Blessed George Napier Catholic School & Sixthform Information

Term Dates 2010 to 2011

February half term - 15th February 2010 - 19th February 2010

Easter Break - 2nd April 2010 - Friday 16th April 2010

May half term - 31st May 2010 - 4th June 2010

Summer Term break- 23rd July 2010 - 2nd September 2010

October half term - 25th October 2010 - 29th October 2010

Christmas break - 17th December 2010 - 5th January 2011

February half term - 21st February 2011 - 25th February 2011

Easter break - 11th April 2011 - 26th April 2011

May half term- 30th May 2011 - 3rd June 2011

Summer Term break- 25th July 2011 - TBC

School weekly timetable

Below are the school times and term dates.

School Times

	Monday	Tue/Thu/Fri	Wednesday
Registration	8:40 - 8:45am	8:40 - 9:00am	8:40 - 8:50am
Period 1	8:45 - 9:45am	9:00 - 10:00am	8:50 - 9:45am
Period 2	9:45 - 10:45am	10:00 - 11:00am	9:45 - 10:40am
Break	10:45 Whole school assembly followed by break at 11:05	11:00 - 11:20am	10:40 - 11:00am
Period 3	11:25 - 12:25pm	11:20 - 12:20pm	11:00 - 11:55am
Period 4	12:25 - 1:25pm	12:20 - 1:20pm	11:55 - 12:50pm
Lunch	1:25 - 2:15pm	1:20 - 2:15pm	12:50 - 1:20pm
Registration	2:15 - 2:20pm	2:15 - 2:20pm	N/A
Period 5	2:20 - 3:20pm	2:20 - 3:20pm	1:20 - 2:15pm

Term Dates 2009-2010

Category	Start Date	End Date
Autumn Term	3rd September 2009 Whole School return	18th December 2009
Half-Term	23rd October 2009	30th October 2009
Spring Term	4th January 2010	1st April 2010
Half-Term Easter Break	15th February 2010 2nd April 2010	19th February 2010 16th April 2010
Summer Term	19thApril 2010	21st July 2010
Half-Term	31st May 2010	4th June 2010

Dropping off pupils in the mornings

Just a quick reminder to parent/guardians dropping off children in the mornings - please ensure that you do not drive down Addison Road as this is very busy first thing in the morning, please drop your child at an appropriate place in Grange Road. Also, please ensure that you do not park within the zig zag lines in Springfield Avenue during this time to avoid any nasty accidents. Please note that the Springfield Avenue gate is locked at 8.40am every morning. Many thanks.

Procedure for absence/arriving late to school

� IF YOUR SON/DAUGHTER IS LATE TO SCHOOL FOR ANY REASON, THEY MUST ALWAYS SIGN IN AT THE MAIN OFFICE OR WITH MISS ROBERTS – ATTENDANCE OFFICER. PLEASE SUPPLY A NOTE OR NOTE IN PLANNER FOR ANY MEDICAL APPOINTMENTS OR OTHER REASON FOR ABSENCE

� IF YOUR CHILD CANNOT ATTEND SCHOOL DUE TO ILLNESS OR OTHER REASONS – PLEASE EITHER TELEPHONE THE SCHOOL TO ADVISE OF THE ABSENCE OR ALTERNATIVELY WRITE A NOTE OR NOTE IN PLANNER FOR YOUR CHILD TO HAND IN ON RETURN TO SCHOOL

� ANY HOLIDAYS TAKEN IN TERM TIME MUST BE AUTHORISED - A HOLIDAY REQUEST FORM CAN BE OBTAINED FROM THE MAIN OFFICE. PLEASE GIVE AS MUCH NOTICE AS POSSIBLE

MANY THANKS

School Prospectus

Prospectus for BGN

Community Cohesions

see attached PDF document

Privacy Notice Data Protection Act 1998

PRIVACY NOTICE for pupils in schools, early
years settings, alternative provision and pupil referral units

Privacy Notice - Data Protection Act 1998

We, Blessed George Napier Catholic School, are the Data Controller for the purposes of the Data Protection Act. We collect information from you,and may receive information about you from your previous school. We hold this personal data and use it to:

� support your teaching and learning;

� monitor and report on your progress;

� provide appropriate pastoral care, and

� assess how well your school is doing.

This information includes your contact details, national curriculum assessment results, attendance information characteristics such as ethnic group, special educational needs and any relevant medical information.

We will not give information about you to anyone outside the school without your consent unless the law and our rules permit it.

We are required by law to pass some of your information to the Local Authority (LA), and the Department for Children, Schools and Families (DCSF).

If you want to see a copy of the information we hold and share about you then please contact Mrs Frances Brown.

If you require more information about how the LA and/or DCSF store and use this data please go to
the following websites:

• http://www.oxfordshire.gov.uk/plink/publicsite/contactus/W/Internet/Contact+us/Website+information/CD+-+Help+-+privacy+notice+school+data and http://www.teachernet.gov.uk/_doc/13856/DCSF%20what%20we%20do%20with%20Children's%20data%20v4%20final.doc

If you are unable to access these websites, please contact the LA or the DCSF as follows:

Data Protection Officer Commissioning, Performance & Quality Assurance Children, Young People & Families

OxfordshireCounty Council County Hall, New Road, Oxford OX1 1ND

email: david.spark@oxfordshire.gov.uk

Connexions Services
- Once you are aged 13 or over we are required to pass on certain information to the Connexions services. Connexions is the government's information and advice service for all young people aged 13 to 19 in England.

We must provide both your own and your parent/s' name/s and address/es, and any further information relevant to the Connexions services’ role.

However, you (if you are over 16) or your parents can ask that no information beyond name and address be passed to Connexions. Please inform Mrs Frances Brown if you wish to opt-out of this arrangement. For more information about Connexions please, please contact the Local Authority as shown above.

Comments on Maximize your potential Year 11 Study Skills Day

Comments about: Maximize your Potential Year 11 Study Skills Day

I really enjoyed the session. I genuinely found the methods very useful and used them when I was revising for my mocks. As well as informative it was very entertaining and I’d recommend it to others.

M Cummings

I found the talk to be powerful and inspirational. I learned lots of tips and tricks for revising.

G White

The revision techniques gave me a real insight into really effective ways to boost my academic working grades.

N Egan

I found that it helped me to improve my work and I have approached revision in different and fun ways.

C Round

GCSE RE Information

GCSE RE

April 2010: Current Year 9 will start their GCSE course in their current RE classes (tutor groups)

June 2010: Year 9 will sit an internal GCSE style exam

September 2010: Year 10 will be placed into sets based on exam performance, assessment results and FFT data

January 2011: Year 10 will sit their first ACTUAL GCSE module worth 25% based on all work studied since April 2010. Pupils can sit the exam again in June 2011.

June 2011: Year 10 sit their second module also worth 25%

June 2012: Year 11 sit their final 2 GCSE modules worth 50%

FURTHER INFORMATION ABOUT THE COURSE AND SUPPORT MATERIALS: Options Handbook

HPV Vaccinations

Please see download for information regarding HPV vaccinations

Exam Work

The following work should be done if the school is closed because of snow:

Science Year 10

Mrs Morrison's Single Science Year 10s should revise topics for exams on 6th March.
Science Years 11 & 12
Mrs Morrison and Mrs Thomas' class should revise topics 1 & 2.
Science Year 11
Mrs Morrison's class should revise topics 1-4 for exams on 2nd. & 4th. March.
Mrs Morrison and Ms Burak's class should revise topics 5-8.
If you have a textbook/CD at home:
1. Create a flow diagram to show the stages in Eutrophication - p. 71
2, Make notes on Active Transport - p. 59
3. Read, make notes, answer questions 3,4,6,7.

RE

Year 13 RE Group (Miss Boyle)
Religious Experience: Research & Answer
1. What are the distinctive characteristics of religious experience?
2. Explain the concept of mysticism. Is mysticism an integral part of religious belief?
3. Is it ever possible to verify whether or not a religious experience has taken place?

Year 11 (Miss Boyle)
Marriage coursework 1st drafts were due on FRIDAY 30 JANUARY. You MUST hadn this in on WEDNESDAY 11 FEBRUARY.

Spanish: Year 11

Page 133, Exercise 2c
Revise: Education & Work and The Environment for the speaking tests.

School Uniform at BGN

Blessed George Napier school uniform is compulsory for all pupils in Year 7 to Year 11. The uniform is:

ALL:
Plain navy or black top coat - No logos
Navy blue blazer with BGN badge
Navy 'V' neck jumper with BGN badge
No other top should be worn with school uniform
Black or brown substantial shoes with heel no greater than 1 inch. No material shoes or ballet shoes.
Scarves in house colours can be purchased from the school office at a cost of �10. No other scarf is permitted.

BOYS:
Plain white shirt and BGN tie (available to buy from school)
Grey trousers

GIRLS:
Blue and white check revers neck blouse
Navy pleated skirt no more than 3 inches above or below the knee
Navy tailored trousers
Navy or black tights or socks (socks must be worn below the knee)
No leg warmers

A high standard of personal appearance is expected of all students and anyone arriving at school in non-uniform clothing may expect to be sent home to get changed.

No body or facial piercings are permitted whatsover, covering of such with plasters is not sufficient - studs, rings etc may not be worn in school time. One pair of small ear studs, a small crucifix on a chain and a watch are permitted. These items will have to be removed for PE - BGN will not be responsible for loss of these items (Yr 7 - Yr 13)
Hair colour and style must be appropriate for school (Yr 7 - Yr 13)
Coats and other outdoor clothing may not be worn in school (Yr 7 - Yr 13)
Boots may not be worn (Yr 7 - Yr 11)

Sixth Form
Sixth Form pupils must be dressed smartly at all times but especially on Monday for full school assembly and when required by Head of Sixth Form

All items of clothing must be named

PLEASE NOTE: BGN will not be responsilbe for the loss of any item of clothing or a belonging if it is forbidden in school, or if it is allowed but not clearly marked.

P.E. KIT:

BOYS:
Navy rugby shirt with gold band
Navy blue shorts
Navy blue football socks with gold stripes
Football boots
Training shoes

(Optional)
Navy blue hooded sweatshirt with BGN crest
Navy blue track suit bottoms

(Optional - summer term only)
Navy blue T-Shirt with BGN crest

GIRLS:
Navy blue short sleeved polo shirt with school crest
Navy blue shorts
Navy blue socks with gold stripes
Training shoes

(Optional)
Navy blue hooded sweatshirt with BGN crest
Navy blue track suit bottoms
Football boots

EQUIPMENT:

Every student is expected to provide the following basic items of equipment for every lesson:

Black or blue ball-point pen (and a spare)
Coloured pencils/fine fibre tips
Pair of compasses
Calculator
Rough notebook/jotter
Pencil
Pencil eraser
Pencil sharpener
Ruler 12"/30cm
Protractor
Set square

Tippex/liquid paper is not allowed in school and must not be used in any school work.

An overall or apron may be required for science and craft activities.

Text books and specialised equipment will be issued on loan and students will be required to pay for any loss or damage to school property.

Our school uniform is available from:

Cross Embroidery
Thorpe Way Industrial Estate
Banbury
Oxon
Tel: 01295 270555

Opening hours: 9am - 5pm Mon - Fri 9am - 2pm Sat

Vacancies ASL PE September 2010

Please follow link to download the current job vacancy

Assessment Policy

ASSESSMENT & REPORTING POLICY

“Effective teaching and learning takes place when ……….

…………. We support pupil’s learning using a variety of assessment opportunities and a range of assessments methods……”

Use assessment to :

Encourage and motivate pupils by commenting on what has been done well.

Support achievement by referring to individual’s effort and progress

Draw attention to improvement s/ corrections that can be made

Actively involve pupils in their own learning

Set targets for future learning

Focus teachers on those areas of learning where groups and individual learners need specific help.

Inform curriculum planning, schemes of work and lesson planning.

A range of assessment methods are used:

Individual and group feedback in lessons

Questioning

Observation

Peer and self assessment

Feedback through marking

Teacher assessments

End of unit tests

Practice exams

Reporting Home

Every parent receives three written progress reports each academic year and is invited to three consultation afternoons and one Parents Evening each year to discuss their child’s progress.

After -School Detention Policy

BLESSED GEORGE NAPIER SCHOOL
AFTER SCHOOL DETENTION POLICY

The school employs a number of sanctions where behaviour and/or attitude fall short of what is expected. We are expected to maintain discipline and order in the school and as far as possible we encourage pupils to take responsibility for their own good behaviour. There are times when pupils do not respond to this positive approach and then a number of strategies are tried to ensure that incidents are dealt with appropriately.

One of the sanctions open to the school is the use of after school detention. It should be pointed out that this is usually only given where other methods have failed or where the incident is serious enough to warrant such a punishment. Written notice of at least 24 hours is given and parents are requested to support the school in its attempts to maintain good order for the benefit of all. The punishment is an inconvenience by its very nature and this brings home to pupils that such inconvenience has been brought on by themselves and that if they wish to avoid further inconvenience then they must conform to the standards set by the school and required by the vast majority of supportive parents.

If a detention is given, a “Detention Form” must be completed by and handed to the Learning Leader /Subject Leader’s secretary for typing and sent home to the parent. A copy is kept in the Detention Folder in reception and the parent should return the acknowledgment slip by return.

Anti-Bullying Policy

BGN Anti–Bullying Policy 2009 - 2010

“Bullying is making someone feel unhappy by causing physical and/or emotional pain resulting in the need to avoid a place or person(s). Bullying is intentional, deliberate and repetitive and is a wilful act to diminish one person to the advantage of another. Bullying is a conscious abuse of power.”
Gillott’s Partnership of Schools, Oxfordshire, 1998.

Aim:

The aim of this policy is to ensure that pupils learn in a Christian environment that is; supportive, caring and safe, and absent of bullying and threatening behaviour. Bullying is anti-social behaviour and affects everyone; it is unacceptable and will not be tolerated.

In our dealings with pupils, staff emphasise the importance of the Gospel values of respecting the feelings and emotions of others. We teach pupils to love one another and forgive one another as Jesus has taught us. This aspect of our policy is delivered on a regular basis through form-time, year assemblies, whole school assemblies and the delivery of subjects.

Pupils with specific aggressive tendencies are set targets through their IEPs (Individual Education Plans) and work with teaching staff and LSAs (Learning Support Assistants) to learn the expectations of the school and make progress.

Only when all issues of bullying are addressed will pupils be able to fully benefit from the opportunities available at school.

Definition of Bullying:

Bullying is not a one off incident it is repeated behaviour which makes other people feel uncomfortable or threatened whether this is intended or not. Bullying can be physical, verbal, written or cyber ie. telephone, texting and internet, and interference with another individual or intentional psychological pressure.

CYBER BULLYING

What is Cyber Bullying?

Cyber Bullying is defined as , ‘the use of information and communication technology (ICT) particularly the internet and mobile phones to deliberately upset someone else.

Reasons behind Cyber Bullying

Cyber Bullying differs from physical bullying in a number of ways. Firstly, cyberspace provides a certain degree of anonymity and due to this the perpetrator may feel their identity is protected. Secondly, cyber bullying has no geographical boundaries and can take place at any time anywhere meaning that children and young people can be targeted whilst at home or on their way home from school. Mobile phones, particularly pay-as-you-go are also cheaper than ever before and this has made it easier for them to be bought and misused by young people.

BGN will not tolerate cyber bullying or any form of bullying and will take immediate action when this is brought to our attention and in severe cases of bullying we will involve our Police Liaison Officer

Students rights in conjunction with bullying:

BGN students have the right to:
• Be able to tell a teacher about any incident without fear of being regarded as a tell-tale or “grass”
• Know that all complaints will be taken seriously and acted upon
• Feel safe and secure
• Be respected by others regardless of their race, colour creed gender or sexual orientation

Implementation of the policy:

When an incident of bullying is reported, the incident will be dealt with immediately by the member of staff it has been reported to. A clear account of the incident will be recorded and passed on to the appropriate Learning Leader. All accounts are to be filed in the Anti-Bullying File. It may be decided that the teacher reporting the incident may follow it up or that the LL will.

Form tutors will be kept informed at all stages.

Parents will be informed of any incidents that occur – whether their child is the victim or the perpetrator. In some cases the victim may choose not to have their parents involved; dependant on the seriousness of the case this may be respected. The incident will be followed up in the subsequent weeks.

Care for the Victim:

We will work to restore self-esteem and listen to the worries and experiences of those who have been bullied.

We will reassure pupils and offer continuous support. Where necessary a 6th Form Mentor can be appointed to the victim for extra support. The teacher investigating will be responsible for ensuring follow up meetings with the victim to check everything has settled down.

Care for the Bully:

Following the teachings of the church, we will encourage the bully to trust us that it is their actions that are bad and not themselves: “The sin not the sinner.” We will work to teach the bully that their actions were wrong and seek to promote change in their behaviour. We will seek support from parent/guardian to aid a change in attitude of the pupil.

Actions that can be taken:

The bully will at first be given a warning to cease poor behaviour.

Any of the below actions will also result in parents being informed:

Detentions may be put in place.

Pupils may be internally excluded for break/lunch/whole days.

Form group change.

Minor fixed-term exclusion.

Major fixed-term exclusion.

Permanent exclusion.

Advice for talking with victim and bully:

Talking with the victim – The victim must be given time and the opportunity to speak. Sympathise with the victim and arrange to see them again. If the victim did not come to you of their own accord then you may suggest he/she speak with a member of staff they feel more comfortable with – however, make sure you have covered this with the chosen teacher first.

Talking with the bully – It is important that this conversation does not get tied down investigating the facts. The conversation needs to focus on finding out why the perpetrator intimidates others. A useful strategy is to talk about the bully’s relationship with other pupils, staff or family and not the victim. The meeting should conclude with an agreement on how the pupil should behave in relation to the victim and others in general. A record of the incident will be logged on SIMS.

Talking with both the victim and the bully – This should be done with the consent of the victim. It is an opportunity for the bully to offer a sincere verbal apology and accept the responsibility of his/her actions. In this meeting arrange to meet again with both parties to ensure that the situation has settled down.

Reporting and Investigating Bullying:

Statutory duty of school:

BGN School has a legal duty under the School Standards and Framework Act 1998 to draw up procedures to prevent bullying among pupils and to bring these procedures to the attention of staff, parents and pupils.

With regard to this, the Anti-Bullying Policy is available in:

• The Staff Handbook
• Information Packs for Prospective Parents
• Is available on the school website
• A statement of the policy is in all pupil planners
• Addressed in PSME/Citizenship lesson and other subjects
• Addressed in assemblies

Anti-Racist Policy

ANTI-RACISM POLICY

2009 - 2010

BLESSED GEORGE NAPIER SCHOOL ANTI-RACISM POLICY

“Love one another, as sisters and brothers should and have a profound respect for each other” Romans 12:10

DUTY:

The Race Relations Amendment Act 2000 addresses the need for schools to:
• Promote equality of opportunity
• Promote good race relations between people of different racial groups
• Eliminate unlawful racial discrimination

We as a School recognise the need for an anti-racist policy for the following reasons:

1) The School Mission Statement already commits us to providing a caring community for all pupils. BGN is a Catholic School which seeks to appreciate and develop the talents ad skills of each individual. Inspired by the life of Christ and His teaching, BGN School, in active partnership with home, parish and wider community, endeavours to prepare our members to face the future with confidence and take up the challenge of the Gospel.

