Of course, where intimate care is genuinely required, the above processes should be observed. In the case of older children, staff of the same gender as the child should be deployed to help.
Reviewed: March 2021
Next review: January 2022
No Marking Policy
As a school we are committed to ensuring our teachers’ time is spent on effective lesson planning and delivery. We see no positive impact of detailed marking for the pupil if feedback is not given within the lesson so that they can rectify mistakes that are taking place.
Marking and feedback must be given to pupils during the lesson with more detailed pieces of work being marked by the end of the school day. We take this strict stance on marking in order that teachers can make a note of common errors occurring so that they can adapt lessons quickly according to how pupil are performing. We feel this will ensure that work is pitched at the right level and demonstrates adaptive practice. This approach is completely in the interest of the learner getting the best teaching possible.
We expect teachers to take time to check for understanding before pupils are set off on task and to check for understanding early on by checking work live and by giving instant on the spot feedback. As part of good teaching and learning and lesson observations, we want to see effective whole class and individual feedback being applied throughout a lesson.
We expect teachers to simply grade work each day using the number system that is used on termly reports 1-4 on attainment and 1-4 as an effort grade. Pupils can be involved in this process and will be able to mark their own work using stamps based on Maths and English teacher-created marking prompts. We believe it is beneficial for pupils to know where they are at and to be proud when they improve their effort and attainment grades.
The only time we as a school encourage written feedback is if a pupil produces an exceptional piece of work that deserves recognition, if such a piece of work is particularly impressive, a pupil will receive a comment, a mastery stamp or both.
This policy in practice
Just as in the triangle below, for almost all pupils the teacher input at the beginning of the lesson will be enough. Some may need a bit of a gentle prompt – a nudge in the right direction, a few might need more guidance and one or two might require further support.
The key element to our no marking policy is to start with the assumption that all pupils can work independently given prior input. Then increase the amount of intervention if the pupil requires it. We give pupils take up time to allow them to employ strategies to work independently and ensure they are thinking of ways to improve their work.
Monitoring of Teaching and Learning Policy
The King Alfred School is dedicated to offering a clear and focused approach to the monitoring of teaching and learning. The key things we are looking for when monitoring teaching and learning is the quality of provision in line with the school’s goal of producing knowledgeable independent thinkers who strive for mastery.
This document is designed to help teachers be mindful of the schools overall aims and how to apply them in all areas of practice. There is a teaching and learning timetable that all staff should familiarise themselves with at the start of the school year in order that they are aware of the requirements and can prepare fully.
Who
All teachers will receive monitoring of their teaching practice each term. Monitoring is conducted by the senior leadership team and by those who have been appointed as teaching and learning leaders (staff to see timetable for full details).
NQT staff will have observations in line with their mentor guidance framework.
All staff will receive a CPD meeting each year conducted by the Head Teacher or Deputy Head Teacher.
What
Monitoring is the process by which we as a school evaluate the quality and effectiveness of teaching and learning. The process scrutinises the following areas of a teacher’s practice:
· Lesson observations – When a teacher is being formally observed, they must complete a lesson plan using the school lesson plan template. This must be submitted to the staff member observing prior to the observation taking place. Lesson observations are conducted formally and less formally. Class teachers will also be visited by Senior teaching and learning staff on learning walks and during drop-in sessions. When an observation is taking place, observers will be accessing the quality of teaching shown by the knowledge and delivery of the lesson, the classroom environment, behaviour management, lesson in line with school ethos, differentiation, SEN provision and feedback given to pupils. The observer will also gain feedback from a selection of pupils to get their feedback from a student perspective.
· Student books – We review a sample of students’ books, across a range of attainment levels, to assess the learning outcomes against the curriculum policy, age-related expectations and attainment grade of that student to ensure differentiation and challenge is being met to a good standard as well as if the attainment grades match that of the outcomes reflected. Feedback will also be given on the standard of presentation in the books and whether progress is evident in areas such as handwriting. In accordance with the marking policy, we do not assess marking but do review any written feedback and use of feedback stamps that may be given.
· Planning – The school assesses teachers’ medium term (termly) planning. We expect teachers to have plans for each term that line up with the end of year curriculum outcomes for all subjects taught. These plans need to show differentiation and have consideration for all members of the class planning in accordance with any SEN requirements and will include extension activities for Gifted and Talented pupils.
· Student assessment files - Teachers need to track students progress in subjects, we expect teachers to clearly display end of learning outcomes for subjects and have a tracking strategy for each student next to these outcomes. The tracking strategy is particularly important when assessing if a student is at ‘Mastery level’. The attainment grade the student is at is recorded in termly reports. Teachers need to track progress next to outcomes on an ongoing basis to ensure they can give an accurate attainment grade at the end of each term. Each term we look to see evidence of student assessment files.
· Target setting- Each student will complete a baseline test at the start of each year. We expect teachers to set targets based on this and adapt targets each term based on achievements made. We will be looking to find evidence that teachers are continually giving opportunities to stretch and challenge pupils. We expect target setting to include whole class, groups and individuals.
