ACCESS TO INFORMATION
A list of policies is given below. Parents will be invited to view all information held on their child at any time. Arrangements should be made with the School Manager to access this information.
Policy Documents:
- Child Protection Policy
- Positive Handling
- Bullying Policy
- Health and Safety Policy
- Health and Safety on Educational Visits
- Complaints Procedure
- Medication In School
- Accessibility Policy
Child Protection Policy
Table of Contents
1. AIMS
2. NAMED PERSONNEL
3. THE ROLE OF ALL STAFF
4. SUPPORTING STAFF
5. THE ROLE OF THE DSP
6. REPORTING PROCEDURES
7. STAFF ALLEGATIONS
8. PROCEDURE
9. PARENTS AND CARERS
10. TEACHING AND LEARNING
11. TRAINING
1.0 Aim
1.1 The schools first priority is the welfare of our pupils. We are committed to the highest standards in protecting and safeguarding the children entrusted to our care at all times. We will ensure to make
1.1.1 arrangements to take all reasonable measures to ensure that risks of harm to children’s welfare are minimised; and
1.1.2 arrangements to take all appropriate actions to address concerns about the welfare of a child, or children, working to agreed local policies and procedures in full partnership with other local agencies.
1.2 We recognise that some children may be the victims of neglect, physical, sexual or emotional abuse and that all of the staff of the school/setting, by virtue of their day-to-day contact and knowledge of the children, are well placed to identify such abuse and offer support to children in need.
1.3 At The Island Project School in order to protect our children, we aim
1.3.1 To create an atmosphere where all our children can feel secure, valued and listened to (including non-verbal children)
1.3.2 Recognise signs and symptoms of abuse
1.3.3 Respond quickly and effectively to cases of suspected abuse
1.3.4 Monitor and support children at risk
1.3.5 Use the curriculum and behaviour plans to raise children’s awareness, build confidence and skills
1.3.6 Work closely with parents and support external agencies
1.3.7 To ensure that all adults within our school who have access to children have been checked as to their suitability (refer to personnel policy)
1.4 Our school will support all pupils by:
1.4.1 Encouraging self-esteem and self-assertiveness whilst not condoning aggression or bullying
1.4.2 Promoting a caring, safe and positive environment within the school.
1.4.3 Liaising and working together with all other support services and those agencies involved in the safeguarding of children
1.4.4 Notifying Social Care and Health as soon as there is a significant concern.
1.4.5 Providing continuing support to a pupil about whom there have been concerns who leaves the school by ensuring that appropriate information is forwarded under confidential cover to the pupil’s new school.
2 .0 Named personnel
2.1Designated Senior Person for Child Protection: January 08 Rachael Ryland
2.2Designated Trustee/Director Mrs J A Walters-Hutton
2.3Designated Deputy: TO BE NAMED
3.0 The role of all staff
3.1 All staff should be aware:
3.1.1 Their role is to listen and note carefully any observations which could indicate abuse.
3.1.2 They should not attempt to investigate once the initial concern is raised.
3.1.3 They should involve the Designated Senior Person (DSP) immediately.
3.1.4 If the DSP is not available the Deputy DSP should be contacted.
3.1.5 Disclosures may be made at any time.
3.1.6 To the signs and symptoms both physical and behavioural of abuse.
3.2 In communicating with children
3.2.1 It is vital to offer the child time to communicate.
3.2.2 Systems are in place to alert another member of staff for lesson cover while a disclosure/contact with DSP is made.
3.2.3 Don’t be judgemental, or express horror or anger or draw attention to physical signs.
3.2.3 Recording should be verbatim using the actual words/actions of the child and noting any questions the child raises.
3.2.4 Note dates, times, who was present, positions in the room, anything factual about the child’s appearance. These notes must be passed to the DSP. If possible use a silent witness.
3.2.8 Check notes with the child if appropriate
3.2.9 Never
• Take photographs of marks
• Attempt any medical judgement
• Arrange a medical examination
• Tape/video record an interview
• Ask a child to remove any clothing
3.3 Staff should always be aware of their own vulnerability at this point and should take steps to minimise risk to themselves whilst supporting the child.
3.4 We recognise that all matters relating to Child Protection are confidential. The DSP will disclose any information about a pupil to other members of staff on a need to know basis only.
4.0 Supporting Staff
4.1 We recognise that staff working in the school who have become involved with a child who has suffered harm, or appears to be likely to suffer harm may find the situation stressful and upsetting.
4.2 We will support such staff by providing an opportunity to talk through their anxieties with the designated management team member and to seek further support as appropriate.
4.3 All staff are able to access confidential support and counselling through e.g. Solihull counselling services
5.0 The role of the DSP
5.1 The designated senior person is responsible for:
5.1.1 Adhering to the school procedures with regard to referring a child if there are concerns about possible abuse
5.1.2 Keeping written records of concerns about a child even if there is no need to make an immediate referral
5.1.3 Ensuring that all such records are kept confidentially and securely and are separate from pupil records
5.1.4 Ensuring that an indication of further record-keeping is marked on the pupil records
5.1.5 Liaison and joint working with social care and health, and other relevant agencies
6.0 Reporting Procedures
6.1 Any concerns should be passed to the DSP who will seek advice or make a referral to Social Care and Health.
6.2 If a disclosure is made or a member of staff has reason to believe abuse has occurred an incident report form should be completed as soon as possible and passed to the DSP. Any original notes should be signed, dated and securely attached to the incident report form. All staff should be aware of the high level of confidentially of notes and in most situations individual staff members should pass all notes and records onto the DSP.
6.3 Upon submitting an incident form the member of staff and the DSP should catalogue the form, sign and date the incident book in order to prove the procedure has been followed.
7.0 Staff allegations
7.1 All child protection concerns and allegations about staff must be reported to the Directors/Trustees, Manager . This should be done without informing the subject of the concern/allegation.
7.2 The full evidence should be made available to the accused person as soon as is agreed acceptable within the ongoing needs of any investigation and or disciplinary process.
7.3 In some cases it may be necessary for the staff member to be suspended whilst an investigation is carried out. It must be recognised that this is done without prejudice and is not an assumption of guilt.
7.4 All staff should be aware of their vulnerability to allegations and should address their practice accordingly. All staff should adhere to fundamental principles.
7.5 Be visible and open in your practice
7.5.1 Tell people where you are and what you are doing
7.5.2 Work with children in open and visible settings
7.5.3 Share jobs which put you in a vulnerable position
7.5.4 Let children do as much they can for themselves, promote independence in pupils
7.5.5 Record and report information immediately
7.5.6 If something goes wrong tell someone immediately
7.5.7 Consider your role and its boundaries
7.5.8 Avoid unnecessary physical contact
7.5.9 Avoid physical contact in isolated areas
7.6 Ask yourself
7.6.1 Can you achieve your aim without force/contact?
7.6.2 What is your justification for contact or using force?
7.7 We recognise that children cannot be expected to raise concerns in an environment where staff fail to do so. All staff should be aware of their duty to raise concerns, where they exist, about the attitude or actions of colleagues.