The Catholic Bishops Conference of England and Wales (1989) emphasized the need for the Catholic Community to take positive action to redress historical prejudice.

The Swann Report (1985) uncovered evidence of underachievement among children from ethnic backgrounds.

The National Curriculum (1990) stated that “A commitment to providing equal opportunities for all pupils, and a recognition that preparation for life in a multi-cultural society is relevant to all pupils and should permeate every aspect of the curriculum”.

AIMS AND VALUES

BGN is a Catholic School which seeks to appreciate and develop the talents of each individual. Inspired by the life of Christ and his teaching, BGN School, in active partnership and home, parish and wider community, endeavours to prepare its members to face the future with confidence and take up the challenge of the Gospel.

Our vision is of a Roman Catholic school which is true community driven by the example of Christ and his teaching, and to be a place that strives for excellence in all that we do. The school is also a place where the young people in our care come to recognise their own worth, gaining in confidence to face the challenge of living in a practising Christian, Catholic environment.

Definitions:

• Direct racial discrimination. This means treating one person less favourably or differently than another person on racial grounds. e.g. applying harsher discipline to pupils of a different racial group.
• Indirect racial discrimination. Where a rule or condition, although applied to everyone, can be less easily met by people from a particular racial group. The rule therefore becomes to their disadvantage and the rule or condition cannot be justified on non-racial grounds. All 3 conditions must apply. e.g. pupils must wear a particular style of swimming costume.

As a School we define racism to be:

Intolerance towards people of other cultural background, this could be because of their colour, creed or values. The Intolerance could be practiced covertly or overtly against individuals or a community and is rooted in a belief that some cultures are superior to others.

LEADERSHIP AND MANAGEMENT

Commitment;

Blessed George Napier School is committed to respond to racial discrimination and promote good race relations within it’s community. This will be achieved by:

• Ensuring equality of opportunity
• Respect and valuing every member of the school community
• Supporting all pupils and staff to develop their potential
• Working with parents, guardians, governors and the wider community to respond to racial discrimination and to both follow and promote good practice.
• Ensuring the Anti-racism policy is followed at all times
• Promoting and understanding of racism in it’s different forms
• Develop the skills and confidence to identify and challenge incidents of racism

Responsibilities:

1. Governing Body
• Ensure the school complies with the Anti-racism Policy
and procedures are followed
• Ensure that BGN complies with Race Relations Legislation.

2. Headteacher
• Implementation of the policy and it’s related procedures and strategies
• Ensure that all staff are aware of their responsibilities and are given appropriate support and training.
• Take appropriate action in any cases of racial discrimination.

3. People with Specific Responsibilities
• The co-ordinator for racial equality work is Mrs S Moss
• All incidents of racism or racial harassment within the school should be reported to Deputy Head (Acting) Mrs V. Childs

4. All Staff
• All staff at BGN school are responsible for:
• Dealing with racist incidents should they occur, and know how to identify and challenge racial bias and stereotyping.
• Promoting racial equality, good race relations and non discrimination on racial grounds
• Keeping up to date with race relations legislation by attending training and updates organised by the school, LEA or other agencies.

GUIDELINES

1. All racist incidents are recorded in a log book kept in Mrs F. Illifes’ office and parents need to be informed, there is a standard letter for this purpose. The criteria sheet will aid in the recording of incidents.
2. The present incident report should include racial bullying as a separate section.
3. A designated person should be available for pupils to talk about racial incidents
4. When dealing with comments or jokes that are the product of ignorance the “no blame approach “ can be used in a first instance. This will educate and avoid further incidents.
5. For serious incidents sanctions should be used following the normal school procedure with an added emphasis on supporting the victim and making sure that the community attacked are satisfied with the sanction imposed. (See Appendix 2).
6. The school will inform the Education Officer of incidents involving physical abuse or other serious incident with 24hrs. The Headteacher will report termly to the Governors using Form RI.2 (See Appendix 3).
7. The record of racist incidents will be used for the Annual Returns to the LEA and inform both SLT and SMG of issues to be considered in planning.

TEACHING STAFF

Teaching staff are responsible for:

• Ensuring pupils from all racial groups have full access to the curriculum
• Promote racial equality and diversity through teaching and through relations with pupils, staff,
parents and the wider community.

VISITORS AND CONTRACTORS

Should be aware of and comply with the schools race equality policy.
Response to Racial Incidents or failure to uphold the School Policy

BGN School will actively and thoroughly investigate any situations that arise and will take appropriate action according to the particular circumstances of the incident. Where pupils are involved in an incident, their age and nature of the situation will be taken into account. Support will be called upon from the LEA, the police or other agencies as necessary. Incidents will be reported, recorded and kept on file. Returns of such incidents are made to the LEA annually.

SPECIFIC DUTIES

• BGN school will apply the Race Relations Act in elation to assessing and monitoring the effects of
our policies on pupils, parents, guardians and staff from different racial groups.
• The Equal Opportunities Policy, Assessment and Monitoring Policy, Behaviour Policy, and Bullying
Policy will be applied and monitored to consider any trends related to ethnic minorities.
• The school will make provision for the pastoral care and Health and Safety of all pupils. The school
will involve parents whenever any racial incident occurs and each incident will be treated individually.
Information regarding incidents will inform action planning and development of policies.

ETHNIC MONITORING

BGN will:

• Use ethnic monitoring data to monitor attainment and progress of pupils, and to set targets to
challenge differences between groups of pupils.
• Ensure that monitoring data by racial group e.g. on admissions, attainment, attendance, exclusions,
sanctions and rewards will be used to inform planning and decision making
• The results of monitoring will be published annually.

THE CURRICULUM

Through the core curriculum BGN school will explore the multi-cultural aspects of Britain and the impact that different cultures have on society. The diversity of traditions and cultures are recognised and celebrated in many curriculum areas and reinforced through “Cultural Awareness Week”. Subjects such as RE, PSHE and Citizenship focus upon living in a multicultural society and the need to combat racism and discrimination. Resources such as text books, DVDs, videos and other images are reviewed to ensure that they do not promote bias or racist attitudes but instead an understanding of racial diversity.

MONITORING AND EVALUATION

The policy will be reviewed regularly by the Pupil Voice and Governor sub-committees (staff, the diocese, parents, Local Education Authority and the local community are represented)
All policies will be monitored for:

• Effectiveness
• Promotion of racial equality
• Promotion of good race relations
School Review will evaluate race equality in all aspects of school life and use any findings to inform planning and decision making.

DISTRIBUTION AND PROMOTION OF POLICY

All staff will receive a copy of this policy as part of the staff handbook. The policy will be communicated to staff at staff meetings and INSET. Pupils will be informed abut this policy in assemblies, PSHE/ Citizenship lessons and the wider curriculum. The policy will be referred to in the school prospectus and parents can request a copy. The policy can be translated or communicated in a different form, if necessary.

CRITERIA SHEET FOR RACIST INCIDENT FORM

Verbal Incidents:

• Name calling
• Inciting others to
• Derogatory comments / jokes
• Use of racist language
• Other

Non-Co-operation

• Refuse to sit next to/talk to
• Other

Physical Abuse

• Jostling / punching / unwanted / suggestive touching
• Other

Miscellaneous

• Abuse of personal property
• Graffiti
• Distribution of offensive material
• Other

Further action taken:

• Relocation of victim
• Investigation e.g interviews
• Mediation
• Referral to Police, CRE CAB etc
• Removal of graffiti
• Warning to perpetrator (if verbal must be recorded)

Attendance Policy

ATTENDANCE POLICY - 2009 - 2010

• Attendance is a very important performance indicator often used as a measure by OFSTED
• BGN attendance target for 2009-2010 is 94.41%

Blessed George Napier School aims to fulfil its Mission Statement by ensuring high levels of attendance and punctuality.

It will do this

• by encouraging a cohesive and consistent approach in promoting the Gospel values of love of neighbour, peace, justice and reconciliation
• by making BGN a school where every person feels worthwhile and valued
• where there are accurate records of attendance
• where the curriculum (where possible within the framework of a voluntary aided secondary school) is suited to the needs of the individual
• where staff are good role models in attendance and punctuality – and these areas are given a high profile
• where good attendance and punctuality are rewarded often and publicly
• where good attendance and punctuality are issues for Year assemblies and the annual distribution of prizes.
• where parents are involved and informed of rates of attendance and encouraged to meet the expectations of the school
• where parents are involved in procedures improving attendance
• where parents are called on the first morning of absence (when appropriate)
• where school works in partnership with the LEA in particular the ESW Service and other agencies that can support the work of the school
• where pupils are set work during their absences which encourages them to learn and to return
• where pupils who have been absent for some time are re-integrated with sensitivity.

Procedures and Responsibilities

Admin Staff

• phone home on first morning of absence as instructed by FT or LL
• keep a late book
• make a written note of phone call re absence and give to FT
• issuing data to LLs, DH and ESW Service

Teachers/Tutors

• lead by example
• are prompt
• set worthwhile work if absent
• apologise if late
• give attendance and punctuality a high profile
• issue rewards of praise and good comments
• question, challenge latecomers/absentees
• keep attendance records for subject areas
• issue lists of those taking part in extra curricular activities
• inform SLs when absence is impacting on achievement

Form Tutors

• be a good role model
• complete register accurately
• collect notes and question unexplained absences
• key register in SIMS. If SIMS is not available a paper register must be completed and sent
directly to the attendance office
• let LL know if pattern of poor attendance is emerging
• work with LL on any attendance strategy/rewards etc
• update returns sheets before Wednesday (when ESW visits)

SLs

• all subject teachers to keep attendance records
• analyse these and discuss at all Dept Meetings
• introduce a Departmental Policy of action for
a) latecomers
b) erratic attendance
• discuss effective action with LL

LLs ALLs - Learning Leaders and Asst. Learning Leaders

Head of Year 7
• make contact with Year 6 pupils who experience attendance problems prior to coming to BGN

All LLs and ALLs

• make attendance an issue for all assemblies
• create competition/rewards for good attendance
• reward good attendance on a termly basis 95%/100%
• reward 10% attendance improvement
• meet fortnightly with ESW
• monitor registers and completion of return sheets
• make sure that work is being set for absentees

Pupils

• value your education
• make sure that you arrive by 8.40am
• if this is a problem, discuss it with your Form Tutor
• make sure you arrive in time for every lesson
• if you are experiencing difficulties in a subject speak to the subject teacher or SL
• if you are absent because of illness ask your parent to ring the school straight away and complete
absence form in planner on return
• if you plan to be absent for any reason your parent must contact the Headteacher and seek
permission at least two weeks prior to absence
• if you need to leave school for an appointment within the school day
a) bring a letter of explanation and appointment card
b) sign out at the office
c) sign in on your return

Parents

• value your children’s education
• make early contact when a child cannot attend
• encourage a positive attitude towards school
• help your child to organise materials/kit/books the night before
• make sure they leave for school in good time
• breakfast at home or from the school canteen
• take holidays in school holiday time
• always ring and produce notes for absence
• collect your child promptly from after school clubs
• work with staff to rectify problems

Leadership Team

• promote good attendance and punctuality
• be good role models
• work with the ESW service and Police Liaison Officer
• provide admin support to help tutors in their roles
• make sure data is issued
• make sure targets are met
• provide training for Peer Mentors
• encourage parents to come into school other than Parents Evenings
• investigate use of standard letters on SIMS
• report to Governors

Education Social Work Service

Criteria for Referral

1 Irregular Attendance – when recorded attendance for the proceeding
6 weeks is less than 80% and absences are either authorised or where
a pupil has been registered for entry to the school but has not shown
up after a minimum of 2 weeks).

2 Child Employment – where it is suspected that a pupil of statutory
school age is illegally employed.

3 Teenage Pregnancy – when a pupil’s access to education is
impaired because of pregnancy or parenthood.

4 Re-integration – where a pupil has had extended absence, through
unauthorised absence or returning after pregnancy.

Please note that referrals to the Education Social Work Service will only be accepted when schools have discussed, or at least attempted to discuss, the problem with the parent or carer of a pupil.

Evidence of school based intervention should accompany the referral (i.e. copy of letters etc. to home.

Referrals will not be accepted without this evidence and can only be accepted with reference to the schools service level statement allocation.

Behaviour Policy

BEHAVIOUR POLICY - 2009 - 2010

Consistency with the Distinctive Nature of the School

Blessed George Napier is a Catholic School based upon Gospel values. It has, and should have a distinctive nature. The philosophy and aims that underlie the rules must be consistent with both the rules themselves and the administration of them.

Models of Behaviour

Most sets of rules are written for pupils. The behaviour of staff must be consistent with them. If pupils are told to be polite and respectful to others, staff must provide good examples of such behaviour in their dealings with adults and children.

The Effective Curriculum

Schools teach values as well as knowledge and skills. Some of this is done in lessons. Most is through the way in which teachers and pupils behave toward each other, including how rules are applied. A set of written rules does not mean that all teachers will apply them in the same way. There must be a consensus among staff on the aims of effective curriculum.

Aims:

The Gospel values of love of neighbour, of justice and peace and reconciliation, as well as respect for each individual should lie at the heart of our attempts to develop Positive Behavioural Management Strategies.

The School Behaviour Policy is founded upon Gospel values and a positive, rather than a negative approach to behaviour management.

The School Behaviour Policy is intended to:

• set the context for staff to operate within
• provide clearly defined strategies as a support to all
• provide a consistent approach to discipline within the school
• reward positive behaviour, effort and achievement
• enable progress
• teach pupils to recognise what is acceptable behaviour

The highest standards of behaviour are expected from all members of our community so that the tasks of the school will be achieved and all can learn in a safe, ordered environment.

Among the aims of the Positive Behavioural Management Strategies which underpin the School Behaviour Policy is the desire:

• to promote self discipline
• to promote a sense of care for one another
• to promote a dislike of irresponsible behaviour
It is recognised that no matter how skilled we are in classroom management, there will always be some pupils who are disaffected with their school experience and some who, consequently, become actively alienated.

Research suggests that it is through a well-organised classroom, interesting and challenging individual and group work, and the corporate effort within a pastoral structure that the potential for conflict is reduced.

On the whole pupils with behaviour problems require increasing degrees of positive support and structure rather than increased punishments.

However, there is still a need for such pupils to face the consequences of their actions.

These consequences should not be prejudicial to their self-esteem and dignity.

Discipline and Behaviour Management is the shared responsibility of all.

In order to promote the Gospel values we claim to uphold, rewards and sanctions need to be consistently applied by all staff to all pupils, with similar achievements and offences warranting the same action at all times.

The success of our efforts to improve and reward pupil behaviour rests on consistency and shared responsibility and endeavour.

Code of Conduct – see pupil planner pages 6/7

Rewards

Pupils are rewarded for their efforts in work and behaviour with House Points and Good Referrals and awards from their Year Head

• Pupils will receive praise and recognition for effort in work and behaviour.
• House Points will be given for effort in work and behaviour over a term (approx six weeks).
• 10 House Points will result in a Good Referral.
• 3 Good Referrals will result in a letter of Commendation.
• 3 letters of Commendation will result in a Head of School Certificate.
• 6 letters of Commendation will result in a Headteacher’s award.
• Your record of Achievement will remind you of how you are doing.
• Postcards rewarding good behaviour will be sent by individual departments and Form Teachers.

Sanctions

Although it is recognised that reward systems are more effective in producing and encouraging good behaviour than punishment, it is important at Blessed George Napier to have structure to support us should we need it.

Verbal reprimands are ineffective if used too frequently but can work if brief; specific; stern; and coupled with group praise for good behaviour.

Quiet reprimands may be more effective than loud ones and non-verbal displays of disapproval can be as effective as verbal reprimands

Clear and specific behavioural requirements, consistently applied, are associated with better behaviour.

• Telling off.
• Informal warning.
• Formal warning (with other HOD, LL or member of Leadership Team).
• Lunchtime detention (15/20 minutes – pupils eat first; staff sign pupil’s planner for lunch pass)
• Recorded On SIMS or Yellow Form to be passed to admin staff.
• After school detention 3.30pm – 4.30pm. Letter sent giving at least 24 hours notice beforehand informing parents. Tear off slip from letter in detention file.
• Recorded on SIMS.
• Report. Filled in each lesson by subject teacher. Seen at end of day by LL or Dept Head. Signed by parent.
• Recorded on SIMS
• Internal Suspension. Pupils taken out of lessons. Work and break taken in isolation. Supervised by LL or HOD. Parents notified. Recorded on SIMS.
• Fixed Term Exclusion. Pupils excluded from school. Work provided. Parents and Governors notified.
• Recorded on SIMS.
• Placement on Pupil Support Programme. Possible place at Pupil Referral Unit.
• LEA involved in managed move.
• If all else fails - Permanent Exclusion

BGN expects pupils and staff to be aware of the following school rules, which support the Code of Conduct.

• For Registration and lessons pupils arrive quietly and line up in single file outside the room.
• On being asked to enter the pupils stand behind their chairs, take out necessary equipment and place bags under the desk. Coats on back of chairs or hung up. Coats are never worn in registration or class. Pupils are silent.
• Prayer
• Registration taken in silence
• Pupil returns register to the office before end of registration.
.

Behaviour in Class

• Pupils arrive on time
• Pupils line up and enter as stated above
• Prayer (at registration and 11.30am).
• Teacher asks the pupils to sit down.
• Register is called. Pupils are silent.
• Pupils do not sit on desks
open windows
write on boards without permission
• Pupils always sit in the place designated by the subject teacher even if the lesson is taken by a cover teacher or supply teacher.
• If the teacher does not arrive within 5 minutes of the start of the lesson, one pupil (House representative) informs HOD if nearby or the office staff.
• Pupils are responsible for all equipment and special clothing needed for a lesson.
• Erasing fluid and pens are not permitted.
• Pupils speak when invited by the teacher.
• Pupils listen when the teacher or another pupil, who has been asked to speak, is doing so.
• Pupils always raise their hands before they speak.
• Pupils who are late,
knock, enter and wait until the teacher either enquires about their lateness or indicates that the pupil should sit down. Staff always question lateness and may wish to make a note in pupil planner. Pupils always apologise for lateness.
• Pupils are allowed to drink water if permitted by individual staff.
• Pupils eat in the Hall and not in class, corridor or playground.
• The teacher ends the lesson – not the bell.
• When asked, the pupils tidy up, quietly place chairs under desks and make sure all litter is placed in bins (pencil shavings must not be left on the floor or on desks).
• Staff check tidiness of room before leaving or allowing pupils to leave. Staff clean boards if other staff use the room and lock the door.
• Staff check congestion in corridor before dismissing pupils.
• In an emergency when a teacher needs assistance – they should alert the member of staff closest to their room who will send an urgent message to the office via a pupil, or phone, for Senior Staff to be alerted.