Where
Evidence for monitoring and accessing teaching and learning can be found in a teacher’s classroom and can be seen in wall displays, student workbooks, during lesson observations and in general behavioural management in and around the school. Evidence of effective teaching and learning can be found in teacher led assessment, recitation assessment logs and end of year assessments.
Teachers can find details of the expectations and all things relevant to best practice in the following areas: Lesson observation template, school assessment policy, staff roles and responsibilities document, school curriculum plans, behaviour policy, school’s mission and vision, curriculum manuals and through staff training.
When
· A formal lesson observation will take place once a term. Teachers will receive feedback within one working day of observation taking place. The observation will include a target for improvement agreed with the lesson observer.
· Drop-in sessions can take place anytime and will be conducted more frequently if there is a cause for concern.
· All student’s books will be scrutinised on a rolling programme throughout the year. English and Maths books at least twice a year and all other subjects across the year. Targets will be set and strengths and areas for development fed back at staff meetings.
· Teaching and learning training will take place during teacher training days.
· During individual CPD training days booked in by school management.
Please note that if a teacher wants support improving practice in a particular area, they can request further monitoring and mentoring.
Peer on Peer Abuse Policy
This policy operates in conjunction with the Safeguarding, Anti-Bullying and Behaviour policies. It should also be read alongside the various legislations, guidance, links and appendices in the Safeguarding Policy.
Purpose of this policy
The King Alfred School is committed to instilling in our pupils the virtue in honouring and fulfilling the commandment: ‘Love your neighbour as yourself.’ From the Early Years, all pupils are taught these biblical principles of loving and caring for one another so that they are embedded in the ethos of the school. We strive for all our pupils to not only feel a sense of belonging to a loving community but are the main contributors to it.
We also recognise that the different relationships that pupils form in their neighbourhoods, in their peer groups and online can put them at risk of abuse or harmful behaviour. Therefore, we are equally dedicated to the early identification and appropriate management of peer on peer abuse and continue to ensure that any form of abuse is dealt with immediately to reduce the extent of harm to the pupil, with full consideration to the impact on that individual pupil’s emotional and mental health and well-being.
The purpose of this policy is to explore the many forms of peer on peer abuse and include a planned and supportive response to the issues. Therefore, this policy will include a clear and comprehensive, whole-school approach strategy to preventing and responding to peer on peer abuse.
Definition of peer on peer abuse
The King Alfred School recognises that children are capable of abusing their peers of which the abuse can take many forms. This is most likely to include, but may not be limited to:
• bullying (including cyberbullying);
• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
• sexual violence, such as rape, assault by penetration and sexual assault;
• sexual harassment, such as sexual comments, remarks, jokes and online sexual harassment, which may be stand-alone or part of a broader pattern of abuse;
• upskirting, which typically involves taking a picture under a person’s clothing without them knowing, with the intention of viewing their genitals or buttocks to obtain sexual gratification, or cause the victim humiliation, distress or alarm;
• sexting (also known as youth produced sexual imagery); and
• initiation/hazing type violence and rituals.
All staff should be aware of safeguarding issues that can put children at risk of harm. Behaviours linked to issues such as drug taking, alcohol abuse, deliberately missing education and sexting (also known as youth produced sexual imagery) put children in danger.
(KCSiE 2020)
A list of the types of abuse and their examples can be found in appendix 3 of the policy.
Contextual safeguarding
It is important that all staff at The King Alfred School are aware that wider environmental factors could be present in a pupil’s life that are a threat to their safety and/or welfare. Extra-familial harms takes a variety of different forms and children can be vulnerable to multiple harms, abuse and exploitation outside their families.
This is also referred to as contextual safeguarding which is: “an approach to understanding and responding to, young people’s experiences of significant harm beyond their families. It recognises that the different relationships that young people form in their neighbourhoods, schools and online can feature violence and abuse. Parents and carers have little influence over these contexts, and young people’s experiences of extra-familial abuse can undermine parent-child relationships.” (https://contextualsafeguarding.org.uk 2020)
Pupils with Special Educational Needs
Children with special educational needs (SEN) and disabilities can face additional safeguarding challenges. These can include:
• assumptions that indicators of possible abuse such as behaviour, mood and injury relate to the child’s disability without further exploration;
• being more prone to peer group isolation than other children;
• the potential for children with SEN and disabilities being disproportionally impacted by behaviours such as bullying, without outwardly showing any signs; and
• communication barriers and difficulties in overcoming these barriers.
To address these additional challenges, schools and colleges should consider extra pastoral support for children with SEN and disabilities.
(KCSiE 2020)
Disclosures and concerns
The King Alfred School adopts the attitude that no abuse should be tolerated or minimised as part of growing up. Therefore, any concerns raised will be investigated and dealt with appropriately, where all staff must follow the Concerns and Disclosures Procedure (see Appendix 2) and guidance outlined in detail in the Safeguarding Policy when responding to and reporting any concerns or disclosures.
The Designated Safeguarding Leader, Mrs Hayley Bowen, will then be responsible for following the appropriate procedures and referral route if needed. Once appropriate advice has been sought from external services, parents/guardians will be informed as soon as possible (either by the services or the DSL). Parents/guardians will not be informed if by doing so the child would be put at further risk of significant harm.