8.0 Procedure
8.1 The school fully supports the Local Child Protection Committee (ACPC) procedures
8.2 The DSP will ensure the following reporting and recording procedures are maintained
8.2.1 Incident report
8.2.2 Incident book
8.3 The Directors/Trustees will receive annually a report on developments in child protection policy and procedures, training undertaken by the DSP, other staff and the Manager, the number of cases (without details) and the place of child protection in the school curriculum
.
9.0 Parents and carers
9.1 Parents and carers will be made aware of the school policy through the newsletter and initial meetings with parents of new pupils. Parents and carers will be informed that in certain circumstances there may be a need to contact other agencies without first notifying them. It will be made clear that this is a legal obligation and not a personal decision.
9.2 A copy of this policy is available to all parents upon request.
9.3 In cases of referrals to Social Care and Health parents and carers are always informed of the source of the referral.
10.0 Teaching and learning
10.1 The curriculum will be used to raise pupils awareness and build confidence so that they have a range of strategies to support their own protection and understanding of protecting others, promoting communication and independence as the core areas of curriculum.
11.0 Training
11.1 All members of the Directors/Trustees will be made aware of the child protection procedures.
11.2 The school DSP to attend core training in order for them to carry out this role.
11.3 The DSP will attend refresher training/updates every two years.
11.4 All staff will receive initial awareness training as part of their induction and updates and refreshers around child protection every 3 years.
Date of last training
DSP (Core training)
DSP update/refresher
Teaching/Tutors
11.5 All staff and volunteers will receive a copy of this policy.
11.6 All staff will be informed of the policy and key personnel at the start of every academic year in the revised staff handbook.
11.7 All staff, visitors and volunteers will receive a summary of the schools procedures and key personnel upon first entering the school to work with pupils.
12.0 Review
This policy will be reviewed annually by the Directors/Trustees, DSP and Manager.
Child Protection Information for Visitors and Volunteers
The schools first priority is the welfare of our pupils. We are committed to the highest standards in protecting and safeguarding the children entrusted to our care at all times.
We recognise that some children may be the victims of neglect, physical, sexual or emotional abuse and that all of the staff are well placed to identify such abuse and offer support to children in need.
At The Island Project School, in order to protect our children, we aim
• To create an atmosphere where all our children can feel secure, valued and listened to (including non verbal children)
• Recognise signs and symptoms of abuse
• Respond quickly and effectively to cases of suspected abuse
Our school will support all pupils by:
• Encouraging self-esteem and self-assertiveness whilst not condoning aggression or bullying
• Promoting a caring, safe and positive environment within the school.
Everyone working with our pupils should be aware:
• Their role is to listen and note carefully any observations which could indicate abuse.
• They should not attempt to investigate once the initial concern is raised
• They should involve the Designated Senior Person (DSP) immediately
• If the DSP is not available the Deputy DSP should be contacted.
• Disclosures of abuse or harm from children may be made at any time.
If anything worries you or concerns you, tell someone straight away.
DSP :Rachael Ryland
Deputy :Jacqui Walters-Hutton
Anti-Bullying Policy
Table of Contents
1. STATEMENT OF INTENT
2. OUR COMMITMENT TO ACTION
3. WHAT IS BULLYING
4. AIMS AND OBJECTIVES OF THE POLICY
5. LINKS TO OUR BEHAVIOUR POLICY
6. WHO IS RESPONSIBLE
7. ADDITIONAL SOURCES OF INFORMATION
Statement of Intent
To safeguard and promote the welfare of pupils, the Island Project School seeks to provide a safe, secure and positive environment in which children and young people can maximise their potential and be treated with respect and understanding.
We acknowledge that bullying can take place at all levels and will endeavour to ensure that no member of the school community is subject to bullying or harassment of any kind by any other member of the school community.
Our Commitment to Action
We recognise our responsibility to respond promptly and effectively to the issues of bullying; to prevent incidents from occurring whenever possible; to protect and support pupils/staff who are victims; and to modify the behaviour of the perpetrator by helping them learn different ways of behaving.
We are committed to:
• providing a caring, friendly and safe environment for all our pupils so that they can learn in a relaxed and secure atmosphere;
• encouraging children and young people to communicate their worries, confident that an adult will listen and will help;
• promoting the message that bullying of any kind is unacceptable and not tolerated;
• ensuring that the anti-bullying policies, Government guidelines, the DCSF Guidance “Bullying: don’t suffer in silence’, are understood and that they are reviewed and monitored regularly to ensure their effectiveness;
• making sure that all staff, pupils and parents are consulted on the development of the anti-bullying policy and aware of its content;
We will make it clear to pupils, staff and parents/carers that if and when bullying occurs, we will work together as a community, in accordance with our school policy, to ensure the safety of the victim and to support improved behaviour from the perpetrator of bullying.
What is Bullying
‘The intentional hurting of one person by another, where the relationship involves an imbalance of power. It is usually repetitive or persistent, although some one-off attacks can have a continuing harmful effect on the victim, leaving them traumatised and nervous of future recurrence.’
Respecting Others: Anti-Bullying Guidance (WAG September 2003)
‘Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim’.
Bullying can be:
Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
Physical pushing, kicking, hitting, punching or any use of violence
Racist racial taunts, graffiti, gestures
Sexual unwanted physical contact or sexually abusive comments
Homophobic because of, or focussing on the issue of sexuality
Verbal name-calling, sarcasm, spreading rumours, teasing
Cyber All areas of Internet, such as email & Internet chat room misuse; mobile threats by text messaging & calls; misuse of associated technology, i.e. camera &video facilities
Aims and Objectives Policy
To ascertain that we work towards ensuring a consistent approach in ensuring:
• we take positive action to prevent bullying from occurring at all levels;
• that the whole school community have an understanding of what bullying is and are aware of the possible signs and symptoms;
• that the whole school community know what our school policies are on bullying and fully aware of what procedures to follow if bullying arises;
• that staff, pupils and parents are assured that they will be supported when bullying is reported and that the issue is taken seriously;
• our commitment to bullying by practising zero tolerance on a whole-school basis and continually emphasise this in our school’s environment, through the curriculum, during group work and through the regular reinforcement of the school’s policy at each available opportunity;
• that all bullying incidents are recorded and procedures followed efficiently;
• we regularly monitor and review the effectiveness of our policies and procedures through consulting with, and seeking the views of staff, pupils and parents/carers on the how well the policy is working and identifying any problem areas;
• we will work together and help each other to safeguard and promote the welfare of all our pupils and members of staff.
Links to our Behaviour Policy
Whole school behaviour is key to the success of our school and as part of our school ethos we value respect and dignity for all, regardless of age, ability, race or gender. Working in an environment where everybody is expected to behave in a respectful manner give pupils good role models and allows staff and pupils to flourish and achieve.