Behaviour around the School

• Pupils move in single file from one area to the other.
• Pupils move quickly but do not run.
• Corridors are congested so concern for others is paramount.
• Pupils hold doors open for visitors, staff and each other.
• Litter is only an issue if it is on the floor, put it in the bins.
• Pupils respect the Prefects and do as they ask. Prefects respect pupils and demonstrate this through their attitude and behaviour.
• Pupils eat in the Hall, not elsewhere. Prefects may finish eating on their duty.
• Pupils may congregate in corridors:
a) with permission from duty staff
b) if others do not feel intimidated
c) if litter is not left
Outside Area

• Small ball games are permitted on the main playground
• Large footballs or rugby balls are permitted on the Astroturf or playing fields only.
• Ball games are not permitted in the corridors, classrooms or Sixth Form centre.
• BGN is a smoke free zone. Smoking is not permitted in any area of the school or school grounds.
• Possession of illegal substances, including aerosols and alcohol, is strictly forbidden.
• Matches and lighters must not be brought to school.
• Knives or any implement which could threaten or harm another are strictly forbidden. If possession is suspected the Police will be called.
• I Pods, Walkmans or Discmans, MP3 players or other expensive goods are allowed for use on the bus but not in any lesson. The school takes no responsibility for these items – they are carried at the pupils’ risk.
• Mobile phones are permitted for emergency purposes only. They must not be switched on in lesson time or seen during the school day.
• Parents will be contacted by staff in the case of incident or illness.
• No body piercing is permitted. Covering of such with plasters is not sufficient – nose studs, rings etc may not be worn in school.
• Hair colour and style must be considered appropriate for school by the Headteacher.
• Jewellery (other than a cross and chain necklace and one pair of stud earrings – one in each ear) and make-up are not permitted in school.
• Coats and other outdoor clothing may not be worn in school.
• Boots may not be worn.
• All items of clothing must be marked with the pupil’s name. .
• Pupils must read the notice letting them know who is first for lunch.
• Pupils eating sandwiches do so in the Drama Studio and enter by the Drama Studio door.
• All other pupils line up off the ramp by the gold door, in Year Groups. Staff/Prefect on duty will let them know when to go in.
• Pupils clear away when they have finished and leave the tables and floors clean for others to use.
• Pupils in Drama Studio put away their chairs and put litter in the bins.
• Pupils who go home for lunch or who are asked to leave the site at lunchtime sign out and sign in on their return at the office.
• Pupils who miss either am/pm registration must sign in at the office.
• Pupils in Yrs 7-11 remain on site at all times. Permission to leave for medical or dental reasons will only be granted on receipt of a letter from parents explaining the circumstances.
• Pupils must not congregate behind the Corrigan Building
behind the mobile Science classroom
in the car parks
by the kitchen bins
• In wet or poor weather information on where pupils may gather will be issued. Pupils may only use those areas.
• Bicycles may be ridden to and from school but not on the school site.
• Pupils must be properly dressed at all times. School uniform rules must be followed. Extra items of clothing or footwear must not be worn.
• Blazers must be worn at all times unless subject teachers allow them to be removed in warm weather. However they must be worn before pupils leave the class.
• Shoes not trainers must be worn for registration, break times and lessons, apart from PE and Dance.
• Only those pupils playing football at Break or Lunch may change into trainers. Pupils must change into shoes before returning to class.
• Shirts and blouses are to be buttoned up. Shirts to be tucked in and Girls skirts MUST NOT be rolled up.
• Pupils should travel to and from school in perfect school uniform.
• Pupils do not use foul or offensive language to anyone inside or outside BGN.
• Sixth Form. Sixth Form pupils must be dressed smartly at all times but especially so on Monday for full school assembly, school Masses and when required by Head of Sixth Form.
• Sixth Form pupils may leave the site when negotiated with Head of Sixth Form.

If in doubt, refer to the Mission Statement. If others do not feel respected by our actions then we are departing from our ethos and breaking school rules even if they are not listed.

Uniform – see pupil planner pages 12/13

STRUCTURE OF PASTORAL CARE AT BGN SCHOOL

Role

The Form Tutor as a Learning Manager

Practical: Welfare:

Uniform Physical
Registers Emotional
Absence letters (ask for Social
reasons for absence to be Be aware of changes in family
written in planner) circumstances
Prayer Confidential issues of Child Abuse
Assembly
House Points
Referrals
School Planner
Code of Conduct
School Rules.
Fire Regulations

The Role of the Form Tutor at BGN School

Form Tutors play a key role in the Pastoral Care system of the school. They provide appropriate support and guidance for each individual pupil because they are in daily contact with their tutees. They seek to develop a relationship with each pupil based on mutual trust and confidence. Form Tutors are the only people who can monitor the progress of their tutees across the whole curriculum and have the opportunity to know the pupils better than anyone else. The Form Tutor would therefore:

• monitor the progress of each pupil
• evaluate the impact of the curriculum on the tutee
• feedback relevant information to Departments and the SENCo
• help identify and, if possible, remove obstacles to progress
• reflect positively with pupils on their whole curriculum experience
• be at the heart of discipline problems with their tutees
• be a mentor who knows the pupil better than any other teacher and therefore give real individual support

Strategies for Dealing with Students with Behavioural Difficulties

Person involved in School Levels of Response

Teacher, Form Tutor, LL, ALL Talk to student about behaviour
SL Breaktime or Lunchtime detention

Teacher, Form Tutor, LL, ALL After-school detention.
SL Home contact. SENCo advised

This will be sufficient for most pupils

LL, ALL and SL Round Robin
Pupil on report
Internal suspension
Home contact
SENCo, Connexions
EBD Outreach
Pastoral Support Worker

LL, ALL and SL Parents invited to discuss the way forward as when necessary or as when Interim Reports are issued.
Pupil on Report
Possible intervention by Ed Psychologist.
Meadow Brook College - PRUIS
Connexions (Careers & Advice)
EBDOS
ESW Service

LL, ALL, SL, Deputy head Fixed Term exclusion
Pupil returns to school after
consultation with school and parent.
Pastoral Support Plan
Meadow Brook College - PRUIS
Other agencies as needed – Police Liaison Officer, EBDOS, GP, CAMHS, Connexions,

Deputy head, Headteacher Meadow Brook College - PRUIS full time
Governors Committee Work Experience
Managed Move

Headteacher/Governors Permanent Exclusion

Glossary

LL Learning Leaders, Key Stage 3,4,& 5
ALL Assistant Learning Leaders
SL Head of Department
EBDOS Emotional Behavioural Difficulties Outreach
Service
ESW Service Education Social Work Service
CAMHS Community Adolescent Mental Health Service
Meadow Brook College PRUIS (Pupil Referral Unit and Integration
Service)

Child Protection Policy

Child Protection & Safeguarding Policy

Revised July 2009

“Somebody may abuse or neglect a child by inflicting harm, or by failing to act to prevent harm. Children may be abused in a family or in an institution or community setting; by those known to them, or more rarely, by a stranger.”
OCC Child Protection Strategy

Our BGN Child Protection Policy adheres to the requirements of Oxfordshire County Council criteria.
BGN Child Protection Policy

Our policy applies to all staff, governors and volunteers working in the school. There are five main elements to our policy:
• Ensuring we practice safe recruitment by checking the suitability of staff and volunteers to work with children. Relevant disclosure forms and police checks.
• Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
• Developing and then implementing procedures for identifying and reporting cases, or suspected cases of abuse.
• Supporting pupils who have been abused in accordance with his/her agreed child protection plan.
• Establishing a safe environment in which children can learn and develop.

We recognise that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:
• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to.
• The established pastoral care system ensures children know that there are adults in school whom they can approach if they are worried.
• Include opportunities in the citizenship curriculum for children to develop the skills they need to recognise and stay safe from abuse.

We will follow the procedures set out by the Oxfordshire Child Protection Committee and take account of guidance issued by the Department for Education and Skills to:
• Ensure we have a designated teacher for child protection who has received appropriate training and support for this role. This is currently Mrs Catherine Weaver, Headteacher.
• Ensure we have a nominated governor responsible for child protection. This is currently Father Mervyn Tower.
• Ensure that Child Protection is always on the agenda of Governors Meetings, even if there is nothing to report.
• Ensure every member of staff, volunteer and governor knows the name of the designated teacher responsible for child protection and their role. This is delivered to all staff at the beginning of every academic year, during a full staff meeting; the information is also on display in the staffroom.
• Ensure all staff and volunteers understand their responsibilities in being alert to the signs of abuse and responsibility for referring any concerns to the designated teacher. At BGN during the autumn term all staff attend a child protection talk given by an outside speaker.
• Ensure that parents have an understanding of the responsibility placed on the school and staff for child protection by setting out its obligations in the school prospectus.
• Notify social services if there is an unexplained absence of more than two days of a pupil who is on the Child Protection Register.
• Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters including attendance at case conferences.
• Keep a written record of all concerns about children, even where there is no need to refer the matter immediately.
• Ensure all records are kept securely; separate from the main pupil file, and in locked locations.
• Develop and then follow procedures where an allegation is made against a member of staff or volunteer.
• Ensure safe recruitment practices are always followed.

We recognise that children who are abused or witness violence may find it difficult to develop a sense of self worth. They may feel helplessness, humiliation and some sense of blame. The school may be the only stable, secure and predictable element in the lives of children at risk. When at school their behaviour may be challenging and defiant or they may be withdrawn, the school will endeavour to support the pupil through:
• The distinctive Catholic ethos of the school which promotes a positive, supportive and secure environment and gives pupils a sense of being valued.
• The school behaviour policy which is aimed at supporting vulnerable pupils in the school. The school will ensure that the pupils know that some behaviour is unacceptable but they are valued and not to be blamed for any abuse which has occurred.
• The content of the curriculum.
• Liaison with other agencies that support the pupil such as Social and Health Care, Child and Adolescent Mental Health Service, Education Welfare Service and the Educational Psychology Service.
• Ensuring that, where a pupil on the Child Protection Register leaves BGN, their information is transferred to the new school immediately and that the child’s social worker is informed.

What is abuse? How would I recognise it?

Neglect:

Persistent failure to meet a child’s basic physical and/or psychological needs, is likely to result in the serious impairment of the child’s health or development. For example: failing to provide adequate food, shelter and clothing, failure to protect a child from physical harm or danger, failure to access appropriate medical care/treatment. Neglect can also include unresponsiveness to a child’s basic emotional needs.

Impact/Indicators:
• Socially repressed
• Emotionally distant/flat
• Lacking self love, esteem or efficacy
• Poor physical growth
• Deficient social skills
• Aggressive or withdrawn behaviour
• Aimlessness

Fears:
• Being intimate
• Being known
• Being rejected
• Being wrong or a failure

Physical Abuse:

May involve hitting, shaking, throwing, poisoning, burning, drowning, suffocating, or any form of physical harm. Physical harm may also be caused when a parent/carer feigns the symptoms of, or deliberately causes ill health to a child.

Impact/Indicators:
• Bruises
• Fractures
• Pinch marks
• Bites
• Scalds
• Bruised eyes
• Flinching
• Withdrawn or rebellious behaviour
Fears:
• Of a certain person, a particular gender or group
• Of antagonizing their abuser
• Of losing face
• Of being disbelieved or called a liar – children unable to give a clear account of what has happened
fear they will be viewed with suspicion.
• Of being called a wimp
• Of others finding out
• That it won’t stop or be addressed
• Of physical injury

Sexual Abuse:

Involves forcing or enticing a child or young person to take part in sexual activities, whether or not the child is aware of what is happening. The activities may involve physical contact, including penetrative or non-penetrative acts. They may include non-contact activities such as involving children looking at, or in the production of pornographic material or watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

Impact/Indicators:
• Nightmares
• Sexually precocious behaviour
• Bedwetting
• Eating problems
• Self harm or mutilation
• Substance or drug misuse
• Unexplained aggressive or withdrawn behaviour
• Suicide attempts
• Anxiety
• Depression
• Bruises
• Pregnancy
• Sexually transmitted diseases

Fears:
• Pregnancy
• Physical damage
• Being blamed for the abuse
• Being disbelieved – called a liar
• Escalation of the abusive behaviour
• Being sent away – punishment
• Intimacy
• Sexually transmitted diseases
Emotional Abuse:

Persistent emotional ill treatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development. It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of the other person. There may be inappropriate expectations placed on children or they may feel frequently frightened or in danger. Emotional abuse is involved in all types of ill treatment of children, though it may occur alone.

Impact/Indicators:
• Failure to reach potential
• Poor self esteem
• Self denigration
• Sense of insecurity
• Withdrawn behaviour/poor socialisation
• Poor academic behaviour
• Experimenting behaviour
Fears:
• Being different
• Being loved/unloved
• Being known
• Being rejected
• Being emotionally exposed

Collective Worship

COLLECTIVE WORSHIP POLICY 2009 - 2010

Collective Worship
As a Catholic School, Chaplaincy and Religious Education is central to the life of the school. Our Catholic faith influences all the work of the school which strives to follow the gospel values of love, justice and concern for others.

Every day begins with a religious assembly or prayer in our tutor room. Mass is at the heart of our celebrations and is practiced regularly and on Holy days of obligation, through RE lessons, reconciliation services, house system, parishes and year groups. Many acts of worship revolve around our Chapel which is at the centre of the school and is open for all to take the opportunity of a few minutes to reflect and pray.
Fund raising takes place in many different ways e.g. cake sales, non uniform days, sports and music events etc... to help the following charities: Fr. Hudson Society and Cafod.
The curriculum for Religious Education is varied and offers students many different opportunities to learn about Christianity with a specific focus on the Catholic faith as well as major world faiths. In Key Stage 4 all students will follow a full GCSE course and have the opportunity to take Religious Studies A level at KS5.

Pupils worship together prayerfully, respectfully, actively and with sincerity. They understand that the Catholic Christian ethos lies at the heart of the school that we are practising faith community. Whilst there are clear expectations set by the school regarding collective worship, pupils respond positively and participate fully not simply because they are told to but because they are engaged, inspired and want to make their personal contribution.
Pupils regularly prepare and lead worship with confidence and skill. For example in whole school mass and voluntary mass pupils provide the music, write/lead the bidding prayers, bring the offertory gifts and distribute communion. Altar servers from all the parishes serve during whole school masses, on a rotation organised by the most senior altar server, usually a member of the Sixth Form or Yr 11. All pupils contribute to the singing and responses; several visiting priests and bishops have commented on the quality of singing, both of individual soloists and of the whole school. Hymn practices are excellent!

Pupils from all year groups contribute to the celebration of whole school mass. Each form is asked to prepare one voluntary mass though pupils from other year and form groups are welcome and do attend regularly even when it is not their mass. When voluntary mass is for a particular intention, it is especially well supported.

The Service of Reconciliation for each year group during Advent and Lent are led with confidence and enthusiasm by each year group. Different forms prepare the drama, the prayers and the reading. Pupil behaviour during the hour long service is always prayerful and respectful. Visiting priests from the deanery and the Oratory in Oxford have commented on how well pupils respond in the Services of Reconciliation and how positive the experience of hearing confessions is. The former chaplain of Gregory the Great took our model for services and indeed the content of the services (eg. Power point, play, prayers) for use in his school.

Prayer runs through daily school life for both staff and pupils. Staff briefing begins with prayer and form time at the start of every day begins with a prayer of choice. Form tutors can refer to the staff handbook, the planner, Bible Alive, the weekly reflection newsletter or the prayingeachday web site. A new initiative in progress is to produce a BGN Prayer Book which will contain a mixture of traditional and pupils’ own prayers. All assemblies (whole school and year group) begin with the sign of the cross and are a prayer in themselves. All RE lessons begin with prayer and the Angelus is said in all lessons in Period 3.

The chapel is always open for quiet reflection and Sixth Form have in the past led a lunch time prayer and discussion group. Members of the department have led praying the rosary in October during lunchtimes and Yr 11 Extraordinary Ministers of the Eucharist have led Exposition of the Blessed Sacrament after Voluntary Mass on Friday.

The Celebration of Mass is an essential part of the Yr 6/7 Induction Programme – there is a Yr 6 New Intake Mass in July for pupils and their primary school teachers and Yr 7 Welcome Mass in October for pupils, parents and staff.

Pupils leaving the school (in Yrs11, 12 and 13) also celebrate the mass together with their parents and staff, taking a lead role in preparing the readings, music, bidding prayers.

Mass is celebrated every Friday lunchtime, usually at the beginning and end of terms and on special feast days eg. BGN Day, All Saints, Forty Martyrs of England and Wales. Pupils lead the celebration of the mass both in school and in the parishes eg. Youth Sunday, Feast of Christ the King. On an ordinary Sunday many pupils are active in their own parishes as welcomers, bringing the offertory gifts, altar servers, readers, musicians, extraordinary ministers of the Eucharist.

Everyone understands that individual beliefs are to be respected. This is demonstrated through the involvement of everyone at communion, those who receive the Blessed Sacrament and those who receive a blessing. Everyone is also involved in the Services of Reconciliation, whether they receive the sacrament of reconciliation, pray, act in the drama, read or simply take the time to reflect upon their own lives.

Every pupil in the school is encouraged to participate in the spiritual life of the school but specific pupils have particular roles in their house and it is their responsibility to develop the Catholic Christian ethos and spirituality of the school through house council meetings. There are also members of the Sixth Form which special responsibility for Chaplaincy.

Pupils have a clear sense of right and wrong and understand that their faith should influence their behaviour and moral choices.

Complaints Procedure

COMPLAINTS & CONCERNS PROCEDURE 2009 - 2010

PROCEDURE FOR DEALING WITH CONCERNS AND COMPLAINTS ABOUT YOUR CHILD’S EDUCATION

Mission Statement

BGN is a Catholic School which seeks to appreciate and develop the talents and skills of each individual. Inspired by the life of Christ and his teaching, BGN School, in active partnership with home, parish and wider community, endeavours to prepare its members to face the future with confidence and take up the challenge of the Gospel

The staff and governors at Blessed George Napier Catholic School are committed to providing a high quality education for your child in a secure and supportive environment. Whilst all concerned strive to achieve their best for the welfare of the pupils at the school, it is appreciated that there may be occasions when you have concerns about your child’s education or about particular incidents which have occurred at school. If such a situation arises, we would ask you to follow the procedure outlined below.

GENERAL PROCEDURE FOR CONCERNS AND COMPLAINTS

The procedure is presented as a series of stages, in a question and answer format.

It is important that you follow through the various stages in the order in which they are given.

1. I am concerned about some aspect of my child’s school life. Who should I speak to first?

In the first instance you should always address your concern to the members of staff who have direct responsibility for your child’s welfare. At BGN School these are your child’s form tutor and Head of Year. You can contact them to arrange an appointment to discuss your concern by telephoning the school, writing a letter or sending a note via your child. It is always best to make contact at an early stage so that any problems can be dealt with before they become major issues, and parents and school can work together to find a satisfactory solution to the problem.

2. I’ve spoken to the form tutor and Head of Year and am still dissatisfied. What should I do next?

If you are not satisfied with the response you have received from the form tutor or Head of Year, you need to make an appointment to see the Headteacher, who has overall responsibility for the day-to-day management of the school. You can contact the Headteacher for an appointment either by telephone or in writing. He will listen to your concerns, investigate the matter, and then report back to you. Do bear in mind that the Headteacher will have many other responsibilities to attend to, and you may have to wait a few days before receiving a response. Obviously, if the matter is urgent, it will be attended to as soon as possible.