Supporting pupils
Once the outcome of the incident(s) has been established, it is imperative to ensure future incidents of abuse do not occur again and consider the support and intervention required for all of those involved.
What support victims of peer on peer abuse require depends on the individual child. It may be that they wish to seek counselling or one to one support via a mentor. It may also be that they feel able to deal with the incident(s) on their own or with support of family and friends. In such cases, it is necessary that the school continues to monitor and offer support should they require it in the future. If the incidents are of a bullying nature, they may need support in improving peer groups/relationships with others or some restorative justice work with all those involved may be required.
Other wider interventions to be considered can target a whole class or year group, for example a speaker on cyber bullying, relationship abuse, etc. and through the continued curriculum certain issues can be discussed and debated more frequently (such as in Christian Studies, PSHE lessons, etc.).
The King Alfred School aims to rigorously foster an environment where the influence of peer groups in school is not greater than that of the law or the school’s conduct code, in accordance to biblical principles, to help to minimise potential risk or harm to pupils. As outlined in The King Alfred School’s Behaviour Policy, if a pupil has a significant negative influence on other pupils, and in particular is the perpetrator of peer on peer abuse, the Headteacher has the right to seek to permanently exclude the pupil.
All incidents are investigated and reviewed on a case-by-case basis and sanctioned accordingly as outlined in the Behaviour Policy. Any disciplinary action will address the abuse, the causes of it, and attitudes underlying it. Disciplinary action may sometimes be appropriate, (a) to ensure that the pupil/s take responsibility for and realise the seriousness of their behaviour; (b) to demonstrate to the pupil/s and others that peer on peer abuse can never be tolerated; and (c) to ensure the safety and well-being of other pupils.
However, these considerations must be balanced against the pupil’/s’ own potential unmet needs and any safeguarding concerns. For instance, we understand that it is important to find out why the pupil has behaved in such a way. We recognise that pupils who have experienced abuse in their own lives may in turn abuse others. Therefore this requires a considered and sensitive approach in order that the pupil can receive appropriate help and support. Particular support from identified services may be necessary through an early help referral.
Before deciding on appropriate action, the school will always consider its duty to safeguard all pupils from harm; the underlying reasons for a pupil’s behaviour; any unmet needs, or harm or abuse suffered by the pupil; the risk that the pupil may pose to others; and the severity of the peer on peer abuse and the causes of it.
Preventative strategies
The King Alfred School recognises that our response to peer on peer abuse should not start at the point at which a pupil has suffered abuse or harm.
This is why we deem our ethos of honouring biblical principles as being integral for providing a safe, loving and nurturing environment for all pupils as an effective preventative. Imparting the virtue in honouring and fulfilling the commandment: ‘Love your neighbour as yourself’ promotes a culture where all our pupils treat their peers, school staff and visitors with respect. From the Early Years, all pupils are taught these biblical principles of loving and caring for one another so that it permeates and extends in all areas – the classroom, corridors, playground and beyond the school gates. We strive for all our pupils to not only feel a sense of belonging to a loving community but are the main contributors to it.
Being a ‘listening and talking’ school is communicated to pupils so that they are encouraged and feel safe to report any forms of peer on peer abuse, whether they are victims or bystanders, to a member of staff.
Additionally, The King Alfred School is diligent in educating our pupils so that they are aware (age-appropriately) of such risks and forms of peer on peer abuse. This can be seen through a whole-school approach both in classrooms and in the wider school:
Planning:
• Class teachers should plan sufficient opportunities for pupils to be taught about social issues and differences in its various forms (e.g. bullying, e-Safety risks, etc.) at least once a half a term.
• Although discrete sessions are highly valuable and necessary to address such issues, they should not be not relied upon solely to deliver awareness and so there must be sufficient opportunities planned for class discussions to take place (Christian Studies, circle time/PSHE/SMSC, etc.) to further promote a “listening and talking” ethos.
• Using intelligence and vigilance of any concerns or issues evident amongst pupils in particular year groups to plan for opportunities to raise discussions.
Delivering - lessons/activities should:
• teach pupils skills to interact with their peers in a positive way to develop safe behaviours that promote pupils as socially confident and respectful.
• provide regular opportunities for pupils to practise and apply taught skills in discussions e.g. circle time, public speaking, projects, class/family assemblies, etc.
• incorporate education about the potential risks and prejudiced/harmful behaviours (at age-related pitch and suitability) as well as clear guidance on how to manage such risks and report any concerns or disclosures.
Embedding:
• The ethos of a ‘listening and talking’ school is communicated to pupils so that they are encouraged and feel safe to report any concerns or disclosures, whether they are victims or bystanders, to a member of staff.
• Opportunities to deliver such lessons should be interwoven in whole school situations where possible such as school assemblies, family assemblies, parent workshops, etc.
• Any appropriate and useful advice and support materials will be distributed to parents/guardians to support families in consolidating this practice at home.
• Use of the ‘self-support’ materials (e.g. whole school displays, classroom posters, etc.) should always be visible, purposeful and useful for pupils.