Bullying can have no part in a school with such high expectation of it’s staff and pupils and policies on harassment for staff have been written with clear language with procedure and practice for any incident to be reported and dealt with appropriately.
With regard to bullying between children, as the school is being developed to support even the most challenging behaviour of each individual it is unlikely that with the ratio of staff (1:1) an incident of what would traditionally described as bullying would take place, however, we recognise that all communities can be subject to bullying and inappropriate behaviour by pupils will be dealt with immediately in line with the pupils behaviour plan and school policy of respect and tolerance.
The safety and well being of all members of The Island Project School is of paramount importance when any decisions are being made regarding behaviour.
Who is responsible
All staff, as part of their induction training and as ongoing staff development, will have training in bullying; it’s forms and how to deal with incidents within our specific environment. Access to this policy will be available to all staff and parents with an overview in the school prospectus.
As part of our commitment to pupil and staff safety all team members are required to act in a respectful manner. Lessons are planned across the curriculum on respect, kindness and friendship, using circle time and PHSE to increase opportunities to deliver the message in forms the pupils can understand. All staff are responsible for providing good role models to the children and recognizing and reporting incidents of inappropriate behaviour/bullying.
Reporting and record keeping is a shared responsibility, with the Senior ABA Coordinator and Manager taking the lead in supporting pupils, both victims and bullies, through behaviour plans and immediate intervention. The incident record will be kept with the behaviour plan master in the safe storage in the main office. Monitoring of incidents will include an incident record, follow up and actions taken, ABC (antecedent / behaviour / consequence) forms and behaviour plan review. It is the nature of the ABA teaching strategies that all staff should remain vigilant and deal effectively with any behavioural incident immediately, rewarding and encouraging ‘good’ behaviour.
Parents are vital to the policy and effective handling of incidents and will be advised of all incidents and encouraged to meet with the ABA/ Management team to discuss concerns, strategies and plans.
The emphasis of the school is on developing good behaviour and the ability to focus on learning. In the event of a pupil exhibiting behaviour, which disrupts the school or places staff and pupils at risk of harm or distress, the parents will be contacted immediately. The Senior ABA Coordinator and manager will discuss any incident with the parents to establish any cause for challenging behaviour. Strategies for addressing the difficulties will be explored but if these do not work parents will be asked to remove the pupil immediately. Advice and possible outreach work will be offered to parents and referral to other professionals may be recommended.
Additional sources of information
Advisory Centre for Education (ACE) 0808 800 5793
Children's Legal Centre 0845 345 4345
KIDSCAPE Parents Helpline (Mon-Fri, 10-4) 0845 1 205 204
Parentline Plus 0808 800 2222
Bullying in Shools Information(UK) www.scre.ac.uk/bully/
Bullying Online www.bullying.co.uk
Policy on Physical Intervention
The use of Positive Handling to manage physically challenging behaviour.
Introduction
The policy has been developed in response to Circular 10/98 "The Use of Force to Control or Restrain Pupils", issued following the enactment of Section 550A of the 1996 Education Act. It also takes cognisance of recent DfEE and DOH letters of guidance.
The policy should be read in conjunction with other school policies relating to interaction between adults and pupils, including individual behaviour plans and whole school behaviour policy.
The policy has been prepared for the support of all staff who come into contact with pupils and for volunteers working within the school to explain the school's arrangements for care and control. Its contents are available to parents and pupils. A statement about the Schools Discipline and Behaviour policy is made to parents in the School prospectus. This statement includes information on the use of reasonable force to control or restrain pupils.
Purpose of policy
Good personal and professional relationships between staff and pupils are vital to ensure good order in our school. It is recognised that the majority of pupils in our school/provision respond positively to the discipline and behaviour intervention practised by staff. This ensures the well-being and safety of all pupils and staff in school/provision. It is also acknowledged that in exceptional circumstances, staff may need to take action in situations where the use of reasonable force may be required. The Island Project acknowledges that physical techniques are only a minor part of a whole setting approach to behaviour management.
Every effort will be made to ensure that all staff in this school:
(i) Clearly understand this policy and their responsibilities in the context of their duty of care in taking appropriate measures where reasonable force is necessary and
(ii) are provided with appropriate training to deal with these difficult situations.
Implications of the policy.
The 1996 Education Act (Section 55O A) stipulates that reasonable force may be used to prevent a pupil from doing, or continuing to do any of the following:
• engaging in any behaviour prejudicial to maintaining good order and discipline at the school or among any of its pupils, whether the behaviour occurs in a classroom during a teaching session or elsewhere within school (this includes authorised out-of-school activities).
• self – injuring
• causing injury to others
• Committing a criminal offence
Individual members of staff cannot be required to use physical restraint. However, as staff work in ‘loco parentis’ and should always operate with an appropriate ‘Duty of Care’, they could be liable for a claim of negligence if they fail to follow the guidance within this policy.
The application of any form of physical control places staff in a vulnerable situation. It can only be justified according to the circumstances described in this policy. Staff, therefore, have a responsibility to follow this policy and to seek alternative strategies wherever possible in order to prevent the need for physical intervention.
Reasonable force will only be used as a last resort when all other behaviour management strategies have failed or when pupils, staff or property are at risk
Definitions of Positive Handling.
No legal definition of reasonable force exists however for the purpose of this policy and the implementation of it in (name of school/provision):
• Positive Handling uses the minimum degree of force necessary for the shortest period of time to prevent a pupil harming himself, herself, others or property.
• The scale and nature of any physical intervention must be proportionate to both the behaviour of the individual to be controlled, and the nature of the harm they might cause. (paragraph. 3.4 page 10 DfES)
1. Physical Contact
Situations in which proper physical contact occurs between staff and pupils, e.g., in the care of pupils and in order to support their access to a broad and balanced curriculum.
2. Physical Intervention
This may be used to divert a pupil from a destructive or disruptive action, for example guiding or leading a pupil by the arm or shoulder where the pupil is compliant.
3. Physical Control/Restraint
This will involve the use of reasonable force when there is an immediate risk to pupils, staff or property. It is important to note that the use of ‘reasonable force’ should be seen as a last resort. All such incidents must be recorded and be stored in an accessible way.
The level of compliance from the pupil determines whether or not the interaction is an intervention or a control/restraint.
Underpinning values
Everyone attending or working in this school has a right to:
recognition of their unique identity;
be treated with respect and dignity;
learn and work in a safe environment;
be protected from harm, violence, assault and acts of verbal abuse.
Pupils attending this school and their parents have a right to:
individual consideration of pupil needs by the staff who have responsibility for their care and protection;
expect staff to undertake their duties and responsibilities in accordance with the school's policies;
be informed about school rules, relevant policies and the expected conduct of all pupils and staff working in school;
be informed about the school's complaints procedure.