3. I’ve been in to see the Headteacher, but I’m not satisfied with the response I’ve received. Is there anyone else I can talk to about the problem?

If you feel that your approach to the Headteacher has not resolved the issue as far as you are concerned, the next person you can discuss matters with is the Chair of Governors of the school. If you are not sure who this is, you can obtain the name and telephone number of the Chair either directly from the school or by contacting Governor and Management Support at Oxfordshire Directorate of Learning and Culture. At this stage of the procedure, you will be asked to put your concerns in writing if you have not already done so. The Chair of Governors will not interfere with the Headteacher’s day-to-day management of the school, but will investigate whether your problem has been dealt with in an appropriate manner and report back to you as soon as possible.

4. I’ve spoken to the Chair of Governors, but I’m still not happy. Is there anything more I can do?

You are now reaching the stage where your original concern is turning into a complaint about the way matters have been dealt with by the school. If you wish to pursue this complaint, you have the opportunity of a formal hearing before a Complaints Panel of the Governing Body. Neither the Headteacher nor the Chair of Governors will be on this panel, which will normally consist of three governors appointed by the Governing Body as a whole.

5. The Governing Body Complaints Panel have not upheld my complaint. Is there anyone else I can refer the matter to?

The Local Government Ombudsman investigates complaints about “misadministration” i.e. cases where the recognised complaints procedure has not been properly used. However the Ombudsman cannot investigate complaints about internal school matters and is not empowered to overturn the decision of a Governing Body Complaints Panel which has correctly followed procedures. If the Ombudsman decides to investigate your complaint, you could wait up to 6 months to hear the result of the investigation. A complaint form can be obtained from your local library or Citizen’s Advice Bureau. If you feel that the Governing Body have acted unreasonably or illegally in coming to their decision, you can complain to the Secretary of State for Education and Skills. If you feel this to be necessary, you will need to write to the Secretary of State, who will then investigate your complaint and let you know the result. However, you should be aware that such an investigation can take up to 6 months or more.

Reference to the Local Government Ombudsman or the Secretary of State will only occur under very extreme circumstances.

The vast majority of concerns and complaints will be dealt with by the staff and governors of the school. Please remember that they, like yourself, only want to achieve the best they can for the children in their care.

OTHER COMPLAINTS PROCEDURES

In addition to this general complaints procedure, there are a number of other statutory procedures which relate to specific aspects of the education system. These may need to be followed if you have concerns about the following:

(a) The school curriculum and related matters.
(b) Admission of your child to school.
(c) Exclusion of your child from school.
(d) The assessment of your child’s special educational needs.

If you require more information about any of these procedures, you should contact the Headteacher.

Most concerns that parents have on a day-to-day basis do not necessarily fit into one of these categories and the general procedure outlined above should therefore be followed. In any case, the general procedure can still be used to deal with any concerns which fall within categories (a)-(d) until it becomes clear that recourse to the statutory procedure becomes necessary.

I’m still unsure what to do. Who can I turn to for help?

If you are not sure what to do, or feel you would like some advice on how best to proceed, please contact the Headteacher of your child’s school in the first instance. If you feel you would like to speak to someone who is not directly involved with the school, you can contact the Directorate of Children, Young People and Families, Macclesfield House, New Road, Oxford, OX1 1NA. Tel 01865 815449

Continuing Professional Development Policy (CPD)

BLESSED GEORGE NAPIER SCHOOL

CPD POLICY- JULY 2009

Policy for Continuing Professional Development

Introduction
This policy sets out our commitment to CPD and the entitlements and responsibilities of all staff for their own Professional Development.

We believe in the DfES philosophy that ‘effective teachers should take ownership and give a high priority to professional development’. We believe that a coherent and progressive opportunity to develop professionally and personally both improves standards and raised morale through personal and professional fulfilment and assists recruitment and retention. CPD complements the school improvement agenda and is connected to it through the school performance management process.

The performance management regulations require a consideration of the reviewee’s training and development needs and the actions which will be taken to address them and that this should have regard to the reviewee’s professional aspirations. Those actions requiring training and development will be set out in a training annex to the PM planning statement which will be sent to the CPD co-ordinator.

This policy sets out the CPD entitlements for newly qualified, pre-threshold and post threshold teachers and the leadership group. Staff are encouraged to regularly review their life career plan within the context of the performance management process. All those involved in the school community shall have an
entitlement to equality of access to high-quality induction and continuing support and development.

All staff has a responsibility to evaluate their own performance and to assess their competencies and skills against the relevant professional standards and maintain a professional portfolio of evidence and achievements. This portfolio will contain the evidence required for the PM review process.

Links

This policy recognises the connectivity between CPD and the priorities that impact upon the work of the school. In particular:
The SIP
The SEF
The Professional standards for teachers
The Leadership standards
Performance management
Job descriptions and person specifications
Career and pay progression
Recruitment, induction, retention and succession planning

Aims
Improvements in the quality of teaching, pupil learning and standards of attainment/achievement.
Continued review, and implementation of new approaches to classroom practice.
Opportunities for all staff to take responsibility for updating their skills and knowledge according to their job and career aspirations.
Guidance in career planning and professional aspirations.

Outcomes
Improvements in the individual’s knowledge, skills and understanding.
Improvements in motivation, confidence and job satisfaction.
Career development and career progression.
Individual staff taking appropriate control for their own CPD.
Developing expertise throughout the school.
Raised standards of teaching and pupil attainment.
Quality assured provision of consultancy, training and development.
Dissemination of good practice.
Pre-Threshold Teacher

Planned CPD Opportunities within the School
Opportunities to:
Induction
Have an agreed allocation of time to research and develop a particular aspect of teaching/learning
Take on a significant responsibility and be mentored/coached in relation to this
Access a named professional mentor to support the process of building up a professional portfolio
Have responsibility for an area of the curriculum
Be trained by the schools SENCO and G and T co-ordinator, in relevant aspects relating to the provision for pupils with special educational needs
Be trained in the effective use of ICT to track pupil progress
Have an input into the development of the relevant subject handbook and schemes of work
Be tutored, mentored or coached by a peer
Receive coaching by a colleague with particular expertise
Work as part of a task group
Organise and run departmental/key stage or staff meetings
Analyse pupil’s work with other colleagues
Sit as an observer on committees or working groups
Organise events, visits and trips
Take part in paired observations, collaborating in a ‘critical friendship’
Take part in team teaching
Support/induct new staff, students, volunteers

Planned CPD Opportunities Provided by links with other Schools
Opportunities to:
Observe Advanced Skills Teachers teaching the appropriate subject and to teach with an AST
Meet with other teachers involved in research and development activities
Visit and/or teach in other schools to gather effective practice ideas

CPD Opportunities available beyond the School
Opportunities to:
Access training, which focuses on:
generic aspect of effective teaching and learning (linked to Threshold Standards), or
subject specific curriculum issues (linked to Threshold)
Receive coaching support from a subject specialist
Access a bank of lesson plans developed by subject specialists and ASTs
Become a member of a subject specific professional body
Access CPD websites for training opportunities

Disability Policy

DISABILITY POLICY 2009 - 2010

Mission Statement

DEFINITION OF DISABILITY

The Disability Discrimination Act, passed in July 1995, was amended in September 2002, and again in 2005 to incorporate schools. The Act states:

A person with a disability is:

“one who has a physical or mental impairment which has a substantial and long term adverse effect on his/her ability to carry out normal day-to-day activities”

An “impairment” has a long term effect if it has lasted or is expected to last for at least 12 months or for the rest of the life of the person concerned.

“Substantial” is neither minor nor trivial.

It will be unlawful for a Responsible Body to discriminate against pupils with a disability. Discrimination can take place in two ways:

Treating a pupil “less favourably” than others for a reason relating directly to their disability.

Failing to make a “reasonable adjustment” to ensure they are not placed at a “substantial disadvantage” for a reason relating to their disability.

DISABILITY CODE OF PRACTICE

CODE OF PRACTICE RELATING TO PUPILS

ADMISSIONS

• All parents of pupils who are being called for interview should be asked if they require any assistance to enable them or their child to access the buildings and/or to participate fully in the interview and assessment, for instance the provision of information or tests in an alternative format.

• Applications from all pupils will be assessed on the degree to which the school can adequately cater for their needs. Discussions about the support requirements of pupils will be separate from that consideration.

• The school will make available clear information about access to buildings and support facilities to enable the parents of disabled pupils to make an informed choice of School.

• The school will identify a designated member of staff with whom the parents of disabled pupils may discuss the curriculum, the teaching and the learning activities entailed, to ensure that any learning support and other needs are clearly identified. Designated members of staff will receive appropriate training.

• No pupil will be refused a place at the school on the grounds of disability alone before an opportunity has been provided for full consideration of the specific support or facilities required, in consultation with the Headteacher, the Special Educational Needs Co-ordinator and others whose expertise may be required for the specific situation.

• If a pupil is rejected on grounds other than academic considerations, a record of the decision and the reasons for it will be kept for one year. When requested the school will give feedback to the pupil’s parents. ?????????

CURRICULUM AND ASSESSMENT

• The school will take appropriate steps to ensure that lessons are organised in ways, which offer the best possible opportunities for full participation by disabled pupils.

• The school will identify designated members of staff with whom disabled pupils and their parents may discuss the specific requirements of their intended curriculum, in advance, to ensure that learning support and other needs are identified and made known to relevant staff. This mechanism will also be used to enable pupils and their parents to discuss any emerging needs and identify appropriate possible courses of action to address those needs. Designated members of staff will receive appropriate training.

• Appropriate modes of examination and assessment will be determined after consultation with the pupil and their parents, relevant academic staff, the Special Educational Needs Coordinator and others, as necessary, to enable pupils to demonstrate that they have met the criteria for progression or the conferment of an award. The purpose of any special arrangements shall be to compensate for any restriction imposed by the disability without compromising academic standards.

• Any request for special arrangements, in relation to examination and assessment procedures, must be supported by medical or other evidence and it is the pupils and their parents’ responsibility to make that available to the school.

• The school will take all appropriate steps to ensure that a pupil who becomes disabled during their career at the School has every opportunity to remain at the school through the provision of the same level of adaptation and support as a comparable pupil who is disabled at the start of their school career.

• The school will aim to ensure that disabled pupils have equal access to all pupil facilities. While it is recognised that some of these facilities are located in buildings, which have access problems, the school will ensure that the facility can be provided in such a way that the needs of the disabled pupil are met. Examples of this would be assistance in the library to obtain books, provision of information in Braille or large print, special keyboards and software programmes.

ADMISSIONS

• Admissions from potential applications for employment are assessed on the basis of the applicant’s aptitudes, abilities and qualifications. We will do all that is reasonable to ensure that, with appropriate adjustments, the needs of disabled potential employees are catered for and that they are not disadvantaged in the admissions process.

• Disabled staff have access to the appropriate support and adaptations to enable them to be fully included in the life of the school.

• The views of members of staff are taken into account at all times when their requirements are being assessed.

• Members of staff working with disabled people as colleagues have appropriate information and support.

• The school will take steps to enable staff who become disabled during their time at the school to continue in their chosen career or school career, wherever possible.

• The school will endeavour to accommodate disabled visitors, wherever possible, to enable them to participate in events held on school premises.

HEALTH AND SAFETY

• The school will ensure that all pupils, including pupils with special educational needs and disabilities, are familiar with emergency evacuation procedures and all other Health and Safety issues within the Schools that affect them.

DISABILITY CODE OF PRACTICE

CODE OF PRACTICE ON EMPLOYMENT

• The Disability Discrimination Act makes it unlawful for the school, and therefore, any of its employees to discriminate in the field of employment, against a disabled person for a reason that relates to the persons disability, if that treatment cannot be justified. This applies not only to requirements, but to all areas of employment including the terms of employment, opportunities for promotion, transfer or training, dismissals or redundancies. This Code of Practice aims to ensure that the Schools act within the law.

• Seek to ensure that disabled employees are considered for promotion according to their aptitudes, abilities and qualifications.

• Ensure that disabled people are not disadvantaged when the renewal of fixed term contracts is being considered.

RECRUITMENT

• Application and selection procedures used in the recruitment and selection of staff should encourage disabled people. All applicants should be asked when being called for interview if they require any assistance to enable them to participate fully in the interview, for example an accessible interview venue, a signer or the provision of information in an alternative format.

• All candidates will be assessed on their abilities, qualifications and experience according to the objective criteria developed for the post. It may be that a “reasonable adjustment” would be required to allow a disabled candidate to meet the criteria but it should be assumed, in deciding whether the individual meets the criteria, that the appropriate adjustment had been made. For example, no candidate will be rejected simply on the basis that they cannot gain access to the building and detailed discussions should take place with the Headteacher before any decision is made. Most arrangements to accommodate disabled employees can be made within existing resource constraints or at minimal cost. It should, therefore, not be assumed that employing disabled people will cause problems or generate significant additional cost.

SUPPORT IN EMPLOYMENT

• Some disabled people may require additional support when settling into their working environment. Subject Leaders and colleagues should ensure that particular needs are discussed with the individual concerned. In particular, consideration should be given to any adaptation e.g. provision of equipment, modification to the working environment or to the organisation of the post, which may be necessary to enable the individual to work on equal terms with non-disabled colleagues. Any necessary modifications should ideally be agreed and carried out before the individual commences work. Some of the adjustments may have implications for other staff and it is important that they are consulted about proposed changes. Consideration should also be given to parking facilities, toilet facilities and health and safety issues such as fire alarms and procedures.

CONFIDENTIALITY

• Where the disability is not obvious, the individual should be asked if they wish their colleagues to be informed of their disability and Subject Leaders should respect their wishes in this regard. In certain cases, it may be appropriate for some colleagues to be aware of the condition in order to be able to respond appropriately in cases of emergency.

TRAINING

• Training should be made available to disabled people on the same basis as their colleagues. Where special arrangements are required, for example, accessible training accommodation or Braille handouts, this should be put in place.

MEMBERS OF STAFF WHO BECOME DISABLED

• Losing the services of a member of staff who becomes disabled can deprive the school of a considerable asset in terms of the skills and experience of the individual as well as an investment in that individual’s training and development. Where practicable the school will attempt to retain staff who become disabled and to ensure suitable employment for them. Senior members of staff should deal as sensitively as possible with these situations and seek help where required. Help should be sought when considering not only the possible effects of the disability but also other consequential disadvantages, such as loss of status, financial loss and reduced self-esteem.

• We are required by law to make reasonable adjustments to enable the individual to continue in post.

There are a number of possible options to consider:

• Continuing in the same post – Where the disability has occurred as the result of an accident, for example, the individual has been absent from work for some time, the school should be flexible and sensitive in assisting staff to return to work. In circumstances where it is envisaged that some difficulties may be encountered the school should consider a gradual return to work or a permanent reduction in hours until confidence and ability are fully restored, or a trial period of up to twelve weeks can be used to try to assess whether the member of staff can cope with the old job or a new one.

• Re-deployment – Where it is not practicable for the individual to continue in their former post, the school should attempt to redeploy the individual into a suitable alternative post. The individual’s qualifications and skills as well as their own preferences in terms of type of work should be taken into account when trying to identify a suitable vacancy.

In both of the options outlined above, individuals have recourse to the Grievance Procedure if they are not satisfied that they have been treated fairly.

• Premature retirement on grounds of incapacity – Where it has been decided that redeployment is impracticable, the member of staff may be considered for retirement on the grounds of medical incapacity under the normal terms of the appropriate procedure.

• Termination of employment - If all other options have been explored and found to be impracticable, dismissal on grounds of incapacity should be considered. If it proves to be necessary, termination will be in accordance with the appropriate procedures, which include a right of appeal.

In some cases, the disability will be a progressive condition, which develops over time and a number of the options will be appropriate at different stages. For example, the individual will probably be able to continue for some time in their existing post, with or without appropriate adjustments, before any of the other options require to be considered.

VISITORS

The school is used for school and community use by visitors and members of the public. The school will aim to ensure that all buildings are accessible. Provision of information will also be required for emergency and evacuation procedures.

RESPONSIBILITIES

All school staff are expected to be aware of this policy and treat disabled people, whether pupils, staff, visitors, members of the public in accordance with these provisions.

Appendix 1

A SUMMARY OF THE SEN AND DISABILITY ACT 2001

This act makes amendments to The Disability and Discrimination Act 1995 (DDA).

Sections of the Code and Sections of the DDA.

SECTION 11: SECTION 28A DDA
Discrimination against pupils with a disability and prospective pupils

It is unlawful for the Responsible Body to discriminate against a person with a disability.

a) in the arrangements it makes for determining admissions
b) in the terms on which it offers to admit such a pupil
c) by refusing or deliberately omitting to accept an application for admission.

It is unlawful for the Responsible Body to discriminate in the education or associated services provided for such pupils.

It is unlawful for the Responsible Body to discriminate by excluding whether permanently or temporarily.

SECTION 12: SECTION 28B DDA
The Meaning of Discrimination

A Responsible Body discriminates if:

a) for a reason related to the disability, the pupil is treated less favourably
b) such a treatment cannot be justified

A Responsible Body discriminated if:

a) it fails to comply with Section 28C to make reasonable adjustments
b) such a failure cannot be justified

In failing to make reasonable adjustments a Responsible Body does not discriminate if it shows:

a) it did not know/could not have reasonably expected to know of the disability
b) failure to act was attributed to the lack of knowledge

Taking a particular action does not amount to less favourable treatment if at the time the Responsible Body did not know/could not have known about the disability.

Less favourable treatment is justified if it is the result of a permitted form of selection.

Less favourable treatment or failure to comply with Section 28C is justified only if the reason for it is both material to the circumstances of the particular case and substantial.

SECTION 13: SECTION 28C DDA
Pupils with a disability should not be substantially disadvantaged

The Responsible Body must take steps as it is reasonable to ensure that:

a) in determining admission arrangements pupils with a disability are not placed at a substantial
disadvantage.
b) In the education and associated services that it provides, pupils with a disability are not
placed at a substantial disadvantage.

This does not require the Responsible Body to:

a) remove or alter a physical feature (through the Access Plan)
b) provide auxiliary aids or services (through SEN legislation)

When considering what reasonable steps to take it must have regard to the DDA Code of Practice.

The Responsible Body must consider whether the action to be taken in complying with its duty to take reasonable steps is compatible with its compliance with a request for confidentiality.

Confidentiality Request means a request that the nature or existence of a disability is treated as confidential and has been:

a) made by the pupil’s parents.
b) made by the pupil and the Responsible Body reasonably believes that the pupil understands
the nature of the requests and its consequences.

SECTION 14: SECTION 28D DDA
Accessibility strategies and plans

The Responsible Body must prepare:

a) an accessibility strategy
b) further strategies as may be prescribed

The accessibility strategy is for:

a) increasing the extent to which pupils with a disability can participate in the curriculum.
b) Improving the physical environment so that pupils with a disability can take advantage of the
education and associated services provided by the school.
c) Improving the delivery of the information to pupils with a disability that would normally be
provided in writing to other pupils.