Appendix 1
This policy has been supported by these key documents and offer useful guidance and further information on all apsects:
• DFE: Keeping Children Safe in Education. September 2020
• DFE: Preventing and Tackling Bullying: Advice for headteachers, staff and governing bodies. July 2017
• DFE: Sexual Violence and Sexual Harassment between Children in Schools and Colleges. December, 2017
• Farrer and Co: Peer on Peer Abuse Toolkit. December 2017.
https://www.farrer.co.uk/Global/Peer-on-peer%20abuse%20toolkit%2014.pdf
• Working Together to Safeguard Children, 2018
https://www.gov.uk/government/publications/working-together-to-safeguard-children--2
• UKCCIS: Sexting in Schools and Colleges
Useful links:
• Anti-Bullying:
www.anti-bullyingalliance.org.uk
www.dudley.gov.uk/kids/anti-bullying
• Barnardos:
• contextual Safeguarding:
www.contextualsafeguarding.org.uk
• Childline:
• The Children’s Society:
• Child Sexual Exploitation:
• Drugs:
• e-Safety:
https://nationalonlinesafety.com/guides
https://www.saferinternet.org.uk/
• Mental Health:
• NSPCC:
Appendix 2 Concerns and Disclosures Procedure
*All information recorded must be factual and accurate. Only record what the pupil has said and do not ask leading questions. Prompts should be: TED (Tell me, Explain to me, Describe to me).
Do not ask the pupil to write anything down, sign anything or take any photographs.
Appendix 3
Working Together to Safeguard Children, 2018 defines the four categories of harm as:
Physical Abuse
A form of abuse which may involve hitting, shaking, throwing, poisoning, burning or scalding, drowning, suffocating or otherwise causing physical harm to a child. Physical harm may also be caused when a parent or carer fabricates the symptoms of, or deliberately induces illness in a child.
Neglect
The persistent failure to meet a child's basic physical and/or psychological needs, likely to result in the serious impairment of the child's health or development.
Neglect may occur during pregnancy as a result of maternal substance misuse.
Once a child is born, neglect may involve a parent or carer failing to provide adequate food and clothing, shelter including exclusion from home or abandonment, failing to protect a child from physical and emotional harm or danger, failure to ensure adequate supervision including the use of inadequate care-takers, or the failure to ensure access to appropriate medical care or treatment.
It may also include neglect of, or unresponsiveness to, a child's basic emotional needs.
Sexual Abuse
Involves forcing or enticing a child or young person to take part in sexual activities, not necessarily involving a high level of violence, whether or not the child is aware of what is happening. The activities may involve physical contact, including assault by penetration (for example, rape or oral sex) or non-penetrative acts such as masturbation, kissing, rubbing and touching outside of clothing. They may also include non-contact activities, such as involving children in looking at, or in the production of, sexual images, watching sexual activities, encouraging children to behave in sexually inappropriate ways, or grooming a child in preparation for abuse. Sexual abuse can take place online, and technology can be
used to facilitate offline abuse. Sexual abuse is not solely perpetrated by adult males. Women can also commit acts of sexual abuse, as can other children.
Emotional Abuse
The persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child's emotional development. It may involve conveying to a child that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person. It may include not giving the child opportunities to express their views, deliberately silencing them or ‘making fun’ of what they say or how they communicate. It may feature age or developmentally inappropriate expectations being imposed on children. These may include interactions that are beyond a child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction. It may involve seeing or hearing the ill-treatment of another. It may involve serious bullying (including cyber bullying), causing children frequently to feel frightened or in danger, or the exploitation or corruption of children. Some level of emotional abuse is involved in all types of maltreatment of a child though it may occur alone.
Additional information and guidance can be found in:
What to do if you’re worried a child is being abused – advice for practitioners, 2015
Health and Safety Policy
1. Statement of Intent
The policy of The King Alfred School is to maintain safe and healthy working conditions at the school for all staff, pupils and visitors. The allocation of duties for safety matters and the particular arrangements made to implement the policy are set out in this document. An annual review of the policy will take place. The Policy will be kept under constant review.
2. Responsibilities
The School Board
The Board is responsible for monitoring and reviewing the health and safety policy of the school as and when necessary. Health and Safety is an agenda item at every meeting with the school board where they will prepare a review of incidents, developments etc. related to health and safety since the last meeting. The School Board will as appropriate make recommendations relating to health and safety.
The Operations Manager
Overall responsibility for the detailed health and safety arrangements within the school lies with the Operations Manager and in their absence with the Head of School or the most senior member of staff present. It is the Operations Manager’s responsibility to ensure compliance with Health and Safety legislation.
Staff
All staff have the responsibility to work together to achieve a healthy and safe workplace and to take reasonable care of themselves and others. Whenever a member of staff notices a health and safety problem this should be drawn to the attention of the Operations Manager immediately who will record it in the Health and safety/incident book.