The school will ensure that pupils understand the need for and respond to clearly defined limits, which govern behaviour in the school.
Authorised staff
In this school/provision all teachers and tutors are authorised to use reasonable force within the context of Circular 10/98 –‘ The Use of Reasonable Force to Control and Restrain Pupils’.
The school provides training for all authorised staff and the Management team retains a list of all those staff trained authorised. The list is reviewed on an annual basis (or more frequently if the context requires it).
Authorisation is not given to volunteers or parents.
The Management team are responsible for making clear to whom such authorisation has been given, in what circumstances and settings they may use force and for what duration of time this authorisation will last. The Management team will ensure that those authorised are aware of, and understand, what the authorisation entails. Those whom the Management team has not authorised will be told what steps to take in the case of an incident where control or restraint is needed. Potentially this may pose difficulties, how would such a decision made and what would people do who had no training if in exercising a duty of care it is appropriate to restrain or intervene? Who will be liable for injuries to untrained staff? This is a health and safety issue.
Training
Training for all staff will be made available and will be the responsibility of the Management team. No member of staff will be expected to undertake the use of reasonable force without appropriate training. If it may be necessary to use force in an environment for protection of the child, other children or members of the team what are the back up systems? Again this may be a health and safety issue. In principle it is a point I agree with but in practice it may be difficult! Prior to the provision of training, guidance will be given on action to be taken. Arrangements will be made clear as part of the induction of staff and training will be provided as part of on-going staff development.
4. Physical techniques are not treated in isolation and the school is committed to ensuring that as a result of incidents learning opportunities are created for children that allow them to ‘own’ and take responsibility for their behaviour.
In addition procedures will be put in place to ensure that appropriate support is provided for staff and that following an incident pupil/staff relationships are rebuilt and repaired to ensure that a positive learning environment is maintained.
All the techniques used take account of a young person’s;
• age,
• gender,
• level of physical, emotional and intellectual development
• special needs
• social context
They should also provide a gradual, graded system of response.
Risk Assessments need to be completed against each child when physical restraint may need to be used in the context of the identified target behaviour(s) and environments in which they occur. The assessment should identify the benefits and the risks associated with the strategies being proposed and form part of the behaviour plan.
Strategies for dealing with challenging behaviour
As endorsed in the school’s Behaviour Policy, staff utilise consistent positive strategies to encourage acceptable behaviour and good order.
Every effort will be made to resolve difficult situations positively and without harm to pupils or staff. Where unacceptable behaviour threatens good order and discipline and provokes intervention, some or all of the following approaches should be taken according to the circumstances of the incident and in association with Circular 10/98. All of the following have to be applied with regard to the receptive level of understanding of the pupil.
• Verbal/ visual/ symbol acknowledgement of unacceptable behaviour with request for the pupil to refrain;
• Secondary acknowledgement stating:
- That this is the second request for compliance;
- an explanation of why observed behaviour is unacceptable;
- an explanation of what will happen if the unacceptable behaviour continues.
• Warning of intention to intervene physically and that this will cease when the pupil complies, if possible summon assistance from (cite school support structures).
• Physical intervention. Reasonable force being used to prevent a child harming him or herself, others or property.
Types of Incident
The incidents described in Circular10/98 fall into three broad categories: -
• Where action is necessary in self-defence or because there is an imminent risk of injury.
• Where there is a developing risk of injury, or significant damage to property.
• Where a pupil is behaving in a way that is compromising good order or discipline.
Acceptable measures of physical intervention
Policies on restrictive physical interventions are expected to include reference to the following:
• Strategies for preventing the occurrence of behaviours which precipitate the use of a physical intervention
• Strategies for ‘de-escalation’ or ‘defusion’ which can avert the need for a physical
intervention
• Procedures for post incident support and de-briefing for staff, children, service users and their families
• The concept of reasonable force where ‘reasonableness’ is determined with reference to all the circumstances, including
• The seriousness of the incident:
• The relative risks arising from using a physical intervention compared with using other strategies
• The age, cultural background, gender, stature and medical history of the child or service user concerned
The application of gradually increasing or decreasing levels of force in response to the person’s behaviour
• The approach to risk assessment and risk management employed
• The distinction between:
• seclusion where an adult or child is forced to spend time alone against their will in a locked room or room which they can not leave SEE SECTION 3.13 OF RECENT GUIDANCE WHICH CLARIFIES THIS.
• time out which involves restricting the service user’s access to all positive reinforcements as part of the behavioural programme in a room or area which they may freely leave
• withdrawal which involves removing the person from a situation which causes anxiety or distress to a location where they can be continuously observed and supported until they are ready to resume their usual activities
• The distinction between planned physical interventions (where incidents are foreseeable) in that they have occurred previously and a response planned following an appropriate risk assessment and the use of force in emergency situations (which cannot reasonably be anticipated)
• First aid procedures to be employed and those responsible for implementation in the event of an injury or physical distress arising as a result of a physical intervention
• Policies should clearly describe unacceptable practices that might expose service users or staff to foreseeable risk of injury of psychological distress, examples of this might be? For example is it likely schools use mechanical restraint and if so what is acceptable. Some of your special schools will, helmets, side lying boards and four way belts are all mechanical restraints.
(Paragraph 10.8 page 19 DfES Guidance. Ref: LEA/0242/2002)
Wherever possible assistance will be sought from another member of staff.
Positive Handling at (name of school/provision) is seen as a proactive response to meet individual pupil needs and any such measures will be most effective in the context of the overall ethos of the school, the way that staff exercise their responsibilities and the behaviour management strategies used.
Recording
Where physical control or restraint has been used a record of the incident will be kept. This record should be made in the school Serious Incident Book, statutory for all special school provision. This is a hard-backed book, with numbered pages, retained by the Head teacher.
Appropriate documentation will be completed as soon as possible after the incident, normally prior to staff going off duty and be signed by all staff involved and the Headteacher.
After the review of the incident, a copy of the details will be placed on the pupil's file.
A Health and Safety Accident/Incident Form will be completed and returned to the Authority in situations where injury has occurred to either members of staff or pupils. Where staff have been involved in an incident involving reasonable force they should have access to counselling and support.
Monitoring incidents
Whenever a member of staff has occasion to use reasonable force, this will always be recorded and documented following agreed procedures. Monitoring of incidents will help to ensure that staff are following the correct procedures and will alert the management team to the needs of any pupil(s) whose behaviour may require the use of reasonable force.
Monitoring of incidents will take place on a regular basis and the results used to inform planning to meet individual pupil and school needs.
Action after an incident
The Manager will ensure that each incident is reviewed and investigated further as required. If further action is required in relation to a member of staff or a pupil, this will be pursued through the appropriate procedure:
Review of Behaviour Programme
Child Protection Procedure (this may involve investigations by Police and/or Social Services)
Staff or Pupil Disciplinary Procedure
School Behaviour Policy
Exclusions Procedure in the case of violence or assault against a member of staff
The member of staff will be kept informed of any action taken.
