Policies
Attendance Policy
This policy should be read in conjunction with:
• Child Protection (Safeguarding) Policy
• The DfE publication, “Keeping Children Safe in Education” (September 2016)
• 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.
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