The Responsible Body must prepare:

a) an accessibility plan.
b) further plans as may be prescribed.

The accessibility plan is for:

a) increasing the extent to which pupils with a disability can participate in the curriculum.
b) improving the physical environment so that pupils with a disability can take advantage of the
education and association services provided by the school.
c) improving the delivery of information to pupils with a disadvantage that would normally be
provided in writing to other pupils.

The Accessibility Plan must be in writing; must be kept under review;
must be implemented.

Appendix 2

USEFUL CONTACTS

The following list gives examples of organisations that are able to provide assistance and offer disability training. In addition Local Authorities run short tailor-made training courses on disability issues. This list is not intended to be comprehensive. There are other organisations that offer help.

1. AbilityNet West, c/o Hewlett Packard, Filton Road, Stoke Gifford, Bristol BS34 8QZ Telephone: 0117 31 27362 Facsimile: 0117 31 27364 Website: www.abilitynet.org.uk

AbilityNet offers a comprehensive range of services to pupils, professionals, schools and statutory bodies and provides free information and advice on any aspect of the use of a computer by someone with a disability.

2. British Dyslexia Association, 98 London Road, Reading RG1 5AU. Telephone: 0118 966 8271. E-mail: info@dyslexiahelp-bdadyslexia. demon.co.uk
Website: www.bda dyslexia.demon.co.uk

The British Dyslexia Association offers advice, information and help to families, professionals and dyslexic individuals. The BDA is working to raise awareness and understanding of dyslexia and to effect change.

3. Centre for Studies on Inclusive Education (CSIE), Room 2s203 S Block, Frenchay Campus, Coldharbour Lane, Bristol BS16 1QU. Telephone: 0117 344 4007. Website: inclusion.uwe.ac.uk

CSIE gives information and advice about inclusive education and related issues and publishes the “Index for Inclusion”.

4. Department for Education and Skills, Sanctuary Buildings, Great Smith Street, London SW1P 3BT. Telephone: 08700 012345. E-mail: info@dfes.gsi.gov.uk
Website: www.dfes.gov.uk

The DfES website offers guidance , information and links to all areas of education and training for adults and young people.

5. The Disability Rights Commission, DRC Helpline, Freepost MID 02164, Stratford-upon-Avon CV37 9HY. Telephone: 08457 622 633. E-Mail: ddahelp@stra.sitel.co.uk
Website: www.drc-gb.org.uk

Provides guidance, advice and legal representation regarding disability led issues, offers downloadable versions of Acts, Codes of Practice and advice to service users and providers. Further information regarding organizations that are available to offer support and guidance can be found on the DRC website at www.drc.org.uk/whatwedo/linls.asp

Arriving shortly “Disability Discrimination in Education, a Review of the Literature on Discrimination across the 0-19 age range by Peter Gray. Available on-line at www.drc.org.uk/campaigns/education.asp

6. Keytools Ltd., PO Box 700, Southampton SO17 1LQ. Telephone: 02380 584314. Facsimile: 02380 556902. E-Mail: info@keytools.com. Website: www.keytools.com

Suppliers of specialist IT equipment and resources for users with a disability.

7. MENCAP, 123 Golden Lane, London EC1Y ORT. Telephone: 0207 454 0454.
E-mail: information@mencap.org.uk Website: www.mencap.org.uk

Mencap works with children and adults with learning disabilities and their families and carers to improve their lives and opportunities.

8. NASEN, Nasen House, 4/5 Amber Business Village, Amber Close, Amington,
Tamworth, Staffs B77 4RP. Telephone 01827 311500.
E-Mail:welcome@nasen.org.uk Website: www.nasen.org.uk

Nasen offers a range of courses, publications, resources and advice for schools, parents, governors, and LEA’s on supporting learners with special educational needs.

9. The National Autistic Society, 393 City Rod, London EC1V 1NG. Telephone: 020 7833 2299. E-mail: nas@org.uk Website: www.nas.org.uk

The National Autistic Society provides information, advice, training and support to families, professionals and organisations supporting people with Autism and Aspergers syndrome.

10. Royal National Institute for the Blind (RNIB), PO Box 173, Peterborough, PE2 6WS. Telephone: 0845 702 3153. E-mail: Cservices@rnib.org.uk Website: www.rnib.org.uk

RNIB offers practical support and advice to anyone with a sight problem.

11. Royal National Institute for the Deaf (RNID), 19-23 Featherstone Street, London EC1Y 8SL. Telephone: 0808 808 0123 (Freephone). E-mail: informationline@rnid.org.uk Website: www.rnid.org.uk

Gives information and raised awareness of deafness, hearing loss and tinnitus. Provides training courses and consultancy.

12. RNIB Transcription Centre Southwest, 2 Whiteoaks Court, David’s Lane, Ivybridge, Devon PL21 ODW. Telephone: 01752 690092. Facsimile: 01752 698329

Services for publications, equipment, games, information about transcription and library services, magazines, Braille, Moon, large print, tape and publishing services for businesses and organisations.

13. SCOPE, PO Box 833, Milton Keynes, MK12 5NY (Please include a SAE for a reply). Telephone: 0808 800 3333 (Freephone). E-mail: cphelpline@scope.org.uk
Website: www.scope.org.uk

14. The Tourette Syndrome (UK) Association, PO Box 26149, Dunfermline, KY12 9WT. Telephone: 08454 581 252 E-mail: enquiries@tsa.org.uk Website: www.tourettes.org.uk

The Tourette Syndrome (UK) Association develops and disseminates educational material to individuals, professionals and to agencies in education and health to help people and their families to cope with the problems that occur with Tourette Syndrome.

Drugs in School

DRUG EDUCATION POLICY 2009 - 2010

Opening Statement

In drawing up their policy regarding drugs in school the Governors of Blessed George Napier School acknowledge fully the danger that illegal drugs, alcohol, tobacco and solvents pose for the safety and well being of young people in Britain today.

The Governors wish to make it clear and explicit from the outset that illegal drugs, alcohol and tobacco have no place in school and the school will respond firmly and clearly to any such incidents. In addition, the abuse of solvents is a highly dangerous activity and will not be tolerated in school. Furthermore the school has a duty to use strategies for prevention including a thorough and full-developed drugs education programme. Young people are particularly vulnerable and need to develop the skills that will enable them to make proper informed choices about their lives. The programme will be extended to the 5 – 16 age range in consultation with BGN Partnership Schools.

The Policy Document contains the following elements:

Drugs Education Programme - an outline of the school’s approach to drugs education with clear aims and objectives.

- An outline of the content and skills needed by young people.

School Response to Critical Incidents - An outline of how the school will respond in terms of discipline and support for young people who become involved with drugs or solvents in school.

Drugs Education Programme

Principles

Self-empowerment is often seen as the goal of health education. The process of achieving this enables informed decision making by equipping young people with personal and social skills, raising awareness and enhancing self-esteem. Drugs education needs to be placed within this conceptual framework offering a balanced programme, which encompasses thinking, feeling and doing – the cognitive, affective and behavioural areas.

We believe and support the following education aims and objectives in respect of substance use and misuse:

Aim

To enable students to make healthy informed choices about their lifestyles.

Objectives

1 To provide accurate information about substances.
2 To increase understanding about the implications and possible consequences of substance use and misuse.
3 To provide opportunities for students to be equipped with the knowledge, attitudes and skills they need to avoid the misuse of drugs and solvents.
4 To develop an awareness of peer-group pressure and media influence on drug-taking and solvent abuse.
5 To allow young people to become more aware of their own and other people’s attitudes and values about drugs and solvents.
6 To promote self-esteem.
7 To widen understanding about related health and social issues, e.g. sex and sexuality, crime, HIV and AIDS.
8 To seek to minimise the risks that users and potential users face.
9 To enable young people to identify sources of appropriate personal support.

Context

These aims and objectives are fulfilled through aspects of the students’ experiences in the taught curriculum, the informal curriculum and through opportunities for extra-curriculum activities. We deliver in the taught curriculum mainly through the Tutorial Programme; Science: National Curriculum Key Stages 3 and 4; the Health and Self Programme, and English areas, but other opportunities to reinforce learning will occur in other parts of the teaching programme. The school actively co-operates with other agencies such as the Community Police, Social Services and LEA and other Health and Drug agencies to deliver its commitment to Drugs Education and to deal with incidents of substance abuse and misuse.

The programme is delivered in the context also of the school as part of the community and taking account of the age, sex and cultural and social background of the pupils at which it is aimed.

Fundamental to the values and practice of our school is the principle of sharing the responsibility for the education of young people with parents, by keeping them informed and involved at all times. Effective communication and co-operation with parents is essential to the successful implementation of this policy.

Content, Methods and Organisation

There is a specific programme of drugs education, based on the NCC Curriculum Guidance 5 – Health Education document, which forms an integral part of the PSE and Health Education programme across Years 7 to 11.

This planned programme of study for Drugs Education demonstrates:

Progression: with a spiral curriculum within which key aspects will be revisited with language, concepts and content increasing in depth and complexity as students mature.

Integration: Drugs education should not be isolated but fully integrated into a programme of Personal, Social and Health Education and also in other subject areas where opportunities exist. Co-ordination is important here.

Continuity: This is achieved between year teams within the framework of a co-ordinated spiral curriculum, and it is also important to have continuity between phases in the school partnership network by working to agreed objectives at the four Key Stages.

In Years 7, 8 and 9 the programme is delivered in the main via the Tutorial session by the Year Tutors, but in Years 10 and 11 it forms part of the Health and Self-programme and is taught by a specialist teacher. There is a commitment to training for all staff involved in delivering Drugs Education.

We acknowledge the importance of matching teaching to the maturity of the students involved and that it should be delivered in a clear and honest manner that informs without encouraging drug misuse. The methods of teaching used range through active pair and group work, discussions, the use of TV programmes and health education films and publications which all encourage active student participation and the development of skills. There are also occasions when speakers with relevant expertise from external agencies are invited to contribute as part of the whole planned programme.

The Drugs Education Programme will be monitored and evaluated at regular intervals by the participating teachers and Year Heads together with the PSME Co-ordinator.

Issues

Two important issues in Drugs Education are educating for prevention of misuse of drugs and the development of personal and interpersonal skills to enable young people to cope with peer pressure. Thus our programme at BGN recognises the need for students:

a) to have accurate information appropriate to their age, stage of development, and actual behaviour patterns – as outlined in the programme.

b) to attain the personal and interpersonal skills necessary for coping with life in a society where many kinds of drugs and solvents will continue to be available, some of which may be illegal, and all of which are potentially harmful. These skills include seeking and sifting information, critical thinking, decision-making and assertiveness.

c) To develop and maintain a level of self-esteem, which will motivate them to value their welfare and take conscientious care of themselves.

Teacher Training

We recognise that such a programme should be staffed by teachers and other professions with specific training in the requirements of drug education and issues relating to drug and solvent misuse and we are committed to providing this.

Response to Drug or Solvent Related Critical Incidents in School

Where students are found to be in possession of, or under the influence of any illegal substance, or engaged in substance abuse, including alcohol, this will be treated as a critical incident.

In dealing with such incidents the health and safety of all students in the school community is paramount. However, the school will make every attempt to support any student involved in a critical incident, educationally and personally and will seek medical help as a matter of urgency, should it be necessary. Any material suspected of being an illegal substance will be confiscated and put in a secure place, to be handed to the police for disposal.

Any incident will be investigated fully and promptly in order to establish the facts. As soon as it becomes clear that illegal drugs or solvents are involved, decisions will be taken to determine who else should be involved. As a matter of course parents will be brought in and the police informed. Others such as G.P’s, social workers, or educational social workers, may also be involved.

As soon as it is appropriate, following consultation if necessary, decisions will be taken by the Headteacher with regard to sanctions. This will be accompanied by the offer of guidance and support.

Sanctions will take into account

- the short and long-term welfare of the students concerned
- the interests and well-being of all other students in the school community
- a proper sense of proportion and justice
- a necessary consistency

The Governors and Headteacher of BGN School take the view that any student who deals in drugs, i.e. brings them to school to sell or distribute to other students or who brings solvents in to school and makes them available to others with the intention of abusing them is very likely to be permanently excluded from school.

Other offences will be dealt with as appropriate. There may be permanent exclusion; there may be a fixed-term exclusion with the threat of permanent exclusion for a further offence; students would be obliged to receive counselling as a condition for their return to school.

Support and guidance will come from:

- the school’s own Health Education Consultant
- the student’s G.P
- the Partnership between parents and school
- other specialist agencies such as the Libra Project in Banbury

Appendix 1
Drugs Education Programme

Drugs Education in the Tutorial Programme

Year 7

 that all medicines are drugs but not all drugs are medicines
 safety rules about medicines, tablets, solvents and household substances
 different types of substances: over-the-counter, prescribed, legal and illegal and some understanding of their effects.
 know the beneficial aspects of drugs
 the skill of making simple choices and exercise some basic techniques for resisting pressure from friends and others.

“Skills for Adolescence” work for developing good self-esteem.

Smoking: Issues 1 – work on Unit 5

Year 8

Why do people start to use drugs?

Basic facts about a range of drugs including tobacco, alcohol, amphetamines and cannabis including their effects.

Drugs and the Law.

Recognise personal responsibility for decisions about substance use.

Alcohol
- drinking and young people
- alcohol and the Law
- alcoholism

S.F.A. work on personal decision-making and coping with peer pressure.

Year 9

Attitudes to different drugs: levels of social acceptability

Extend knowledge of range of drugs: Barbiturates, tranquillizers, hallucinogens, opiates, designer drugs and the attendant risks and effects

Be aware of myths, misconceptions and stereotypes linked with substance use.

Understand that Britain is a drug-using society and know about different patterns of use-drug takers.

Recognise that individuals are responsible for the choices they make about drug use.

Assertiveness skills.

Continuing S.F.A. programme

Years 10 and 11

Looking at lifestyles – drinking and drug choices.

The Offer – practice in skills for handling a drug offer situation.

Know about safe levels of intake - tobacco use is never safe, limited use of alcohol may be. Alcoholwise.

The role of the media in influencing attitudes towards drugs, particularly alcohol and smoking.

Explore the background of drugs worldwide – cultural, social, economic and political factors relating to production distribution and use of drugs.

Reinforce classification and legal aspects.

Ecstasy and the dance drugs.

Harm minimisation.

Continuing support work on raising self-esteem lifeskills and knowledge about ways of seeking help for personal problems – agencies.

Our Police School Liaison Officer makes specific input into this programme particularly in relation to –

1 alcohol use and legislation and associated offences.
2 Drugs legislation issues.

Drugs Education in the new National Curriculum Science (Key Stages 3 and 4)

The programme of Study states that:

“Pupils should have the opportunity to consider that the abuse of drugs can affect human bodily functions, including the effect of smoking on the respiratory system, the effect of alcohol on the brain, liver and kidneys and the effect of solvent abuse on the brain.

Equal Opportunities Policy

EQUAL OPPORTUNITIES POLICY 2009 - 2010

STATEMENT OF PRINCIPLE

Our whole Catholic, Christian philosophy, based upon gospel values, is one of equality and fairness to all.

Discrimination on the basis of colour, culture, origin, sex or ability is unacceptable in this school.

Every pupil and member of staff will endeavour to further this objective by personally contributing towards a happy and caring environment and by showing respect for and appreciation of each other as individuals.

The primary objective of this school will therefore be to educate, develop and prepare all our pupils, whatever their sex, colour, culture, origin or ability, for their future lives.

An equal opportunities philosophy will be practised by all staff and will apply to the school and the community at large through the Sports College.

The school acknowledges the complexity of a multi-cultural society and recognises that it would be failing pupils if it did not prepare them for their integral part in it.

The school is committed to emphasising the common elements and values of our multiple culture rather than highlighting conflicting areas.

THE AIM

We see our first task as equipping pupils with an awareness of an increasingly diverse society and of presenting the world as it is and as we would like it to be. On such foundations, pupils will develop their own attitudes to a pluralistic society. The school’s experience is that pupils of all backgrounds exhibit a strong desire to be part of society as it exists within our community.

PRACTICE

Admission

The school follows the Governing Body Admissions Policy, which does not permit academic ability, sex, race, colour or disability to be used as criteria for non-admission. As a voluntary aided school we are committed to preserving the Catholic ethos of the school. Our first priority in admissions is to the Catholic pupils in our area. After that, should places still be available, these are open firstly to those who specifically request a denominational education. If places still remain, then others in the community will be accepted up to the agreed number.

Registration

Pupil’s names should be accurately recorded and correctly pronounced. Pupils should be encouraged to accept and respect names from other cultures.

Discrimination

All forms of discrimination by any person within the school are to be treated seriously. A Careful note must be kept of such incidents, whether they take place in the playground, corridors or teaching areas. It should always be made clear to offending individuals that such behaviour is unacceptable. Racist remarks/attacks are recorded formally and dealt with immediately.

Pupils

If there are subsequent incidents, then the appropriate senior staff member should be informed and consideration should be given to involving the parents. Racist symbols, badges and insignias on clothing and bags are forbidden in school. Graffiti should be immediately removed.

Parents should be aware of the school’s commitment to equal opportunities and information regarding access to this policy will be given in the next Annual Report to Parents.

Staff

The school values diversity amongst the staff.

As a Catholic school, in all staff appointments, our first priority is to seek out Catholic staff to fill vacancies. However, they must be suitable to the post based on their ability to carry out the task effectively rather than just on their religious commitment. Where two colleagues are deemed equally able to fill a post, then if one is Catholic they should have first offer. In most cases, the best candidate will be appointed, based upon strict professional criteria providing they have agreed that they can willingly support the Catholic ethos of the school.

All staff should be aware of possible cultural assumptions and bias within their own attitudes.

In order to understand the background and experience of ethnic minority pupils and to raise expectations of their potential, staff need to be aware of the historical and contemporary processes which have caused, and may continue to sustain, racism. Close liaison with families in the school is beneficial to all concerned. Support and advice is available from the authority’s multicultural support service. The school’s pastoral care organisation should be used, particularly with regard to home/school liaison and for dealing with any situations of discrimination or harassment.

The Curriculum

All pupils must have access to the school’s curriculum. Staff must be constantly aware that their own expectations affect the achievement, behaviour and status of each pupil. The curriculum must be balanced, objective and sensitive, and must not highlight sexual and cultural diversity.

Language

The school views linguistic diversity positively and staff should be aware of the language and dialect spoken by pupils and their families. Staff must be conscious of any racist or sexist connotations in the language they use themselves.

Pupils and staff must feel that their language and dialect is valued. They should therefore be allowed to use their home language in school but never to use it to exclude others.

Resources

The schools aim is to provide for all pupils according to their needs, irrespective of sex, ability, or ethnic origins.

Wherever possible, staff must ensure that the resource used in all curriculum areas are multi-cultural and non-sexist, containing positive images of all groups.

Variety should be evident in the morals, stories and information offered to children. Pupils should have access to accurate information about similarities and differences between cultural groups.