In the case of any action concerning a member of staff, he/she will be advised to seek
Advice from his/her professional association/union.
Complaints
The availability of a clear policy about reasonable force and early involvement of parents should reduce the likelihood of complaints but may not eliminate them.
Any complaints about staff will be investigated through the School's Complaints Policy. If necessary the complaint will be dealt with by the Staff Disciplinary Procedures and/or Child Protection Procedures.
Should always cross reference specific policies, which are related like risk, CPC and health and safety. It is also good to make reference to any umbrella policy that may exist
e.g. Behaviour Policy, Exclusion Policy , Health and Safety Policy, Child Protection Policy
Accessibility Policy
The Island Project School is committed to developing an accessible environment for all its users.
1. Outdoor Environment
The outdoor environment allows disabled people to move around freely and with safety. Paths and pavements are to be free kept from unnecessary obstacles. Dropped kerbs are available at the entrance/exit points, and may be used by people with wheelchairs. Designated parking spaces are provided, and are signed not for use by non-disabled people.
Specific considerations for the schools pupil base have been made in designating a large safe area for entrance with easy and safe parking for parents and carers. Pupil’s access to play space has been designed to avoid areas that could be used to climb near boundaries and with good natural shade areas for summer use.
2. Entrances
Main entrances are accessible to all users of the building. Access ramps have a maximum gradient of 1:20. and ramps are in line with building regulations part M.
Thresholds have been revised, planning for replacement of doors has been included in the medium term planning of the school improvement plan. All external doors are to be replaced with doors providing large panes of glass glazed in safety glass with manifestations to enable visually impaired people to see them, planned are double doors with one leaf providing a clear opening of 810 mm .
Specific considerations for the schools pupil base have been made in the decision to have space for accompanied entrance into school premises and having the cloakroom immediately available for pupils to change into safe indoor footwear on arrival.
3. Fittings & Signage
All fittings (e.g. door handles, light switches, security devices, wall mounted phones etc.) are at an accessible height for people who use wheelchairs.
Internal signs have a letter size of at least 25mm with directional signs at least 37 mm fixed at a height of 1400mm to 1700mm above floor level. External signs are provided at the main entrance to building and are obviously identifiable; signs have a letter size of at least 75 mm and have clear information about the occupancy of the building.
Signage also incorporates symbols and pictures to support the use by all school members.
4. Teaching Space
The open plan teaching space and general design of the building allows free flow of traffic for wheelchair users. Highly visual demarcation of other spaces allows for easy identification.
Teaching areas are designed to support the teaching and learning of our pupils, in a safe and calm environment.
5. Toilets
A toilet is provided for wheelchair users where the internal dimensions are such that it is wheelchair accessible and has fold back support bars fitted and has a door that opens outwards. A sanitary bin is provided and an alarm system to call for help is installed, which can be reached both from the floor and from the WC seat.
6. Means of Escape
All regulations regarding the evacuation in case of fire included in Part B of the Building Regulations 1991 have been met. Full and comprehensive assessment by West Midlands Fire Service has been undertaken.
7. Accessing the community
The Accessibility Policy is designed to inform our decision on the ability of the school members to access school and the local community. Good community links are vital for staff and pupils to access the local environment. The village in which the school is based has proved to be very accepting of the school and our community activities. We will continue to build on these positive links, having open days, making the community aware of our planning, involving the community in as many aspects of the school as we can including utilising local services.
Building relationships across the field of expertise in Autism also increases the accessibility of the project and we will continue to work with other bodies and encourage research and development in the field.
Behaviour Policy
Behaviour is at the centre of ABA teaching, a method used to encourage appropriate behaviour and to minimise inappropriate behaviour. For the pupils at The Island Project School as part of their individual curriculum programme a comprehensive behaviour plan will be formulated, beginning with assessment and monitored across the day with regular planning and re assessment opportunities for staff to modify behaviour plans.
Whole school behaviour is key to the success of our school and as part of our school ethos we value respect and dignity for all, regardless of age, ability, race or gender. Working in an environment where everybody is expected to behave in a respectful manner give pupils good role models and allows staff and pupils to flourish and achieve.
Bullying can have no part in a school with such high expectation of it’s staff and pupils and policies on harassment for staff have been written with clear language with procedure and practice for any incident to be reported and dealt with appropriately.
With regard to bullying between children, as the school is being developed to support even the most challenging behaviour of each individual it is unlikely that an incident of what would traditionally described as bullying would take place, however, inappropriate behaviour by pupils will be dealt with immediately in line with the pupils behaviour plan and school policy of respect and tolerance. The safety and well being of all members of The Island Project School is of paramount importance when any decisions are being made regarding behaviour.
The emphasis of the school is on developing good behaviour and the ability to focus on learning. In the event of a pupil exhibiting behaviour, which disrupts the school or places staff and pupils at risk of harm or distress, the parents will be contacted immediately. The senior team and manager will discuss problems with the parents to establish any cause for challenging behaviour. Strategies for addressing the difficulties will be explored but if these do not work parents will be asked to remove the pupil immediately. Advice and possible outreach work will be offered to parents and referral to other professionals may be recommended.
WE AT THE ISLAND PROJECT SCHOOL BELIEVE THAT ALL MEMBERS OF OUR SCHOOL COMMUNITY HAVE THE RIGHT TO BE TREATED WITH RESPECT, TOLERANCE AND DIGNITY.
ALL MEMBERS OF OUR SCHOOL COMMUNITY HAVE THE RIGHT TO BE AND FEEL SAFE.
Policy on Medication of Pupils
It is our intention to:
• Assist parents with medical care of their children
• Identify and educate staff & children regarding special medical needs
• Adopt / implement DfES guidance
• Arrange training for staff willing to support children with medical needs
• When necessary, liaise with medical services in support of children with medical needs
• Ensure access to broad, balanced curriculum continues
• Maintain appropriate records
Entitlement
• Pupils with medical needs have a right to a full education
• Need proper care & support
• Staff can consider
- whether to be involved with a pupil’s medical care
- having appropriate training
- working to clear guidelines
- legal implications
- concerns regarding the support of children with medical needs
Expectations
• Staff are not expected to administer medication unless
- it is essential that it be taken in school hours
• the pharmacist can dispense the medication in a separate container with the quantity required for use in school
- the prescription & dosage should be printed on the outside
- the name of the pharmacist should be visible
ANY MEDICATION THAT IS INCORRECTLY LABELLED CANNOT BE ACCEPTED
Practice
When a parent/ carer requests that we administer medication we will
• Consider who are the school’s identified staff prepared to administer the medication
• If agreed, a risk assessment will be conducted to determine the necessary arrangements
• Work with the parent to set up a Healthcare Plan (care plan) for the child
• Ensure secure storage for medication in school, accessed only by designated staff & each time it is administered, a record is completed. At the end of term or end of treatment, any remaining medication is to be handed over to the parent /carer by the designated person
• If the parent/carer fails to collect the medication, it will be destroyed and the details of the action taken recorded
• When treatment is completed, this will be noted on the care plan, and the record retained as a point of reference
A REGISTER OF PUPILS’ MEDICAL NEEDS IS TO BE KEPT INDICATING WHETHER A CARE PLAN IS IN PLACE AND THE INFORMATION IS AVAILABLE TO STAFF
School will do everything possible to ensure that any child with medical problems is provided with all the support available to access to the curriculum & that they receive as full an education as possible. Staff are not obliged to administer/ supervise pupil’s medication, however, staff will be asked to support full inclusion and volunteers will be sought to support the medical provision for pupils. Prime responsibility remains with parent/ carer as the main source of information and outlined below are the procedures needed to allow for support and inclusion to take place.