3. Procedures
Fire Safety
The Lake Street building has been subject to recent high-quality refurbishment and has all necessary professionally conducted fire safety checks completed. The building has recently upgraded fire doors to conform to latest fire safety legislation. The building is on one level and has many evacuation points. All exits are marked and kept free of obstructions. There are four fire extinguishers, one electrical extinguisher and a fire blanket in the school and an extinguisher and blanket in the kitchen (which will be out of bounds). Their location is marked with a red fire sticker. Fire safety equipment is checked regularly by external contractors and records of their visit are kept. The Operations Manager checks the fire alarm on a regular basis. Fire practices are held every term and are recorded in the fire practice book. In the event of a fire, all staff and children congregate in the designated assembly area (playground). Named staff are responsible for checking toilets. It is the responsibility of the Operations Manager to call the fire brigade. The school administrator will take the registers out to teachers for roll call. Arrangements in the event of fire are set out in the school’s Fire Plan. Our new entry system features push to override points in the event of a fire.
Accidents
We have a first aid point in the staffroom/medical room this area is clearly signed to identify this as the area to go if someone needs medical attention, the medical room features a medical point which includes x1 first box, x1 burns kit, x1 eyewash station, x1 bio hazard kit (all items are British Standard compliant). The school also has an additional first aid bag located by the medical point that is used for trips or if a transportable bag is needed if medical attention is needed away from the office e.g. in the playground. All accidents are recorded and monitored in the accident book located next to the medical point. All staff will hold a first aid certificate, some staff have additional Ofsted recognised pediatric training. (Newly-appointed staff who do not hold such a certificate will receive training within their first term at the school). Regular first aid courses are held for all staff. Notifiable accidents and incidents are recorded and passed on as appropriate. Additional information can be found in the schools first aid policy.
Letters to parents informing them of accidents to their children are recorded. These forms are checked each half term for trends of accidents and this data is placed before the School Board at each of its meetings. Letters are always sent to parents when a child has a bump on the head.
Plastic, disposable gloves are available in each first aid box and staff are advised to use these when dealing with bleeding or other cases of body fluids. If there is an emergency situation, an ambulance should be called to transport a child to hospital. Wherever possible, the parent should accompany their child. If this is not possible, the child is accompanied by two members of staff. In a non-emergency situation, staff can transport a child if accompanied by another adult, but should ensure they have correct insurance cover, otherwise a taxi must be used.
Reporting Hazards
All staff are responsible for reporting hazards. It is then the Operations Managers responsibility to follow up reports. The School Board monitors the action taken to remedy hazards.
4. Electrical Safety
Electrical equipment used within the school is numbered and logged. All staff are expected to visually check equipment before use and report damage and remove from the area with a notice saying “Faulty: Do Not Use”. In addition, a risk assessment is carried out by an electrician who PAT tests equipment on an annual basis, appliances are tested in accordance with legislation by a contractor and a certificate held listing all tested and serviceable equipment.
Staff should note that particular care needs to be taken with extension leads, to avoid trailing wires. No electrical equipment should be introduced into school from home without the prior agreement of the Principal.
5. Control of Substances Hazardous to Health (COSHH) Regulations
Any substances marked as dangerous must not be left in classrooms. Staff should check that instructions are followed when using any such substances. The cleaning cupboard is locked during the day and the key kept in the Reception office. Staff should note that the use of chemicals in science should be checked with the Operations Manager, who will seek specialist advice where needed.
Staff must inform the Operations Manager of any additional potential COSHH items that have been brought into school other than those on the list.
6. Equipment
It is the responsibility of all staff to ensure that equipment is in good working order and is stored safely. Any faulty equipment should be withdrawn from use and reported to the Operations Manager with a note saying “Faulty: Do Not Use”. The following points about equipment should be noted:
· Staple guns are not to be used by children and must always be stored in a drawer when not in use.
· Step ladders are kept in school. The condition is checked during health and safety inspections. Teachers and helpers are advised to use ladders and not chairs when displaying work.
· P.E equipment will be inspected annually by the Operations Manager, certain specialist P.E equipment if obtained will be checked by an outside contractor. Records are kept of these inspections.
· The school does not at present use the on-site kitchen. If for any reason the kitchen is used those operating the cooker will be given instruction in doing so safely. Children will not be permitted to enter the kitchen under any circumstances.
7. Health and Hygiene
Notifiable and Infectious Diseases
Details of notifiable diseases and periods of exclusion are kept in the school prospectus.
Medicines
It is the school policy not to administer medicine except in the case of chronic illness after discussion with parents. A medical care plan is then drawn up in conjunction with the school’s medical officer. In general, only inhalers are kept in school. Children who go home with a medical complaint or as a result of an accident are recorded in a book in the office.
Smoking
Smoking is not allowed in or around the school grounds (this includes e cigarettes).
Hygiene
It is the responsibility of classroom teachers, liaising with the cleaners, to keep their rooms in a hygienic condition. The Operations Manager will monitor the cleanliness of the building as part of the weekly visual inspection.
All staff are responsible for encouraging good hygiene habits in the children. Particular emphasis is placed on hand washing.
8. Animals in School
There will be no school pets kept on the school site. No visitor dogs are allowed in the school grounds. The only time animals that will be permitted into school is if there is a day in the curriculum that allows for it such as an animal person visiting to show animals to the children.