Gifted and Talented Policy

GIFTED & TALENTED POLICY
2009 - 2010

GIFTED AND TALENTED PUPILS AT BLESSED GEORGE NAPIER SCHOOL

The ethos of the School is built upon the principle of equality of opportunity for all. As a caring Roman Catholic Christian community, it follows that there has to be an awareness and recognition of the value and uniqueness of each individual within the school and a positive effort to develop this uniqueness. It is vitally important that teachers and support staff work with pupils, parents, parishes and outside agencies, such as local employers, to ensure our young people have the skills necessary to take a fully active part in society.

At BGN our concern is for the whole person and we hope to provide support, care, spiritual guidance and an education which will help each individual fulfil their potential. This means delivering stimulating, engaging, challenging and informative lessons, teaching courses which lead to examinations and accreditation, providing a work-related curriculum which will prepare pupils for adult life, and providing opportunities for spiritual growth.

WHY HAVE A G&T POLICY?

We must promote individual talents, skill, interests and abilities, and provision for Gifted and Talented pupils fits squarely within this mission. Meeting the needs of those pupils of a higher ability than the rest of their peer group is a part of ensuring all children receive the education they are entitled to.

WHAT DO WE MEAN BY GIFTED AND TALENTED?

It is the term applied to those young people who are achieving, or who have the potential to achieve, at a level significantly beyond the rest of their year group. This refers to the upper end of the ability range in most classes. It is important to recognise that Gifted and Talented students are individuals, with their own unique strengths and weaknesses; a student may be very able in some areas, but find other aspects of the curriculum challenging.

The nationally recognised definitions of the terms “Gifted and Talented” are as follows:

GIFTED: describes students who have the ability to excel academically in one or
more subjects such as English, History or Science.

TALENTED: refers to those students who may excel in areas of the curriculum requiring
visio-spatial skills or practical abilities such as in sport, drama, music, art
and design.

In comparison with their peers, when engaged in their area of expertise, Gifted and Talented young people will tend to:

• Show a passion for particular subjects/areas of interest and seek to pursue them independently
• Be a good reader
• Be very articulate or verbally fluent for their age
• Give quick verbal responses
• Have a wide general knowledge
• Be interested in topics which one might associate with an older child
• Communicate well with adults
• Have a range of interests, some of which are almost obsessions
• Be artistic or musical
• Excel at sport
• Be very sensitive and aware.
• Show a strong sense of leadership
• Have a good memory
• Work things out in their head quickly
• Master the rules of a domain, easily, and transfer their insights to new problems
• Analyse their own behaviour and hence use a greater range of learning strategies than others (self-regulation)
• Make connections between past and present learning
• Demonstrate intellectual curiosity
• Show intellectual maturity and enjoy engaging in depth with subject material
• Actively and enthusiastically engage in debate and discussion on a particular subject
• Produce original and creative responses to common problems

In addition, Gifted & Talented students may develop particular characteristics as they progress through the secondary/tertiary phase, such as:

• A tendency to question rules and authority;
• A well-developed sense of humour; and
• Growing self-determination, stamina and powers of concentration.

From “Effective Provision for Gifted and Talented Students in Secondary Education” and “Identifying Gifted and Talented Pupils” produced by the Department for Children, Schools and Families.

HOW DO WE IDENTIFY G&T STUDENTS?

In identifying G&T Students, we draw on a number of sources of information including:

• Information from previous schools.
• Internal assessments, testing and examination results.
• CATs scores
• SATs scores
• FFT targets
• GCSE results (for Year 10 and 11)
• Specific criteria developed by subject leaders and subject teachers.
• Teacher/parent/peer/self recommendation.
• Performance grades for music, dance etc.
• Rate of progress, including value added data and reference to prior attainment.
A child may be identified as G&T because they are achieving at a level beyond their peers or because they have the potential to perform at a level beyond their peers.

WHAT DO WE AIM TO PROVIDE FOR G&T STUDENTS?

Once a pupil has been identified as gifted and talented, it is our mission to provide opportunities which stretch him/her in their areas of strength and develop their areas of weakness. We do this at BGN by:

• Delivering an appropriately challenging curriculum for G&T students.
• Providing learning activities in the classroom which offer additional stretch through either accelerated learning or extension work.
• Providing opportunities for participation in extra-curricular enrichment activities to develop specific skills or talents eg: sports or music clubs.
• Implementing procedures and strategies which address the needs of G&T students eg: appointment of G&T mentors.
• Celebrating achievement and success in a wide range of disciplines through holding regular Rewards Assemblies and the yearly Prize Giving Evening, to encourage pupils to excel.
• Full use of appropriate lines of communication to keep parents, teachers, governors and pupils informed of pupil progress.

HOW IS RESPONSIBILITY FOR G&T ORGANISED?

• Specific responsibility for Gifted and Talented is given to the Assistant Headteacher, in charge of Inclusion, Miss Rachel Smith. It is this person’s responsibility to devise, oversee the implementation of and monitor the school policy for G&T students.

• The role of the various Subject Leaders is to devise and review Schemes of Work to ensure they contain enrichment, extension and where possible acceleration opportunities.

• In addition, there is a representative from each subject area on the G&T Working Party and together they work to ensure there is provision for Gifted and Talented pupils in the school.

• The Learning Leader for Key Stage 3 also has an important role in managing the transition of pupils already identified by their primary schools and ensuring their needs continue to be met at BGN. This work is continued by Key Stage 4 & 5 Learning Leaders.

• Having said all this, it is of course the responsibility of all involved in every pupil’s education to be pro-active in meeting the needs of G&T pupils whether this be through delivering challenging lessons or setting homework which extends, enriches and inspires.

Induction for NQT's Policy

NDUCTION POLICY FOR NQTS

Rationale

The school’s Mission Statement declares that “BGN is a Catholic School which seeks to appreciate the talents and skills of each individual”. We recognise that Newly Qualified Teachers coming to the school already bring with them good practice and experience from which we can learn and our students can benefit. We also accept that we have a responsibility to “prepare our members to face the future with confidence”. In order to fulfil this aspect of our Mission Statement we need to provide structured support and guidance for our NQTs into the school. This will benefit the NQTs, experienced colleagues with whom they work and our students and is part of the process of raising standards across the school.

Purposes

The induction of NQTs into the school will

• ensure that all NQTs are supported in making the best possible start to their chosen career
• meet the needs of the NQTs and also of the students they teach by identifying, developing and enhancing skills related to their teaching and pastoral roles within the school and ensure that the NQTs feel valued by the school
• help to contribute to the effective running of the school as a whole and to the raising of performance levels amongst the students

Guidelines

• The Headteacher has responsibility to ensure that each NQT in the school is provided with an appropriate induction programme, in line with national arrangements and to make a recommendation to the LEA as to whether the NQT has met the Induction Standards;
• The day to day responsibility for NQTs within the school is that of the Induction Tutor whose role it is to liaise with the Professional Tutor and Head of Department.
• NQTs are provided with all necessary timetables, materials and information relating to their teaching and pastoral commitments in the school prior to their arrival;
• NQTs timetables represent no more than 90% of the average contact time normally allocated to more experienced teachers in the school. The time released is protected and is used to support the NQTs professional development from the start of the induction period;
• Induction begins at a meeting with the Induction Tutor at which other essential information will be communicated;
• Specific funds are allocated, in partnership with the LEA, to ensure the further development of NQTs;
• The NQT is entitled to six classroom observations throughout the Induction year. These will happen once each half term and will inform both the half-termly review meetings and the termly assessment meetings. It is expected that this will be a minimum amount of observation;
• Regular Review meetings will be held between the NQTs and their Induction Tutor, monitoring the Induction process and ensuring that this is operating effectively;
• The Induction Tutor is responsible for organising and implementing, in consultation with the NQT, a tailored programme of monitoring, support and assessment which takes into account the need and strengths identified in the Profile, the Induction Standards, and the specific context of the school.

Literacy Policy

BGN LITERACY POLICY 2009/2010

The expression of ideas through the spoken or written word is an essential life skill. Literacy is important because it enables pupils to gain access to the subjects studied in school, to read for information and pleasure and to communicate effectively in everyday life.

The Literacy Policy aims to raise achievement through a whole-school approach and to reflect the values of our Mission Statement that emphasises the individual needs of all our pupils and the active partnership with the wider community.

Literacy is using spoken and written language independently to think through ideas and then to communicate meaning and understanding in all curriculum areas.

A literate pupil should:

understand, use and be able to read and write a range of texts

plan, draft, revise and edit their own writing

have a suitable technical vocabulary through which to understand and discuss their reading and writing

be interested in books, read with enjoyment and evaluate and justify preferences

through reading and writing, develop powers of imagination, inventiveness and critical awareness

read and write with confidence, fluency and understanding

be able to respond to a full range of reading cues

understand the sound and spelling system and use this to read and spell accurately

have fluent and legible handwriting

have an interest in words and their meanings, and a growing vocabulary

know, understand and be able to write in a range of genres in fiction and poetry, and understand and be
familiar with some of the ways that narratives are structured through basic literacy ideas of setting, character and plot.

It is the responsibility of all teachers to reinforce literacy skills. In practice a teacher should expect pupils to check their written work for accuracy in:

1. meaning

2. spelling

3. punctuation

4. grammar

5. neatness

Through our whole-school approach we aim to get pupils to transfer the skills learnt in one curriculum area across to other curriculum areas.

Use of language across the curriculum

Pupils should be taught in all subjects to express themselves correctly and appropriately and to read accurately and with understanding. Since standard English, spoken and written, is the predominant language in which knowledge and skills are taught and learned, pupils should be taught to recognise and use standard English.

Writing

In writing, pupils should be taught to use correct spelling and punctuation and follow grammatical conventions. They should also be taught to organise their writing in logical and coherent forms.

Speaking

In speaking, pupils should be taught to use language precisely and cogently.

Listening

Pupils should be taught to listen to others, and to respond and build on their ideas and views constructively.

Reading

In reading pupils should be taught strategies to help them read with understanding, to locate and use information, to follow a process or argument and summarise, and to synthesise and adapt what they learn from their reading.

Pupils should be taught the technical and specialist vocabulary of subjects and how to use and spell these words. They should also be taught to use the patterns of language vital to understanding and expression in different subjects. These include the construction of sentences, paragraph and texts that are often used in a subject.

The National Curriculum,
Key stages 3 and 4.

DfEE and QCA, 1999

Health and Safety Policy

AIM

• To establish and maintain a safe and healthy working environment.

OBJECTIVES

• To raise awareness amongst employees, pupils and other site users of health and safety issues and to encourage good practice.
• To take all reasonable precautions to protect people by reducing risks both on and off site.
• To take prompt and appropriate action in the event a hazardous situation developing, and of an accident and / or emergency occurring on or off site.

RESPONSIBILITIES

1. GOVERNORS
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/g/govdel.pdf)

• To monitor the allocation of funds based on suitable and sufficient risk assessments.
• Prioritise health and safety matters within the School Improvement Plan.
• Purchase and maintain equipment to British and European Standards (http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/p/publis.pdf)
• Have health and safety as a standing item on the agenda of all meetings.
• Carry out regular inspections as outlined in the Governors’ Handbook.
• Cooperate with the employer, Oxfordshire County Council (OCC) on matters of health and safety.
• Nominate a Governor with responsibility for health and safety.

2. HEADTEACHER

• To take overall responsibility for the implementation and monitoring of the establishments health and safety policy by;

Line managing the Leadership Team;
Allocating sufficient resources to meet health and safety priorities;
Ensuring attendance on appropriate health and safety training courses (http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety - training);
Liaising with the employer (OCC) over health and safety issues;
Regularly checking the Health and Safety website:
(http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety)
Ensuring good communications by including health and safety issues in Staff briefings, bulletins and meetings;
Organising and implementing termly inspections in consultation with Trade Union Safety Representatives
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/s/safrep.pdf) and Governors;
Overseeing the completion of the arrangements and risk assessments for all on/off site activities;
Ensuring that health & safety is a criteria for performance management / appraisal scheme and
Formulate and implement a policy for the management of critical incidents (http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety - Emergency Plans - Critical Incident Management)

3. DEPUTY HEAD / LEADERSHIP POST

• Include health and safety in all new employees’ induction.
• Undertake an annual health and safety training needs analysis of all employees (http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety - Training).
• Monitor departmental documentation, risk assessments, practices and procedures.
• Encourage and support employees in completing risk assessments for pupils giving cause for concern
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/p/Pupil_Behaviour.pdf).
• Ensure that QCA / HSE heath and safety curriculum requirements are being delivered in lessons
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/t/teachs.pdf).
• Support employees with personal safety issues including stress
http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/s/strpre.pdf
• Ensure off site visits are approved and appropriately staffed
(http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety - procedures - Out and About with Oxfordshire 3)
• Review departmental coordinators risk assessments annually.

4. OFFICE MANAGER

Is required to ensure that:
All office risk assessments are completed and reviewed

(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/d/displa.pdf);

Visitors are registered wear a badge and are briefed on the emergency procedures;
Hazard reporting and maintenance documentation is actioned
Accident and Physical and Verbal Abuse documentation is completed and submitted to the Health & Safety Team;

(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/p/perpav.pdf).

All appropriate risk assessments guidance and hiring documentation is completed for community use of the site

http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/123/appendix_g.doc

All community users are registered and made aware of emergency procedures;
Adequate trained first aid cover is available for on /off site activities and
Periodic checks are made of the first aid arrangements and containers

http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/f/First_Aid_at_Work.pdf

5. FINANCE MANAGER

• Organise the planned programmed maintenance of plant and equipment.
• Arrange for the annual electrical testing programme
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/e/elepor.pdf)
• Maintaining accurate records of all equipment and resources.
• Purchase and maintain all equipment and resources to County Council prescribed standards
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/p/publis.pdf).

6. LEADERSHIP and COORDINATOR TEAMS

• Produce health and safety risk assessment guidance and documentation as appropriate especially in Art, Design & Technology, ICT, Science, PE and off-site activities (http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/t/teachs.pdf).
• Ensure all hazardous equipment and materials are appropriately marked, assessed, maintained and used by a competent person.
• Advising colleagues on the completion of risk assessments and ensuring they are carried out, reviewed periodically and recorded.
• Annually undertake training needs analysis for their teams.
• Ensure health and safety is a standing item on all agendas.
• Check that pupils are aware of health and safety issues and that these are being continually reinforced.

7. SITE MANAGER

• Ensure that the school follows the County Council procedures:

when selecting a contractor

(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/c/consel.pdf);

when completing a Self Financed Improvement Project (SFN Form) http://intranet.oxfordshire.gov.uk – Children Young People & Families – Strategy & Performance Service – Planning & Development)
when liaising with contractors over health and safety matters;
when monitoring health and safety issues on-site regarding either county council or school appointed contactors.

• Carry out daily checks of the site and take appropriate remedial action.
• Prioritise and process the maintenance forms.
• Review progress with the head weekly.
• Ensure all employees and contractors are fully briefed on health and safety site issues.
• Complete all relevant risk assessments.
• Ensure all maintenance employees are trained and competent to undertake their tasks safely
(http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/t/tracom.pdf);
• Carry out termly fire drills, weekly fire tests, check fire extinguishers and maintain the Fire Safety Folder
(http://intranet.oxfordshire.gov.uk/links/intranet/cypfhealthandsafety - procedures);
• Carry out monthly water temperatures tests and maintain the Water Hygiene Folder;
• Alert the Head of Establishment to issues of security and lone working (http://portal.oxfordshire.gov.uk/content/public/LandC/Resources/healthsafe/l/lonwor.pdf).

8. ALL EMPLOYEES

• Cooperate with health and safety requirements.
• Report all defects on the maintenance forms and return them to the office.
• Complete and action risk assessments for all potentially hazardous on/off site activities.
• Use, but not misuse things provided for your health, safety and welfare.
• Do not undertake unsafe acts.
• Inform Head of Establishment of any “Near-Misses”.
• Be familiar with the emergency action plans for fire, first aid, bomb, security and off site issues.
• Raise health, and safety and environmental issues with pupils.

9. VISITORS and CONTRACTORS

• Sign in at the School Office on arrival.
• Read the resume of the health and safety procedures on arrival at the School.
• Contractors will be informed of hazards peculiar to this site, e.g. asbestos.
• Wear a visitor badge whilst on site at all times.
• Follow evacuation procedures in the event of an emergency.

10. PUPILS

• Behave in a way that does not put your health and safety at risk.
• Observe standards of dress consistent with good health, safety and hygiene practices.
• Follow all safety rules including the instructions of staff given in an emergency.
• Use, but not misuse, things provided for your health, safety and welfare.

Homework Policy

HOMEWORK POLICY

Why is Homework Important?

Homework is valuable for the following reasons:

1 It can help pupils to make more rapid progress in learning.
2 It can allow pupils to develop the practice of working on their own without the constant presence of the teacher or other pupils on the one hand and the external discipline of the timetable, bells etc. on the other. This way of working is vital at the later stages of secondary education and after.
3 Work at home can provide the quiet and private conditions needed for creative and thoughtful work of all kinds.
4 It can allow valuable practice of skills learned in the classroom.
5 It can allow pupils to use materials and other sources of information that are not always available in the classroom.
6 It can involve parents and others in the pupils’ work for their mutual benefit.
7 It can give opportunities for long-term research and other work.
8 It can form an important part of the pupil’s notes.
9 This gives pupils valuable experience of working to deadlines and facilitates staff with their marking schedules.
10 It forms a link with the methods of study crucial to success at Secondary School.

The Nature of the Homework

We have a system where by most departments set one homework per week for each class. The nature of the homework will vary between year groups, different classes and topics of study. Homework is not normally set for school holiday. Marking homework forms an integral part of our assessment - see the Assessment policy. We aim to return marked homework to the pupils as soon as possible, for inclusion in that topic of work and whilst the exercise is fresh in the pupil’s mind.

Each homework may involve the following:

• reading/writing/spelling: with the emphasis on literacy skills such activities may not just be confined to English homework;
• carrying out a project. This may involve research, collection of information for an individual or group project;
• observing/recording;
• making a model to exemplify and item of work. This can often involve the whole family in the discussion. Materials are either provided or involve the use of ‘household junk’ items. The majority of pupils thoroughly enjoy this type of challenge and commit more than 1 hour to the task;
• completing an exercise to practice, enforce or apply aspects of the class work, e.g. writing up practical work.
• Watching a T.V. programme/reading a newspaper article and reporting back;

The task, whatever it is, should be commensurate with the ability of the pupils.

How does the School help pupils organise their homework?

a. Each pupil is given a homework timetable tat the beginning of the year. It says when the homework for each subject area will be set and when it is due in. We normally give up to a week to complete homework to allow flexibility.
b. We try to make sure that our instructions concerning homework are clear to everyone in the class, and that all pupils have plenty of time to copy down what is expected.
c. We aim to mark or respond to homework regularly, and in a way that is helpful to pupils.
d. Heads of Department will monitor the setting of homework within their Department to ensure regular and appropriate work is set.