Health and Safety Policy
1. The Island Project School
The Directors/Trustees of the Island project school will meet its responsibilities under the Health and Safety at Work Act and other health and safety legislation to provide safe and healthy working conditions for employees, and to ensure that their work does not adversely affect the health and safety of other people such as pupils, students, visitors and contractors. Details of how this will be done are given in this health and safety statement.
The Directors/Trustees will ensure that effective consultation takes place with all employees on health and safety matters and that individuals are consulted before allocating particular health and safety functions to them.
Where necessary the Directors/Trustees will seek specialist advice to determine the risks to health and safety in the establishment and the precautions required to deal with them.
The Directors/Trustees will provide sufficient information and training in health and safety matters to all employees in respect to the risk to their health and safety.
The Directors/trustees requires the support of all staff to enable the maintenance of high standards of health and safety in all the schools activities.
This Statement includes a description of the establishment’s organisation and its arrangements for dealing with different areas of risk. Details of how these areas of risk will be addressed are given in the arrangements section.
Responsibilities of the Directors/Trustees
• Complying with the Regulations regarding Health and Safety;
• Formulating and ratifying the establishment’s Health and Safety Statement and health and safety plan;
• Regularly reviewing health and safety arrangements regularly ( at least once annually ) and implementing new arrangements where necessary;
• Ensuring that the site and premises is maintained in a safe condition and that appropriate funding is allocated to this end from the school’s delegated budget;
• Ensuring that risk assessments are made and recorded of all the schools work activities including those off site which could constitute a significant risk to the health and safety of employees or other persons;
• Ensuring that the statement and other relevant health and safety documentation is drawn to the attention of all employees;
• Prioritising action on health and safety matters where resources are required from the establishment’s budget, seeking further advice where necessary and ensuring that action is taken;
• Seeking specialist advice on health and safety which the establishment may not feel competent to deal with;
• Promoting high standards of health and safety within the establishment;
• Active and reactive monitoring health and safety matters within the school including health and safety inspection reports and accident reports;
Responsibilities of the Senior Management Team/ Head (Manager)
The Manager is responsible for:
• Ensuring the requirements of the Occupier’s Liability 1957/1984 are complied with
• The day to day management of health and safety matters in the establishment in accordance with the health and safety policy and ensuring the health and safety arrangements are carried out in practice;
• Ensuring that risk assessments are made and recorded of all the schools work activities including those off site which could constitute a significant risk to the health and safety of employees or other persons;
• Ensuring that termly health and safety inspections are carried out and a copy of the report is given to the Directors/Trustees;
• Ensuring that remedial action is taken following health and safety inspections;
• Ensuring that information received on health and safety matters is passed to the appropriate people;
• Identifying staff health and safety training needs and arranging for them to be provided;
• Attending the establishment’s health and safety committee;
• Drawing up the establishments annual health and safety action plan;
• Co-operating with and providing necessary facilities for trades union safety representative;
• Monitoring purchasing and maintenance of equipment and materials and ensuring that it complies with current health and safety standards;
• Monitoring contractors and ensuring that only competent, approved contractors are engaged to work on the school site;
• Seeking specialist advice on health and safety matters where appropriate;
• Ensuring that a procedure is in place to deal safely with persons on the premises who may be under the influence of alcohol or drugs.
Responsibilities of all staff
All staff employed at the establishment have responsibility to:
• take reasonable care for the health and safety of themselves and others when undertaking their work;
• checking classrooms/work areas are safe;
• checking equipment is safe before use;
• ensuring safe working procedures are followed;
• co-operating with the Directors/Trustees, Senior management team on all matters relating to health and safety by complying with the health and safety policy;
• not intentionally or recklessly interfering with or misusing any equipment or fittings provided in the interests of health safety and welfare;
• reporting immediately to their Manager any serious or immediate danger;
• reporting to their Manager any shortcomings in the arrangements for health and safety;
• ensure that they only use equipment or machinery which they are competent to use or have been trained to use;
• participating in health and safety inspections where appropriate.
Equality and Diversity Policy
School’s Aims and Values
This scheme sets out our commitment to promoting equality and community cohesion and eliminating discrimination and harassment.
At The Island project School we will continuously strive to ensure that everyone is treated with respect and dignity. Each person in our school will be given fair and equal opportunities to develop their full potential regardless of their gender, ethnicity, cultural and religious background, sexuality, disability or special educational needs and ability.
The school aims to teach autistic children the knowledge and skills to give confidence that will enable them to reach their full potential and lead a more independent life.
The school aims to provide a safe learning environment and a learning experience that is communication focused and offers stimulation and challenge.
The school aims to provide a breadth of curriculum opportunities to develop the individual child’s capabilities to the full.
The school aims to foster the ability to make friendships, to better communicate with a wide range of people and to encourage the ability to make personal choices.
The school aims to maintain and improve each child’s physical abilities and to develop their understanding and awareness of the world around them.
The school works actively to promote equality and foster positive attitudes and commitment to an education for equality. We will do this by:
• Treating all those within the school community (eg pupils, staff, governors, parents and the community) as individuals with their own particular abilities, beliefs, challenges, attitudes, background and experience.
• Creating and maintaining a school ethos which promotes equality, develops understanding and challenges myths, stereotypes, misconceptions and prejudices.
• Encouraging everyone in our school community to gain a positive self-image and high self esteem.
• Having high expectations of everyone involved with the whole school community.
• Promoting mutual respect and valuing each other’s similarities and differences and facing equality issues openly and honestly.
• Identifying, challenging and removing all practices, procedures and customs which are discriminatory and replacing them with practices that are fair to all.
• Monitoring, evaluating and reviewing all the above to secure continuous improvement in all that we do.