9. Outdoor Visits
Trips and visits are a vital part of school life and will take place regularly. Any outdoor visit is carefully researched and preliminary visit made by the teacher. Appropriate risk assessments must be completed by relevant staff and be approved by the Operations Manager and Principal before any trip or outing takes place. The school uses a standard risk management template.
It is the duty of the teacher to ensure all helpers are fully briefed about the visit and the expectations for behaviour. Parental consent for the visit is always sought. Risk assessment for outdoor visits are completed and checked by a member of the Health and Safety Committee.
When residential visits are organised parents are invited into school to discuss the visit in detail.
10. Security
All staff and pupils are encouraged to be aware of strangers on the premises. If a visitor is unknown identification should be requested. All visitors must check in at reception and be issued with a visitors’ badge. Visitors may only enter the school by the school Reception door (the main doors to the church building will be locked at all times during school hours). Outside doors at the school are closed once children have left the premises. Pushpads, keypads, door fobs and intercom systems on doors prevent entry. Staff who remain in school late are advised to ensure that doors are locked and the door system is switched on. In the event of anything suspicious or if a child or a teacher is at risk of injury then a message for assistance code red will be sent via a student to the Principal and they will act appropriately (a code red denotes an emergency; a code green means assistance is required). Any act of violence or abuse towards a member of staff must be reported to the Principal, who will take the appropriate action. Further notes cab be found in our security policy.
11. Contractors
All contractors are expected to report their arrival and departure to the reception office staff and sign in before commencing work. If they are working in an unsafe manner they will be requested to stop work by the Principal.
12. Staff and the Health and Safety Policy
All staff, teaching and non-teaching, are given a copy of the policy. New staff are given a copy and are required to confirm they have read it. The Principal will be responsible for ensuring that supply staff are briefed on the policy before beginning work at the school.
13. Training
Staff will attend health and safety courses as appropriate.
A reminder of this policy will form part of the annual staff training days before the start of the school year.
14. General Building Security
· The boundary of the school is clearly defined
· The school has an intruder alarm which is part of the landlord's system
· The alarm system is set only by the Principal, building care taker, Deputy Head or School Administrator
· The alarm system is regularly maintained by the contractor.
. The school has three newly installed security camera’s that are located at the front of the door entry points to the school these are checked weekly.
· The key holders for the school are controlled. The principal, school directors, classroom teachers and the school administrators will be registered key holders. In addition, given the nature of the building, a number of church staff are also key holders.
· Access to the building during school hours is restricted by the use of push pads, fob entry systems on doors and keypad locks on external gates. The school has an added security measure which includes a visual and audio system that is located in the school office that shows all visitors on screen as they approach reception and cameras shoe live footage of each entrance point. This system is checked weekly.
· Visitors may only use the reception door.
· Staff will always challenge strangers and ask for identification.
· Church staff (other than those designated as also working for school) will have no access to the school site during school hours.
15. Equipment/Money
· Computer equipment is kept in classrooms. It is security marked and records are kept of serial numbers.
· Staff have access to lockers, which can be used for personal property.
· Cash holdings are kept to a minimum
· Cash is counted with the front door locked. Money is not left unattended
· The timing of bank visits is varied
Please complete Health and Safety Policy Self-Assessment Check List on the next page.
Health and Safety Policy Self-Assessment Check List
To be completed by all staff following induction and each year during staff training in September
1. Have I got a copy of the Schools Health and Safety Policy? Yes/No
2. Do I know how to report an accident?
3. Do I know where the accident book is kept?
4. Do I know what the fire drill is?
5. Have I been made aware of any workplace hazards?
6. Do I know who to inform about any faulty equipment or anything which may cause injury?
7. Do I understand my responsibility towards health and safety
7. Am I aware of the safety policy regarding doors?
9. Do I know what to do if I encounter a stranger in the school building?
10. Do I understand the school’s Red/Green callout system?
11. Do I understand the school’s Medicines Policy as set out in the H&S policy?
12. Do I believe that the school is a safe place for children and staff?
If you have answered “no” to any of the above questions, it is your responsibility to follow the matter up with the Operations Manager. Please be honest: the health and safety of everyone in school, especially children, could not be more important and your role is crucial in achieving this. As a member of staff, you are often best placed to spot issues. Any concerns you have will be taken seriously.
Name:
Signed:
Date:
Special Educational Needs and Disabilities Policy
The King Alfred School welcomes children who may have additional needs but - at the writing of this policy - we are currently a small school and have a small team of staff, and therefore we do not have provision to take pupils with significant special educational needs at this stage.
The King Alfred School has high aspirations and expectations for all our pupils including those with special educational needs (SEN). We are committed to ensuring all pupils achieve their best, becoming well rounded, confident individuals who are equipped to succeed in the wider world.
Identifying SEN
“A child has SEN if they have a learning difficulty or disability which calls for special educational provision to be made for him or her.”
(Special educational needs and disability code of practice, 2015)
The King Alfred School values knowing our pupils as individuals and being attentive to their educational needs. We recognise the benefits of early identification to then make effective provision to improve long-term outcomes for the pupil.