How can parents or guardians help with homework?

a. Check that homework details are filled in clearly and regularly in the homework planner. There is space there for your regular comments/signature.
b. Help your child organise his or her time to best advantage so that things are not all left to the last minute or even forgotten.
c. Try to make sure that there are suitable working conditions at home.
d. Take a positive and active interest in your child’s work at home rather than just insisting that it is done.
e. Let us know if there are problems with homework that you cannot resolve. Perhaps your child seems to be doing too much, or not enough, or is finding it to easy or too difficult. Contact the form teacher through the planner in the first instance who will be glad to help.

Failure to hand in homework.

We expect completed homework to be given in on time. This gives pupils valuable experience of working to deadlines and facilitates staff with their marking schedules. If homework is not given in appropriate action is taken.

• the subject teacher will have a discussion with the pupil to find out if there are good reasons for the failure to hand in the work;
• the teacher may then contact the other staff/parents if necessary;
• a homework report may be issued;
• pupils may be told to attend a lunch time study/test session to complete the work;
• the pupil may be required to attend an after-school detention to complete the work where all other sanctions have failed.

The detention must be approved by the Head of Department and be subject to the usual rules concerning detention, including giving 24 hours notice and obtaining written permission from parents. We expect parents to cooperate with the school in enforcing the necessary sanction.

The completed form will be kept with the staff record of that pupil to provide evidence for specific or general problem that may be referred to the Learning Leader, member of the Leadership Team, parent or Guardian.

Numeracy Policy

BGN NUMERACY POLICY

Numeracy is a proficiency that is developed mainly in mathematics but also in other subjects. It is more
than an ability to do basic arithmetic. It involves developing confidence and competence with numbers and,measures. It requires understanding the number system, a repertoire of mathematical techniques, and an inclination and ability to solve quantitative or spatial problems in a range of contexts. Numeracy also demands understanding the ways in which data are gathered by counting and measuring, and presented in graphs, diagrams, charts and tables. The process skills in the revised Programme of Study and the Functional Skills standards should be read alongside the range and content for Numeracy. Adult Numeracy follows the same life-skills guidelines. Level 2 Numeracy courses for
adults are offered by the Mathematics Team.

Pupils will be best equipped to use numeracy skills across curriculum areas if they are first taught these skills in mathematics or Extra Mathematics lessons. It is, therefore, essential that teachers know what numeracy skill pupils will be expected to use in subjects other than their own. All staff are to be encouraged to use common approaches that mirror those used in mathematics lessons. For example, the approach to calculation should be the same in science as in mathematics. It is anticipated that a ‘placement’ be used in Mathematics, Science and Humanities to ensure a common approach.

Numeracy skills can be consolidated and enhanced when pupils have opportunities to apply them across the curriculum.

By the end of Key Stage 3 a numerate pupil should

have a sense of the size of a number and where it fits into the number system

recall mathematical facts confidently

calculate accurately and efficiently, both mentally and with pencil and paper, drawing on a range of
calculation strategies

use proportional reasoning to simplify and solve problems

use calculators and other ICT resources appropriately and effectively to solve mathematical problems, and select from the display the number of figures appropriate to the context of a calculation

use simple formulae and substitute numbers into them

measure and estimate measurements, choosing suitable units and reading the numbers correctly from a
range of meters, dials and scales

calculate simple perimeters, areas and volumes, recognising the degree of accuracy that can be achieved

understand and use measures of time and speed, and rates such as � per hour or miles per litre

draw plane figures to given specifications and appreciate the concept of scale in geometrical drawings and maps

understand the difference between the mean, median and mode, and the purpose for which is used

collect data (both discrete and continuous) and draw, interpret and predict from graphs, diagrams, charts and tables

have some understanding of the measurement of probability and risk

explain methods and justify reasons and conclusions, using correct mathematical terms

judge the reasonableness of solutions and check them when necessary

give results to a degree of accuracy appropriate to the context

Performance Management Policy

MODEL PERFORMANCE MANAGEMENT POLICY - INTRODUCTION

The Governing Body of BLESSED GEORGE NAPIER RC School
adopted this performance management policy on_________________________.

Application of the Policy

This policy specifies and interprets the requirements of the Education (School Teacher Performance Management) (England) Regulations 2006.

The policy applies to the head teacher and to all teachers employed by the school except teachers on contracts of less than one term, those undergoing induction (i.e. NQTs) and those who are the subject of capability procedures.

This policy sets out the framework for a clear and consistent assessment of the overall performance of teachers and the head teacher and for supporting their development needs within the context of the school’s improvement plan and their own professional needs.

This policy should be read in conjunction with the school’s pay policy which provides details of the arrangements relating to teacher’s pay in accordance with the School Teachers’ Pay and Conditions Document and with the school’s CPD policy which sets out CPD entitlements and responsibilities for teachers.

SECTION 1 – The results the policy is intended to achieve and how these will be measured
Purpose
The purpose of performance management is to develop all staff to improve teaching and learning and to raise standards of achievement for all children and to ensure job satisfaction, a high level of expertise and progression of staff in their chosen career plan.
Aim
Performance management provides an opportunity for all staff to focus on the detail of their feedback on their performance and to develop and extend their skills, knowledge and understanding.

We want to improve performance by developing the effectiveness of staff, both as individuals and as teams. The evidence is that standards rise when schools and individual staff are clear about what they expect pupils to achieve. That is why performance management is important.
Process
Performance management in conjunction with CPD is the process that links priorities for school improvement as set out in the SIP with priorities for career progression.

Performance management is the process for assessing the totality of a teacher and head teacher’s performance, in the context of an individual’s job description and the provisions of the STPCD. Professional standards provide the backdrop to discussions about performance and future development. The standards define the professional attributes, knowledge, understanding and skills for teachers at each career stage.

Outcome
The outcome of the Performance management process will provide evidence of performance of both the individual teacher and of the school that will inform career and pay progression for the teacher and the SEF for the school.

The ultimate outcome of the Performance Management process will be a judgement of a teacher’s performance. This judgement may, for those teachers who are eligible lead to a pay and career progression recommendation. Details of who might be eligible and when recommendations are to be made are set out in the pay policy.

The Performance Management process is the only mechanism by which performance judgements and pay and career recommendations can be made.

Effective PM will result in:

 Shared staff commitment to high performance, improved teaching and leadership skills and increased job satisfaction.
 Continuous improvement in student achievement.
 Continuous professional development of staff that is relevant to the needs of the teacher and those of the school.
 Continuous school self evaluation.
Measurement
Where teachers are eligible for pay progression, the assessment of performance throughout the cycle against the performance criteria specified in the statement will be the basis on which the recommendation is made by the reviewer.

PSME Policy

PSME/CITIZENSHIP AT BGN
AIMS AND OBJECTIVES

In accordance with the school’s Mission Statement, Personal, Social and Moral Education is the planned provision to enhance the development of knowledge, understanding, attitudes and behaviour concerned with:

• Oneself and other:
• Social institutions:
• Structures and organizations:
• Social and moral issues:

so that each student can reach his/her full potential as a responsible citizen of today’s society.

PSME/Citizenship should aim to develop young people’s personal awareness, social skills, self esteem, attitudes, knowledge, understanding, interpersonal skills and potential in order for them to make healthy life choices; be capable of recognising their own worth and the worth of others and “face the future with confidence and take up the challenge of the Gospel”. Important aspects of this developmental process are the development of, firstly, the ability to communicate effectively and secondly, the abilities to give and accept support.

On completion, the course should enable the students to take responsibility for their own lives and actions. They should be capable of recogising their own strengths and weaknesses and those of others and should be able to deal with situations in a tolerant and open way.

There are also opportunities for students to become actively involved with the implementation of aspects of PSME. Pupil Voice regularly meets to provide student representatives from each form in the school the opportunity to share opinions about aspects of the school and make suggestions for improvement. There are opportunities for students greeting and showing outside speakers to venues. There are plans for a group of students to work with the local race relations representative to raise cultural awareness in our school.

Additional responsibilities undertaken by students include office assistants, supervision at break and lunchtime, captaincy of sports teams and houses, organising and participating in the Old Peoples Party at Christmas etc. Extra curricular events are considered a vital element to individual development.

Raising Concerns at Work (whistle blowing) policy

RAISING CONCERNS AT WORK (WHISTLE BLOWING) POLICY

2009 - 2010

Procedure for School Employees:
Raising Concerns at Work (“Whistle blowing”)

Introduction

1. The aim of this procedure is to enable employees of Oxfordshire County Council to raise concerns at work directly with their employer. This does not remove their right to raise concerns in other ways where appropriate through the agencies listed in paragraph 21 below.

2. If the concern relates to the individual’s own employment, the school’s Grievance Procedure should be used instead.

3. The County Council and the governing body are committed to the highest possible standards of openness, integrity and accountability. In line with that commitment we encourage employees with serious concerns about any aspect of the County Council’s work to come forward and express those concerns.

4. In the large majority of cases employees with concerns should share these with their line manager. However, the County Council and the governing body recognise that, from time to time, this may not be appropriate (see paragraph 14).

5. The County Council will provide all reasonable protection for employees who raise genuine concerns in good faith.

6. If an employee raises a concern in good faith but it is not subsequently confirmed by investigation, no action will be taken against them. If however, an employee raises a concern frivolously, maliciously or for personal gain, disciplinary action may be taken against them.

7. The Chief Executive, as Head of the Paid Service and the Assistant Chief Executive as the Council’s Monitoring Officer have overall responsibility for this policy. Governing bodies are responsible for the management of services and staff within their school.

8. The governing body will be responsible for ensuring that (i) appropriate personal support is given both to the employee raising the concern and to any employee against whom allegations have been made under this procedure; (ii) both parties are kept informed of progress.

General Points

9. “Whistle blowing” is defined as “raising concerns about misconduct within an organisation or within an independent structure associated with it”. (Nolan Committee on Standards in Public Life).

10. Any serious concerns you have about any aspect of the school or County Council’s service provision or about the conduct of County Council employees, members or others acting on behalf of the County Council, should be reported using this procedure. Your concern may relate to something which:
• is against the County Council’s or the school’s policies
• falls below established standards of practice; or
• amounts to improper conduct, including something you believe may be:

 against the law;
 a Health & Safety risk;
 damaging the environment;
 misuse of public money;
 corruption or unethical conduct;
 abuse of pupils/students;
 concealment of any of the above.

11. All concerns will be treated sensitively and with due regard to confidentiality. Every effort will be made to protect your identify, if you so wish; however, the information will be passed to those with a legitimate need to have it, and it may be necessary for you to provide a written statement or act as a witness in any subsequent enquiry or disciplinary proceedings. This will always be discussed with you first.

12. Concerns expressed anonymously will be investigated unless the chair of governors and the
Director for Children, Young People & Families agree that there is insufficient evidence to proceed. Where the governing body is involved in a complaint, the Director for Children, Young People & Families will make the decision. An investigation may be carried out, depending on the nature of the allegation and the evidence/information presented.

How to raise a Concern

Step 1

13. If you wish to raise a concern, you should raise this initially with your usual manager. This can be in person or in writing. It may be helpful for you to refer to the County Council’s Code of Conduct, which sets out the standards expected of its employees.

14. The County Council and the governing body recognise that, in certain circumstances, it may be inappropriate for you to approach your manager with your concern. A number of alternative routes may be appropriate depending on the nature of the concern. For example you could approach a more senior manager, the Children, Young People & Families Directorate HR Team, your school adviser or one of the following:
 the Chief Executive (01865 815330);
 the Monitoring Officer
 the Solicitor to the County Council (01865 815307);
 the Head of Financial Services (01865 815548);
 Audit and Risk Management Services (01865 815440);
 the Social & Health Care Help Line (018675 854417);
 your County Councillor (01865 815307 if you are not sure who this is).

15. Although you are not expected to prove beyond doubt the truth of your concerns, you will need to demonstrate that you have sufficient evidence or other reasonable grounds to raise them.

16. You may wish to obtain assistance in putting forward your concern from the Children, Young People & Families Directorate HR Team, a Trade Union representative or a colleague. You may choose to be represented by a Trade Union representative or colleague at any meetings which are required.

Step 2

17. The manager with whom you have raised your concern will acknowledge its receipt as soon as possible and will write to you within 10 working days with the following: an indication of how the concern will be dealt with; an estimate of how long it will take to provide a final response; whether any initial enquiries have been made; whether further investigations will take place, and if not why not; information on employee support services.

18. Advice for those investigating concerns is available on the County Council’s intranet.

Step 3

19. Initial enquiries will be made to decide whether an investigation is appropriate in each case. Where an investigation is necessary, it may take the form of one or more of the following: an internal investigation by management, which may for example, take the form of a disciplinary investigation or an investigation by Audit and Risk Management Services; a referral to the Police; a referral to the District Auditor; the setting up of an external independent inquiry.

Step 4

20. The County Council or the governing body will inform you in writing of the outcome of any investigation or any action taken, subject to the constraints of confidentiality and the law.

21. If you do not feel your concern has been addressed adequately you may raise it with an independent body such as one of the following as appropriate:
 the District Auditor
 your Trade Union;
 your local Citizens Advice Bureau;
 a relevant professional body or regulatory organisation;
 a relevant voluntary organisation;
 the Police;
 the local Government Ombudsman;
 the Equal Opportunities Commission;
 the Commission for Racial Equality;
 the local Race Equality Council
 the Disability Rights Commission.

You must make the disclosure in good faith. You must not do so for personal gain and you must reasonably believe the information disclosed and any allegation in it to be substantially true and that in all the circumstances it is reasonable for you to make the disclosure.

22. You may disclose your concern to someone other than those listed in paragraph 21 above if all of the following criteria apply:
 the issue is of an exceptionally serious nature and
 you believe it to be substantially true and
 you do not make the disclosure for personal gain and
 in all the circumstances it is reasonable for you to make the disclosure.
However, the identity of the person/organisation to whom you disclose will be considered in determining whether it was reasonable for you to make the disclosure.

23. You have a duty to the County Council not to disclose confidential information. This does not prevent you from, seeking independent advice at any stage nor from discussing the issue with the charity Public Concern at Work on 0207404 6609 or at www.pcaw.demon.co.uk , in accordance with the provisions of the Public Interest Disclosure Act 1998.

School Trips Policy

SCHOOL TRIPS AND VISITS POLICY

This policy does not cover routine trips out of school for sports teams attending fixtures, for which there are separate arrangements. Please read this policy in conjunction with Appendices 1 and 2.

AIM

• To enhance students’ education and contribute to raising students’ attainment by providing opportunities for teaching and learning to take place in appropriate and relevant contexts and venues out of school.

OBEJCTIVES

• To ensure that students participate in school visits in safety and scurity.

• To ensure that students’ learning is enhanced to the maximum extent.

• To safeguard students’ rights for equal opportunity to participate.

• To ensure a clear and unambiguous understanding b all staff of the rationale for approving applications to take students on visits.

• To ensure that responsibilities to staff are clear and that required formalities and agreements are adhered to.

MONITORING AND EVALUATION

The policy will be monitored according to the following criteria:

In order to promote students’ learning and attainment, broaden their educational experience, protect their health and safety and safeguard their school-based learning. All visits in school time need to be approved by the Headteacher or E.V.C. (Educational Visits Coordinator) and meet the following criteria:

1. Enable all relevant students to participate, regardless of means.
2. Include an assurance that relevant LA guidance and statutory regulations with reference to the health, safety and supervision of students will be net in full
3. Be included in the school calendar wherever possible and notified to all colleagues as far ahead as is reasonable possible.
4. Have due regard to the effect that the visit will have on other subjects in the students’ curriculum and the effect the trip might have on the work of colleagues and take these factors into account where possible in the planning.
5. Be directly related to the student’s formal curriculum, or provide direct support for their learning in one or more of their subjects.

Visits taking place outside the school day need satisfy only the first two criteria.

Extended visits (i.e. visits of more that one day) should normally take place during school holidays as far as possible, or non-curriculum time, in order that there is minimal impact on students’ learning and progress.

Related policies : Off-site activities
Teaching and Learning
Health & safety
Equal Opprtunities.

IMPLEMENTATION

APPENDIX 1

This policy should be read in conjunction with relevant legislation and guidance on taking students out of school on visits:

i. Out and about with Blessed George Napier
ii. Out and about with Oxfordshire 3
iii. Health & Safety of pupils on Educational Visits (HASPEV)
iv. School Emergency Plan.

1. Short trips taking place during a lesson do not need the special consideration of the Headteacher. However, the member of staff responsible should follow the procedure set out in the appendix, ensuring the Headteacher is informed before taking any further steps.

2. Trips perceived as rewards should take place on non-teaching days and can therefore be offered to KS3 and KS4 students.

APPLYING TO TAKE STUDENTS OUT ON VISITS
APPENDIX 2.

Staff wishing to take students out on visits during the school day outside the activities week should seek agreement for the visit at the earliest possible date. Wherever possible, this should be done before the year’s calendar is compiled in June/July so that the trip features on the calendar at the start of the school year, thus allowing colleagues to plan their students’ work with this in mind. Where this is not possible, an application for the trip should be submitted at the earliest possible opportunity, thus providing maximum time for notification to staff so that they can plan their work with this in mind.

Staff applying to take students out on trips should:

A. Consult the Headteacher before advertising the trip completing a trips planning form, available from the Educational Visits Co-ordinator (E.V.C.).
B. Consult their Subject Leader and department Senior Leadership Team Line Manager.

C. Check the related policies listed on the previous page.

D. Complete the relevant paperwork and submit to Headteacher for formal approval through E.V.C.

E. Ensure that all relevant legislation and guidance is adhered to in full.

F. Take responsibility for ensuring that students do their best to catch up work missed.

Following the visit the member of staff in charge will give a verbal report to the relevant Subject Leader Team Line Manager.

SEN Policy 2010

SEN POLICY - 2009 – 2010

Blessed George Napier School
Special Educational Needs Policy
(revised February 2010)

Definition of Special Educational Needs (SEN)
“Children have special educational needs if they have a learning difficulty which calls for special educational provision to be made for them. Children have a learning difficulty if they:

• Have a significantly greater difficulty in learning than the majority of children of the same age; or

• Have a disability which prevents or hinders them from making use of educational facilities of a kind generally provided for children of the same age in school.”

Special educational provision means:

“For children of two or over, educational provision which is additional to, or otherwise different from, the educational provision made generally for children of this age in schools maintained by the LA, other than special schools in the area.”
See Section 312, Education Act 1998 in Special Educational Needs Code of Practice p. 6

Aims

Our mission statement states our belief in providing every possible opportunity to develop the full potential of all children. All children will have the right to a broad and balanced curriculum including extra-curricular activities where appropriate and full access to the National Curriculum. All children are valued and their self-esteem promoted. We work in close partnership with parents/carers, the parish and the wider communities. Our aim is that all children with special educational needs participate in activities compatible with the efficient education of other children and the efficient use of resources and are equally well-prepared to face the future with confidence when they leave school.

Objectives

The objectives of BGN’s SEN policy are:

• To identify and monitor children’s individual needs from the earliest possible stage so that appropriate provision can be made and their attainment raised;

• To plan an effective curriculum to meet the needs of children with special educational needs such as in our Provision Map and where necessary ensure that the targets set are specific, measurable, achievable, realistic and time related;

• To involve children and parents/carers in the identification and review of the targets set for individual children and where necessary those targets identified in their Individual Education Plans;

• To work in close partnership with, and involve, parents/carers of children who have special educational needs;

• To ensure that all who are involved with children are aware of the procedures for identifying their needs, supporting and teaching them;

• To work in close partnership, where appropriate, with outside agencies to support the needs and provision for children who have special educational needs.