School Context
The Island Project School for Autistic Children has been established as a specialist independent school designed to provide an appropriate education for children diagnosed with Autistic Spectrum Disorder (ASD). It is founded on the principles of Applied Behavioral Analysis (ABA). There is considerable evidence supporting the success of this teaching method which has been gathered over a substantial period of time. The school is basedin Balsall Common, West Midlands. The school has building has been chosen to provide good space and facilities for physical activities both indoors and outside. The location in the heart of England is central to the geographical area, with excellent communication links. The convenient access to the local facilities and countryside, offers scope for outdoor work as well as access to a local and supportive community.
Whilst the area surrounding the school can be described as affluent and semi-rural, pupils will be accepted from a large geographical area.
To be eligible for admission to The Island Project School pupils must have
• A primary diagnosis of Autistic Spectrum Disorder
• A Statement of Special Educational Needs
• An agreement from their LEA or other source to fund the placement
• Be of the appropriate age with the appropriate skills and behaviour profile to fill the available place.
Equality Legislation
This equality and diversity scheme enables The Island Project School to meet our statutory obligations under the equality duties outlined below and includes a set of specific measurable targets for each area of legislation. The key pieces of equality legislation are:
The Equality Act 2006 amends the Sex Discrimination Act to place a statutory duty on us when carrying out our functions, to have due regard to the need:
• To eliminate unlawful discrimination and harassment
• To promote equality of opportunity between men and women.
The Disability Discrimination Act 2005 states that we should in carrying out our functions have due regard to the need to:
• eliminate unlawful disability discrimination
• eliminate disability related harassment
• promote equality of opportunity between disabled people and others
• promote positive attitudes towards disabled people
• encourage participation by disabled people in public life
• take steps to take account of disabled people’s disabilities even where that involves treating disabled people more favourably than others
The Race Relations Amendment Act 2000 states that we should in carrying out our functions, have due regard to the need
• to eliminate unlawful racial discrimination; and
• to promote equality of opportunity and good relations between persons of different racial groups’
Roles and Responsibilities
This equality and diversity scheme links to other specific policies and action plans that the school produces.
This equality and diversity scheme outlines the roles and responsibilities of everyone involved and connected with the school so that each person knows what is expected of them. Promoting equality and raising the achievement of all pupils is the responsibility of the whole school staff.
Introduction to this equality and diversity scheme will be included in induction arrangements for all staff new to the school. School induction procedures will highlight duties implied by this scheme in the same way as child protection, health and safety and behaviour policies form part of the induction process.
• Head/Manager and Leadership Team
will demonstrate through their personal leadership the importance of the scheme. She/he will ensure that all staff are aware of the scheme and understand their role and responsibilities in relation to it. The Head Teacher will assess and monitor the impact of the scheme and will report outcomes to the governing body annually. Where additional funding is available for raising the achievement of specific groups of pupils, the Head Teacher will ensure that the additional resources are used appropriately. They will be targeted on the basis of identified need and outcomes are monitored.
• Directors/Trustees
The directors have agreed this scheme and will assess and monitor the impact of the scheme annually.
• All Staff
All staff - will familiarise themselves with this scheme and know what their responsibilities are in ensuring that it is implemented. All staff will know the implications of the scheme for their planning, teaching and learning strategies as well as for behavioural issues.
• Pupils
Pupils will be made aware of how the equality and diversity scheme applies to them through consistent teaching and behaviour support. They will learn to treat each other with respect and have the confidence to report incidents to adults.
• Parents/Carers
Parents and Carers will be encouraged to participate fully in implementing the equality and diversity scheme within the school – particularly by reinforcing its ethos at home..
Training
All staff will receive training on the scheme and their responsibilities. All new staff will have the scheme explained to them as part of induction arrangements. Following revision of the scheme, changes will be communicated to all staff and “refresher” training will be arranged as necessary.
Breach of the Policy
All persons covered by scheme will be aware of their responsibility to report any action which constitutes, or could be deemed to constitute, a breach of the scheme – in the first instance to a member of the senior leadership team. It will be for the Head/ Manager in consultation with other relevant staff, to decide on appropriate response to any breach of the scheme, depending on circumstances and seriousness. This may include amongst other actions:
• Formal or informal warnings
• Involvement of Directors
• Fixed term or permanent exclusion
Monitoring information will help us to see what progress we are making towards meeting our targets and aims. In particular it will help us to:
• Highlight any difference between pupils
• Ask why these differences exist and test explanations given
• Review the effectiveness of current targets and objectives
• Decide what further action will be necessary to meet particular needs and to improve the performance of pupils (which might include positive action)
• Rethink and set targets in relevant strategic plans
• Links will be made with Performance Management objectives which will include qualitative information as well as quantitative data
• Take action to make improvements
Harassment Policy.
Our Commitment to Action
We recognise our responsibility to respond promptly and effectively to the issues of bullying; to prevent incidents from occurring whenever possible; to protect and support pupils/staff who are victims; and to modify the behaviour of the perpetrator by helping them learn different ways of behaving.
We are committed to:
• providing a caring, friendly and safe environment for all our pupils so that they can learn in a relaxed and secure atmosphere;
• encouraging children and young people to communicate their worries, confident that an adult will listen and will help;
• promoting the message that bullying of any kind is unacceptable and not tolerated;
• ensuring that the anti-bullying policies, Government guidelines, the DCSF Guidance “Bullying: don’t suffer in silence’, are understood and that they are reviewed and monitored regularly to ensure their effectiveness;
• making sure that all staff, pupils and parents are consulted on the development of the anti-bullying policy and aware of its content;
We will make it clear to pupils, staff and parents/carers that if and when bullying occurs, we will work together as a community, in accordance with our school policy, to ensure the safety of the victim and to support improved behaviour from the perpetrator of bullying. Whole school behaviour is key to the success of our school and as part of our school ethos we value respect and dignity for all, regardless of age, ability, race or gender. Working in an environment where everybody is expected to behave in a respectful manner give pupils good role models and allows staff and pupils to flourish and achieve.
Community Cohesion
We work together with our local community to build community cohesion by promoting equality of opportunity and inclusion for different groups of pupils within our school and encouraging our pupils to actively engage with others to understand what they all hold in common.
At The Island Project School, we value the importance of developing strong links between the school and local, regional and national communities. Within Citizenship education to involve our pupils in the local community, so that they learn how to participate in a practical way in the life and concerns of their neighbourhood and the community. Working with parents, local residents, the business community, public services, and voluntary services teaches the children to become active citizens.
Aims
• To help children today to prepare for the future.
• For all of us to care about our school and the environment.
• For our children, our parents and our staff all to work together.
• To acknowledge that our neighbours are important to us.
• To accept that The Island Project School is not a building in isolation, but is situated within the community of Balsall Common and the surrounding area, which, is part of the larger community of the West Midlands. It is important that The Island Project School, its children, staff and Management team are recognised as part of the local and wider community.