We recognise the broad scope of special needs and the challenges in diagnosing some needs. For instance, that some special needs are easier to identify but others could be reasoned as characteristics of normal child development and so may only be determined once a child has experienced considerable difficulties. Therefore, there may be some pupils that have not had their SEN identified in the early years and it may only become apparent later on.
The King Alfred School recognises that parents know their children best and so when parents express concerns about their child’s development, we listen and seek to understand. We also listen to and address any concerns raised by our pupils themselves.
These key principles help to paint a holistic view of our pupils.
Termly data progress meetings with class and the senior leadership team, supported by the SENco, make regular assessments of progress for all pupils. This will include a record of what happens on entry, monitoring of the curriculum and assessment for the pupil, the pupil’s early years’ action plans, progress made, and movement between stages.
These also help to identify pupils making less than expected progress. This can be characterised by progress which:
• is significantly slower than that of their peers starting from the same baseline
• fails to match or better the pupil’s previous rate of progress
• fails to close the attainment gap between the pupil and their peers
• widens the attainment gap
It can include progress in areas other than attainment – for instance where a pupil needs to make additional progress with wider development or social needs in order to make a successful transition to adult life.
We recognise that slow progress and low attainment do not necessarily mean that a pupil has SEN. However, they may be an indicator of a range of learning difficulties or disabilities. Equally, it should not be assumed that attainment in line with chronological age means that there is no learning difficulty or disability.
(Special educational needs and disability code of practice, 2015)
Supporting SEN pupils
The King Alfred School will endeavour to make sure that a pupil with SEN gets the appropriate support they need and make reasonable adjustments to their provision and access to learning, where it is reasonably possible to do so, in order that the pupil can fully engage in all aspects of academic and physical school life.
We aim to maintain an inclusive ethos to ensure that pupils with SEN engage in the activities of the school alongside pupils who do not have SEN.
We value and utilise close communication with our families so that we work collaboratively with parents/guardians when we are making special educational provision for their child.
In the case of pupils who have an Education Health and Care Plan, we will participate fully in the planning and review process for such pupils, and provide the relevant Local Authority with information to facilitate the formal Annual Review process.
Education Health and Care (EHC) Plans
If a pupil has lifelong, significant or complex difficulties, they may undergo a Statutory Assessment Process. This will occur where the complexity of need or a lack of clarity around the needs of the child are such that a multi-agency approach to assessing that need, to planning provision and identifying resources, is required.
Information gathered from a variety of sources (parents, teachers, SENCo, health professionals, etc.) will consider the current provision provided, action points that have been taken, and the preliminary outcomes of targets set. A decision will then be made whether the child is eligible for an EHC Plan.
Further information about EHC Plans can found via the SEND Local Offer: http://www.dudley.gov.uk/localoffer or by contacting Dudley Special Educational Needs and Disability Information, Advice and Support Service (SENDIASS) on: 01384 236677
Once the EHCP has been completed and agreed, it will be kept as part of the pupil’s formal record and reviewed at least annually by staff, parents and the pupil. The annual review enables provision for the pupil to be evaluated and, where appropriate, for changes to be put in place, for example, reducing or increasing levels of support.
Roles and Responsibilities
The SEN co-ordinator (SENco), Mr Jonathan Hodge is responsible for co-ordinating SEN provision at The King Alfred School. The SENco’s roles and responsibilities include:
• undergoing regular training.
• overseeing the school’s provision for pupils with special needs and EHC plans.
• being responsible for developing and reviewing the SEND policy, implementing the policy and measuring its impact.
• liaising with governors and external professionals where necessary.
• organising appropriate training and support for staff, particularly in recognising indicators of special needs.
• being actively part of termly data progress meetings with class teachers (of SEN pupils) and the Senior Leadership Team to monitor and support the learning and progress of SEN pupils.
• working closely with the Headteacher, all staff and a designated member of the Governing Board to ensure that the school’s SEND policy is appropriate to each pupil.
All class teachers, working closely with the SENco where appropriate, will have the responsibility for delivering the curriculum and will regularly monitor and review the progress made by all pupils within their class and will seek support from the SENco if they feel there is a pupil displaying indicators of a special need.
Class teachers’ role in more detail includes:
• being aware of the needs of all their pupils and deliver an appropriately differentiated curriculum to cater for their needs.
• ensuring that pupils identified as SEND are reflected in weekly planning.
• implementing Individual Education Plans (IEPs) and reviewing them termly with both the pupil and parent/guardian.
• having overall responsibility for ensuring the progress of SEND pupils.
• liaising with the SENCo regarding pupils with SEND.
• raising any concerns for a pupil with the SENCo.
• informing parents/guardians if they have concerns about a pupil.
The King Alfred School
February 2021
Reviewed:
Next Review due: Jan 2022
COVID-19 Policy
In conjunction with The King Alfred School Health and Safety Policy, this policy works to maintain safe and healthy working conditions at the school for all staff, pupils and visitors in accordance to government guidance concerning COVID-19. As this is an ever evolving issue, this policy will be kept under constant review and be updated to meet the latest changes.