Roles and responsibilities
Governors’ role

The governing body of BGN will:

• Do its best to ensure that the necessary provision is made for any child who has special educational needs;

• Ensure that where the ‘responsible person’ – the Headteacher or the appropriate governor – has been informed by the LA that a child has special educational needs, those needs are made known to all who are likely to teach them;

• Ensure that teachers at BGN are aware of the importance of identifying and providing for those children who have special educational needs;

• Ensure that parents/carers are notified of a decision by the school that SEN provision is being made for their child;

• Ensure that a child with special educational needs joins in the activities of the school together with children who do not have special educational needs, so far as is reasonably practical and compatible with the child receiving the special educational provision their learning needs call for, the efficient education of the children with whom they are educated, and the efficient use of resources;

• Have regard to the Special Educational Needs Code of Practice (2001) when carrying out its duties toward all children with special educational needs;

• Consult the LA and the governing body of other schools, when it seems to be necessary or desirable in the interests of co-ordinated special educational provision in the area as a whole;

• Have a written SEN policy containing the information as set out in the Education(Special Educational Needs) (Information) (England) Regulations 1999 (reproduced in the SEN Code of Practice);

• Report to parents/carers on the implementation of the school’s policy for children with special educational needs in the school profile and the school’s prospectus;

• In the school prospectus including the name of the person responsible for coordinating SEN provision in the school.

The governors play an important role in ensuring that:

• They are fully involved in developing and monitoring the school’s SEN policy;

• They are up-to-date and knowledgeable about the school’s SEN provision, including how funding, equipment and personnel resources are deployed;

• SEN provision is an integral part of the School Improvement Plan and the school’s self-evaluation process;

• The quality of SEN provision is continually monitored;

• The SEN policy is reported on in the school prospectus and children’s progress is reported in the school profile.

In addition as part of the Special Educational Needs and Disability Act (2001) new duties came into effect in September 2002. These state that the responsible body must take all steps not to discriminate against disabled children in their admissions arrangements, in the education, exclusion and associated services provided by the school for its pupils or in relation to exclusions from the school. They must also publish three year plans showing how they will increase access for disabled children to the curriculum, the physical environment of the school, and to written information in alternative formats (Disability Equality Scheme, Access Plan). The Act says that a responsible body for the school discriminates against a disabled child if:

• for a reason relating to the child’s disability, it treats him or her less favourably than it treats, or would treat, others to whom that reason does not apply, or would not apply;

• it cannot show that the particular treatment is justified.

SENCO’s role

Currently the SENCO is Tim Marston who is responsible for co-ordinating the provision of special educational needs throughout the school. This will involve:

• Day to day operation of the SEN policy;

• Providing advice to staff supporting, liaising with them and where necessary the completion of Individual Education Plans;

• Managing a team of Teaching Assistants, Higher Level Teaching Assistants and SEN focussed teaching staff;

• Working alongside staff to assist them in identifying, assessing and planning for children’s needs and ensuring that children make progress;

• Overseeing and maintaining specific resources for special educational needs;

• Liaising with outside agencies;

• Contributing to and, where necessary, leading the continuing professional development (CPD) of staff;

• Monitoring, evaluating and reporting on the provision for children with SEN to the governing body in conjunction with the designated responsible person;

• Co-ordinating the range of support available to children with special educational needs;

• In conjunction with the form tutor / subject teacher liaising with parents/carers of children with special educational needs.

Arrangements for co-ordinating provision for children with SEN

The needs of the majority of children will be met in the classroom. Teachers are expected to make every effort to ensure that children with special educational needs are fully involved in the life of the class. For some children it will be necessary for them to spend some time in small group work or being withdrawn from the classroom for specific, timed activities related to the needs identified. This may be delivered by the teacher, teaching assistant or SENCO and will complement classroom work so that the skills, knowledge and understanding will be transferred to the classroom.

The SENCO will work closely with department heads and years heads to monitor the success of provision and to develop the curriculum as appropriate.

Admission arrangements

The admissions policy is based on an agreed policy for a Catholic School and is overseen by the governing body as part of the Catholic Church in accordance with its Trust Deed and Instrument of Government. We strive to be a fully inclusive school. All children will be treated according to their needs in line with the school’s policy for equality of opportunity. No child will be denied admission because of his or her creed, race, physical ability or academic attainment. Where a child has a particular need e.g. wheelchair access the governors will make reasonable adjustments to ensure the child’s needs are fully met. (Please see Accessibility and DES above). If a child is transferring into the school with a statement, or has been receiving extra support from LA centrally funded resources in their previous school, the continuation of this support will be negotiated with the appropriate officer of the LA to ensure that their needs can be met.

Any variation to the above will need to be agreed by the full governing body.

Specialist facilities

Specific small group teaching and / or interventions are scheduled within the Learning Base.

The Learning Base is staffed by the SENCO and a staff of teaching assistants and specialist teaching staff.

The Learning Base is the focal point for interaction with external agencies, meetings with parents and SEN staff training.

Resources

The majority of the SEN resources are focussed within the learning base to increase participation and inclusion across the school. For example:

• 10 Laptops specifically to support inclusion within main classroom settings;

• Accessible software based in the Learning base but available across the network;

• Adapted resources to suit a variety of specific needs available from the learning base and within relevant departments;

Money may also be spent on further additional resources, staffing costs and time allocated to the SENCO to manage the support for special educational needs and meet the objectives of this policy. Any requests for further additional resources should be made to the SENCO.

Identification and assessment arrangements and review procedures

The school follows the guidance contained in the Special Educational Needs Code of Practice (2002). This recommends a graduated approach.

The Code does not assume that there are hard and fast categories of special educational need, but recognises that children’s needs and requirements may fall within or across four broad areas. These are: -

1. Communication and Interaction;

2. Cognition and Learning;

3. Behavioural, emotional and social development;

4. Sensory and/or physical.

Where possible we will try to meet every child’s needs within the classroom through ensuring that our planning, teaching and approaches meet the needs of the majority of the children in our school. However, where through careful identification and assessment we and/or the parents/carers determine that a child is not making adequate progress, the appropriate teacher / member of staff will consult the SENCO. They, in conjunction with the child and parents/carers, will review the strategies and approaches that are currently being used and the way these might be developed. Where this review leads to the conclusion that the child needs help over and above that which is normally available within the class or school we will help the child through School Action.

School Action

Following a review of the strategies or approaches it may be necessary to make provision which is additional to, or different from, that which is already provided. It may be that the child: -

• Makes little or no progress even when teaching approaches are targeted to their particular needs;

• Shows signs of difficulty in developing skills in literacy or mathematics;

• Shows persistent signs of emotional or behavioural difficulties, which are not addressed through the behaviour and discipline approaches, used in school;

• Has physical or sensory problems and despite specialist equipment being provided still makes little or no progress;

• Has communication and/or interaction difficulties which lead to them making little or no progress.

We will seek additional information from the parents/carers, and in some cases, outside agencies, who may be involved with the child. When we have all the available information we will consider with the parents/carers and the child the next strategy for action. This may involve engaging the child in an appropriate programme as part of our Provision Map. Any provision made and the progress made by your child will be discussed with you at parent evenings or through our normal channels of communication.

Where, despite all of our best efforts, the child still continues to make little or no progress in relation to the targets set, or is working at National Curriculum levels significantly below those of his/her peers we will move to School Action Plus.

School Action Plus

This is similar to School Action, but will involve us in contacting external support services provided by the LA and other external agencies such as the Health Authority. We will seek advice on fresh targets and strategies, or more specialist assessments that can help us with our planning. An IEP or appropriate target setting / tracking format will be written to reflect these new targets after consultation with these agencies, parents/carers, the child and the SENCO and subject teachers. We will ensure that parental consent is sought before any outside agencies are involved.

• An Individual Education Plan will provide for: -

• The child’s strengths and weaknesses

• The date the IEP is written

• The names of staff and/or outside agencies involved with the targets

• Short-term targets;

• The teaching strategies;

• What provision we will make;

• When we will monitor and review the plan;

• How we will judge progress (success criteria) including the exit criteria;

• Any outcomes after a review; and

• The signature and comment from both the child and parent

All IEPs are reviewed at least twice a year and targets are discussed at parents/carers’ evenings and/or individual appointments.

Where, despite all of our best endeavours, the child still makes little or no progress in the areas targeted, we will discuss with the parents/carers and child the need for either of us to approach the LA to request a statutory assessment. This may or may not result in the LA issuing a statement of special educational need. Where a child has a statement of special educational need we will carry out an annual review which parents/carers, child, outside agencies, SENCO and other staff as appropriate, will be invited to attend.

Criteria for evaluating the success of our policy

The policy will be evaluated against the objectives stated on page one by:

An analysis of all teachers’ planning by Subject Leaders/Headteacher/SENCO ensures that a differentiated approach is taken and that the learning objectives in Individual Education Plans are identified and reflected in planning.
Parents/carers are involved with individual targets set with children by discussing, receiving and having their views recorded; (particularly relevant if used with Individual Education Plans for their child);

Children are involved in discussing, constructing, reviewing and having their views recorded on their own Individual Education Plans;

Individual Education Plan targets being monitored to ensure that children progress through specific, measurable, achievable, realistic, time-bound targets (SMART);

Ensuring that outside agencies, where appropriate, have their comments and recommendations recorded on the Individual Education Plans and are involved in their development;

The School Prospectus shows the success of the policy or any changes needed for the subsequent year;

The School Improvement Plan and SEF priorities which include the provision for SEN;

Undertaking a value for money review of our Special Educational Needs funding;

Any external evaluation or inspection (specifically the Oxfordshire Audit of Educational Inlcusion (Feb/March 2010)

Complaints procedure

If parents/carers have a complaint concerning provision for their child they should discuss this with the SENCO. If this proves unsuccessful the matter should be referred to the Headteacher. Should the matter still be unresolved the parents/carers should contact the ‘responsible person’ on the governing body. If the complaint remains unresolved the Chair of Governors should be involved and finally the complaint should be taken to the Local Authority and/or Secretary of State.

Continuing Professional Development (CPD)
Through the monitoring and evaluating of our provision the SENCO, with the Senior Leadership Team, will identify any particular professional development needs of the staff. This will, where appropriate, be linked closely to the school’s improvement plan and/or performance management objectives. Staff who attend further courses will feedback on courses attended through staff meetings or department/faculty meetings. The effectiveness of such professional development will be monitored and evaluated by the SENCO, and information provided during the annual evaluation of the school’s overall SEN provision.

Links and Use of outside agencies

Close links are maintained with the LA support services in order to ensure that the school makes appropriate provision for children with special educational needs. Where it is necessary to contact outside agencies, the SENCO will usually make the necessary arrangements and discuss with parents/carers accordingly. These agencies normally include the Local Education Team including the educational psychologist, Special Educational Needs Support Services, speech therapist, behaviour support team, health and LA personnel. Any or all of these agencies may be involved in the Provision Map and/ or construction, delivery or review of targets set in children’s Individual Education Plans in order to ensure children’s attainment is raised.

Partnership with parents/carers/children

Parents/carers are important partners in the effective working relationship with the school in raising their child’s attainment. They are fully involved in the identification, assessment and decision-making process in the school.

Parents/carers’ contribution to their child’s education is valued highly by the staff of the school. Parents/carers are encouraged to involve their child in the decision-making processes, including recording children’s views and implementing and reviewing where necessary the Individual Education Plan. The school will also update parents/carers with relevant information.

We show sensitivity, honesty and mutual respect in encouraging children to share concerns, discuss strategies and see themselves as equal partners in the school. All children are involved in making decisions, where possible, as soon as they start at the school. The ways in which we encourage them to participate reflects their emerging maturity. Confident children, who know that their opinions will be valued and who can practise making choices, will be more secure and effective children during their school years. In this school, we encourage children to participate in their learning. We encourage them to have a voice in deciding the priorities for our School Improvement Plan through the school council. We encourage them to take ownership of their learning targets by discussing their targets and what they can do to improve. For children with SEN this includes discussing the strategies for their success. We encourage them to take par t in reviewing their progress and in setting new goals and challenges.

Links with other schools, agencies including the voluntary sector

Links are maintained to ensure a smooth transfer on school entry through liaison and visits to local Primary Schools. Children are invited to visit us for induction visits in the term before they start school. If necessary the school liaises with other agencies at this stage and where appropriate particular transition arrangements are made.

Children with SEN who transfer from other schools are supported through their induction to the school by the SENCO and by the Pastoral teams including learning leaders and form tutors to ensure that they have a smooth transition.

Date of review

This policy will be reviewed in _____________________ and reported on in the school prospectus.

Agreed at the governing body meeting on

Date …………………………………………………..

Signed ………………………………………………... (Chair of Governors)

Sex Education Policy

SEX AND RELATIONSHIP EDUCATION POLICY

Sex and Relationship Education is founded on the Catholic understanding of the human person and an appreciation that authentic human love is more than sexual expression. The programme in school takes as its starting point the realisation that:

• every human life has an intrinsic and absolute value through being created by God and in the image of God;

• this value derives from the simple fact of existing and is not dependent upon an individual’s age, abilities, social acceptability or any other characteristic;

• self-respect and respect for each other must underlie all human relationships.

We follow the approved Diocesan Sex Education Programme “All That I Am” which addresses through Key Stages 3, 4, and 5 a variety of issues appropriate to the age range. The aim is to develop progressively the understanding and attitude of students, combining the biological, social, moral and religious aspects of sexuality and procreation.

The Vatican Council stated that parents are the ideal and chief instructors of their children, a role emphasised by Pope John Paul II in his Apostolic Exhortation “Familiaris Consortio”. This is the first point we emphasise. This being said, it remains true that parents and the family need all the help and support they can get. This programme sets out to give this necessary support.

The law requires that secondary schools teach sex education, human growth and reproduction including education about HIV and AIDS and other sexually transmitted infections as set out in the National Curriculum. It also requires that the governing body and headteacher ensure that any sex and relationship education is provided in a way that encourages pupils to consider the value of family life.

Thus, in Key Stage 3, “Where I Am” focuses on the features of healthy relationships, the students’ own experience of relationships, the teaching of the Catholic Church on marriage and the family, and media portrayals of love, lust, marriage and sex. In Key Stage 4, “How I Am” examines why people opt for certain life choices and how these choices can entail undesirable outcomes, such as sexually transmitted infections (STIs), HIV and abortion. Other issues are also discussed, including addictive behaviour such as eating disorders, alcohol and drug abuse; bereavement; contraception and the Catholic Church’s teaching on these issues. Students learn about homosexuality, examine why prejudice and discrimination is harmful, and learn to respect all people. In Key Stage 5, “Who I Am” aims to help students recognise the value and presence of an informed conscience. They learn about the moral teaching of the church on life and related issues, and reflect upon how this can conflict with values in daily life. Students are encouraged to apply the Church’s teaching, values and attitudes to their own moral stance and lifestyle and to review their patterns of behaviour regularly.

We hope that this approach to Sex Education encourages our young people to enter into a deeper relationship with God, themselves and others.

Work Experience Policy

CHILD PROTECTION

Child Protection should be regarded in a similar way to Health and Safety. Any potential risks to the student from the placement should be considered as part of the vetting process and assessment of general suitability which looks at health, safety and welfare.

The Safeguarding Children in Education guidance applies in particular to long-term extended placements in KS4, and additional safeguards may be necessary when there are certain risk factors present. Some of these risk factors apply equally to short-term extended work experience or block placements including:

• where the child may be vulnerable (see section below on ‘vulnerable students’)
• where the child will be alone with an adult, e.g. a self-employed person working from home, sole traders (NB this does not apply to short periods alone, e.g. a solicitor taking a student to and from court in a properly insured car)
• where the placement is residential.

All employers

• Child Protection issues will be covered with each employer, and attention drawn to the ‘Child Protection Guidance for Placement Providers’ handout provided on visits.
• Every employer will endorse and agree to comply with the Child Protection Principles for Employers Involved in Work Experience as provided by OEBP Work Experience Scheme.

Extended placements, i.e. 15 days or more

• OEBP staff may require additional information from the school/college following an extended placement request.
• If the workplace supervisor’s ‘normal duties include regularly caring for, training, supervising, or being in sole charge of a child’, a CRB check is required. NB This should not include people who will have contact with the student simply because s/he will be in the same location, or as part of their work. It is intended to apply to people who are specifically designated to have responsibility for looking after, supervising or directly training a child or children throughout the placement.
• If the placement is exclusively with one person or the student identified as vulnerable, or the placement residential – a decision about the need for a CRB check is required (see note below about sole traders and residential placements).
• The rationale behind any decision not to have a CRB check must be recorded.
• If a CRB check is necessary the employer should be fully briefed, and be given a copy of ‘What to do if you’re worried a child is being abused’.
• The placement will only be confirmed once CRB clearance has been received.

Short term work experience, i.e. less than 15 days

• Risk factors to be considered - is the placement exclusively with one person, the student identified as vulnerable, or the placement residential?

CRB checks

• The employer must agree to the CRB check.
• At least eight weeks must be allowed for the CRB check to be made before the placement starts.
• CRB clearance will need to be rechecked annually.

Sole traders

• Sole traders can be used but must be CRB checked.
• This also applies to self-employed people working from home.
• The individual must have child protection briefing.
• See note on parents below.

Residential placements

• Supervisors on residential placements must be CRB checked.
• The organisation must have a child protection policy or sign up to a set of principles.
• The supervisor must have child protection briefing.

Vulnerable students

• The school/college should identify any child who may be vulnerable. A variety of factors can make a child vulnerable including being in care, special needs, immaturity, abuse or neglect, substance misuse etc. It would not apply in a blanket way to all 15 year olds.
• If a student is deemed to be vulnerable this must be discussed with the OEBP, and assessment made in relation to the actual placement proposed.

Parents and family members

• Legal guardians and parents will not be CRB checked, but the OEBP must be clear that the person has parental responsibility.
• Other family members will be checked.

SUMMARY OF ACTION TO BE TAKEN BY SCHOOLS / COLLEGES

• Have a policy in place to cover safeguarding issues for students on work experience (ref para 5.2 of DfES guidance).
• Identify vulnerable students.
• Identify placements which will be for 15 days or more.
• Notify the Work Experience Scheme at least eight weeks in advance if a CRB check is likely to be needed.
• Keep a record of the rationale behind any decision not to have a CRB check made.
• Prepare students for work experience, making them aware of who to contact if they have any CP concerns.
• If not done already, nominate a person in school / college to whom students and employers may refer queries or concerns relating to any CP issue in relation to work experience.

References:

1. Supplementary DfES Guidance for Work Experience Organisers ‘Extended Work Experience and Child Protection’ 20.12.2004

2. ‘Safeguarding Children in Education’. DfES/0027/2004 (September 2004)

3. Website: www.teachernet.gov.uk/childprotection/guidance.htm