Assessing the impact of policies
We will continue to assess the effectiveness of our policies through existing arrangements for developing and reviewing other school policies. The main question for assessing the impact of all our school’s policies -giving special attention to pupils’ attainment levels-will include the following:
Do we help all our pupils to achieve as much as they can, and get the most from what is on offer, based on their individual needs?
Which pupils are not achieving as much as they can? Why not?
How do we explain any differences? Are the explanations justified?
Does each relevant policy include aims to deal with pupil attainment differences between pupils? Do our policy aims lead to action to deal with differences that have been identified?
What are we doing to raise standards and promote equality of opportunity for pupils?
Can any action we take be traced back to individual policy aims and related targets and strategies?
Is the action taken appropriate and effective? Are there any unexpected results? If so how are they being handled?
Does each relevant policy include aims to promote equality and harmony, prevent or challenge discrimination?
Does each relevant policy’s aims lead to effective action?
What changes does the school need to make to relevant policies, their aims and any related targets and strategies?
To answer these questions we will consider the following:
Collecting and analysing relevant monitoring and other data
Talking to parents, pupils and staff to find out their needs and opinions
Carrying out surveys or special research
We will use the results of these assessments to:
Rethink our equality aims, targets and strategies
Influence and guide their planning and decision making
Making the Scheme Available
We will make this scheme widely available both within the school community and in the wider community so that all the Directors, staff, pupils and parents/carers are aware of it and its contents. We will do this by:
• Formally adopting the scheme.
• Distributing copies of the adopted scheme to all members of staff
• Making copies available to parents.
• Having the scheme prominently on display at key locations in the school (notice board, staff room, etc.)
• Producing the Scheme in alternative formats on request.
Procedures For Dealing With Complaints
At The Island Project School, we undertake to provide a friendly and safe environment in which pupils will be helped to achieve their potential, both academically and socially.
We believe that a close partnership between the school, parents and pupils is essential to ensure pupil progress and well-being. In support of this, parents are invited to enter a Home-School Agreement. This agreement sets out the school’s aims and values, as well as the responsibilities of the school and parents, and our expectations of pupils.
Through our programme of meetings between parents and staff, as well as through home school books and informal contact, we provide opportunities for parents to raise matters of concern – about the curriculum or more general issues and to advise school of any changes of circumstance or behaviour of their child. If a concern is not resolved through discussion with a member of staff (outlined in the home school document), the parent or the staff member can refer it to the Manager. Complaints from members of the public should be made directly to the Manager.
The Manager will offer a meeting with the parent or other complainant, as far as possible at a mutually convenient time. At that meeting, and through discussion, the Manager will seek an acceptable outcome, to the satisfaction of all parties involved.
If the Manager is unable to resolve the complaint within 10 school days, or is the subject of the complaint, the Manager or the complainant can refer it to the Trustees/Directors. In the case of the complaint being made against the Manager and the Trustees/Directors are unable to resolve the complaint at a meeting to agree an acceptable outcome then the Trustees/Directors will ask for the complaint to be put in writing. It is helpful if the complainant can set out their concern in detail (complaint forms can be obtained from the school office), but this is not essential.
The Trustees/Directors will arrange a meeting, before a panel of at least three people. One of which is independent of the management or running of the school and where no member has been directly involved in the matter outlined in the complaint. Where possible all meetings will be arranged at a time convenient to all parties, within 10 school days. The complainant, the Manager and any member of staff about whom there are complaints will be invited to the meeting. Any person invited can bring a friend or supporter if they wish.
The panel will make findings and recommendations and will provide a written copy to the complainant, Trustees/Directors, manager and where appropriate the person about whom the complaint has been made within 10 days of the meeting.
All complaints are to be recorded. Regardless at what stage the complaint is resolved a complaint form should be logged and all correspondence, statements, letters and forms regarding the complaint should be logged and kept confidential.
The record of complaints, actions and outcomes are to be reviewed by the Manager and the Directors/Trustees at least once a year at which time this policy will also be reviewed.
Note. There have been no official complaints made since the school opened in January 2008.
Policy on Educational Visits
Aims and purposes of Educational Visits
The school has a strong commitment to the added value of learning beyond the school day and beyond the school premises. We believe all pupils can and have the right to generalise learned skills to access their community, other locations, facilities and activities.
Each year the school will arrange a number of activities that take place off the school site, which support the aims of the school. The range of activities will be outlined in the school prospectus along with the criteria by which pupils are able to access them and the methods by which parents will be notified and asked for their consent.
We aim to provide access to:
Regular nearby visits (village halls, libraries, shops, woodlands)
Day visits (places of worship, farms, and historical sites)
Adventure Activities, which might be classed as higher risk.
Approval Procedure and Consent
The Manager or senior member of staff will be Educational Visits Co-ordinator (EVC).
Before a visit and before notifying parents, the Manager and senior team must approve the initial plan. They will also approve the completed plan and risk assessments for the visit at a later date.
For nearby visits parents will be asked to sign a general letter of consent for participation in these activities when their son/daughter enters the school. Parents will be given the timetable for the activities that pupils are involved in and will be informed [by letter/phone call] if an activity has to be cancelled.
For any visit lasting half or a full day parents will be asked to sign a letter, which consents to their son/daughter taking part. The school has a standard model letter, which should be used to add the specific details.
As part of the parents’ consent they will be fully informed of the activities and arrangements for the visit.
Staffing
The school is designed to support pupils on visits with the role of accompanying staff following the outline for all educational undertakings within the school. Continuing with the high staff ratio and ensuring the highest standards of learning, challenge and safety.
All staff are encouraged and supported to develop their abilities in organising and managing pupils’ learning in a variety of environments.
Where it is necessary to have volunteer adults supporting staff on trips the all adults will have CRB screening prior to taking part, see school Volunteer Policy.
The appointed Group Leader will be fully supported in the tasks required to arrange the visit. This will include, as necessary, making time or finances available to conduct an exploratory-visit, briefing staff, accessing training courses, reviewing and evaluating the visit or identifying time when the leader and EVC might work in partnership to undertake planning and risk assessments.
All trips or visits will have to be planned in conjunction with the individual pupil’s behaviour plan, which includes a risk assessment for school and community learning.
Pupil’s access to community visits will follow stringent checks and over learning of appropriate skills.
Emergency Procedures
The emergency school contact for each visit will be designated as part of the risk assessment. All major incidents should immediately be relayed to this person, especially those involving injury.
The Group Leader will leave copies of all planning, full details of all pupils and accompanying adults on the visit with the emergency school contact, including the home contact details of parents/guardians and next-of-kin, as appropriate.
The school will have emergency funding available to support the Group Leader in an emergency.
Evaluation
All visits will be evaluated by the Group Leader with the EVC. An evaluation report will made for each pupil.
The EVC will ensure that any risk assessments on the trip are filed appropriately so the information can be accessed and used in behaviour and other planning for each pupil.
Cost evaluations of trips and visits will be made at the end of each term, by the Manager to the Directors/Trustees.