System of Controls (PHE)
We operate under the current and latest guidance of Public Health England (PHE) where the system of controls has been advised to be adopted to reduce risks, minimize transmission of COVID-19 and its variants, and create an inherently safer environment.
Prevention
You must always:
1. Minimise contact with individuals who are required to self-isolate by ensuring they do not attend the school.
2. Ensure face coverings are used in recommended circumstances.
3. Ensure everyone is advised to clean their hands thoroughly and more often than usual.
4. Ensure good respiratory hygiene for everyone by promoting the ‘catch it, bin it, kill it’ approach.
5. Maintain enhanced cleaning, including cleaning frequently touched surfaces often, using standard products such as detergents.
6. Consider how to minimise contact across the site and maintain social distancing wherever possible.
7. Keep occupied spaces well ventilated.
In specific circumstances:
8. Ensure individuals wear the appropriate personal protective equipment (PPE) where necessary.
9. Promote and engage in asymptomatic testing, where available.
Response to any infection
You must always:
10. Promote and engage with the NHS Test and Trace process.
11. Manage and report confirmed cases of COVID-19 amongst the school community.
12. Contain any outbreak by following local health protection team advice.
(Schools Coronavirus (COVID-19) Operational Guidance, May 24th 2021)
This list is not exhaustive and therefore more information for each of these points can be found on the PHE website. All staff must use this link to access the website to read the guidance in further detail.
Process for staff or students with COVID-19 symptoms
Pupils, staff and other adults must not come into the school if:
• they have one or more COVID-19 symptoms
• a member of their household (including someone in their support bubble or childcare bubble if they have one) has COVID-19 symptoms
• they are legally required to quarantine, having recently visited countries outside the Common Travel Area
• they have had a positive test
• have been in close contact with someone who tests positive for COVID-19
They must immediately cease to attend and not attend for at least 10 days from the day after:
• the start of their symptoms
• the test date if they did not have any symptoms but have had a positive LFD or PCR test (if an LFD test is taken first, and a PCR test is then taken within 2 days of the positive lateral flow test, and is negative, it overrides the LFD test and the pupil can return to school)
All visitors to the school are to be made aware of this policy before visiting the site.
If any student or member of staff in school develops a new and continuous cough or a high temperature, or has a loss of, or change in, their normal sense of taste or smell (anosmia), we will:
• send them home to begin isolation - the isolation period includes the day the symptoms started and the next 10 full days
• advise them to follow the guidance for households with possible or confirmed COVID-19 infection
• advise them to arrange to have a test as soon as possible to see if they have COVID-19
• Other members of their household (including any siblings and members of their support or childcare bubble if they have one) should self-isolate.
Roles and Responsibilities
These are the actions our school leaders and staff take to minimise the risk of transmission of COVID-19 in school:
• The School Board is responsible for monitoring and reviewing the COVID-19 Policy of the school as and when necessary. Health and safety is an agenda item at every meeting with the school board where they will prepare a review of incidents, developments etc. related to health and safety since the last meeting including any updates or actions related to COVID-19. The School Board will, as appropriate, make recommendations relating to COVID-19 as an area of health and safety.
• The Operations Manager has overall responsibility for the detailed health and safety arrangements within the school as well as to ensure compliance with Health and Safety legislation including the latest government guidance and legislation concerning COVID-19. The Operations Manager is also responsible for recording any reports of health and safety concerns raised by members of staff in the Health and safety/incident book. The Operations Manager will monitor the cleanliness of the building as part of the weekly visual inspection including the availability of antibacterial hand washing facilities.
• All staff have the responsibility to work together to achieve a healthy and safe workplace and to take reasonable care of themselves and others. This includes reporting any health and safety concerns noticed to the Operations Manager. It is the responsibility of classroom teachers, liaising with the cleaners, to keep their rooms in a hygienic condition, ensuring that antibacterial hand washing facilities are available and easily accessible to staff and students. All staff are responsible for modelling, teaching and encouraging good hygiene habits in the students. Particular emphasis is placed on regular hand washing and steps to minimize spreading germs e.g. using tissues to catch coughs and sneezes and throwing them in the bin, washing hands regularly and efficiently, etc. (see Prevention strategies below).
• Cleaners are responsible for daily cleaning of all classrooms and areas within school ensuring surfaces and areas touched frequently are cleaned with suitable antibacterial detergents and cleaning equipment. A deep clean will be directed as and when necessary by the Operations manager.
A Risk Assessment has been undertaken to identify the measures needed to reduce the risks from coronavirus (COVID-19) so far as is reasonably practicable and is updated regularly.
Please see the latest Risk Assessment at the end of this policy.
Measures in place
In order to comply with government guidance, The King Alfred School implements the following measures to reduce risk and minimise transmission:
• Antibacterial hand gel is available and accessible in various locations in the building – particularly at the main entrance and exit and in classrooms. Regular handwashing is encouraged to all students and staff.
• Social distancing signs are displayed in the building to remind visitors and staff to maintain social distancing where possible.
• Face coverings are required for visitors to wear upon entry to the building (unless they are exempt).
• Procedures in place for parents during picks up and drop off such as wearing face coverings if indoors and restrictions to numbers congregating in small spaces.