Academic Staff Handbook - Senior School

Academic Staff Handbook 2022 - 23

Contents Introduction by the Headmaster .................................................................................................. 8 Aims and Objectives of Nottingham High School ..................................................................... 9 School Mission Statement .................................................................................................. 9 School Organisation...................................................................................................................... 10 Organisation of Teaching, Learning and Student Support ................................................................................................................................ 10 School Committees and Meetings ............................................................................................. 19 School Routines.............................................................................................................................. 21 Beginning and End of Term ............................................................................................. 21 Arrangements during a normal School Day ............................................................................. 23 Daily Times .......................................................................................................................... 23 Database ............................................................................................................................ 24 Form Meetings ................................................................................................................... 24 Registration and Monitoring of Student Absences and Lateness (all year groups) ....................................................................................... 24 Introduction ........................................................................................................................ 24 Morning Registration (Electronic) ................................................................................... 24 Period-by-Period Registration.......................................................................................... 25 Afternoon Registration (Electronic) ................................................................................ 25 Absence Follow up ........................................................................................................... 25 Signing out/in – general arrangements......................................................................... 26 Exeats .................................................................................................................................. 27 Finding Students during the School Day ....................................................................... 27 Assemblies .......................................................................................................................... 27 Pastoral Care Policy.......................................................................................................... 27 Communications with parents ........................................................................................ 28 Academic Programme .................................................................................................... 28 Academic Profiles ............................................................................................................. 28

Timing of Lessons and Checking for Absentees .......................................................... 29 Praise and Distinctions ...................................................................................................... 29 Issue and return of textbooks .......................................................................................... 30 Behaviour of Students in Lessons .................................................................................... 30 Assessment, Marking, Examinations and Reports ........................................................ 30 PSHE ..................................................................................................................................... 30 Dining Hall and Brasserie .................................................................................................. 31 Eating and Drinking........................................................................................................... 31 Games................................................................................................................................. 31 Co-Curricular Activities ..................................................................................................... 32 Duties in the Sixth Form ..................................................................................................... 33 School Leadership Team.................................................................................................. 33 Banned Items ..................................................................................................................... 33 Smoking/e-cigarettes/vapes by students ..................................................................... 34 School Uniform ................................................................................................................... 34 Prizes at the end of the School Year .............................................................................. 35 Students’ Personal Property............................................................................................. 36 Bad Weather Routines...................................................................................................... 36 Form Discipline ................................................................................................................... 36 Form Rooms ........................................................................................................................ 37 Waiting after School ......................................................................................................... 37 Academic Programme ................................................................................................................ 39 Curriculum .......................................................................................................................... 39 Homework .......................................................................................................................... 39 Issues with Academic Work ............................................................................................. 40 Self-directed Study in the Sixth Form .............................................................................. 41 Special Educational Needs and Learning Support..................................................... 42 Learning Support Provision .............................................................................................. 42 Careers Education ............................................................................................................ 42 Communications with Parents ........................................................................................ 43 Complaints from Parents.................................................................................................. 43 Use of email for home/school communications ......................................................... 45 Letters home ...................................................................................................................... 45

Meetings with Parents (other than on Parents’ Evenings)............................................................................................................................. 46 Reports ................................................................................................................................ 46 Pastoral Care ................................................................................................................................. 47 School Behaviour and Discipline ................................................................................................ 49 Progress and Behaviour in Lessons – Years 7 to 11 ...................................................... 50 Maintaining good discipline – Years 7 to 11 ................................................................. 51 Tickets .................................................................................................................................. 51 Lunchtime Detention ........................................................................................................ 51 Pupil Support Plan (previously School Weekly Report) ................................................................................................................................ 51 School Detention............................................................................................................... 52 Headmaster’s Detention.................................................................................................. 52 Dealing with issues in the Sixth Form .............................................................................. 52 Malicious allegations against members of staff .......................................................... 53 Appeals Procedure for Students .................................................................................... 53 Probation ............................................................................................................................ 53 Suspension and Exclusion ................................................................................................ 54 Miscellaneous .................................................................................................................... 54 Appeals by Parents ........................................................................................................... 55 Related Policies ................................................................................................................. 56 Assessment, Marking, Examinations and Reporting ................................................................ 56 Assessment ......................................................................................................................... 56 The Place of Assessment within the Curriculum ........................................................... 56 Marking ............................................................................................................................... 56 Public Examinations .......................................................................................................... 57 School Examinations and Mock Examinations............................................................. 57 Examination Papers .......................................................................................................... 57 Invigilation........................................................................................................................... 58 Examination Grades ......................................................................................................... 58 Reports to parents ......................................................................................................................... 59 Electronic reporting system ............................................................................................. 59 Content of subject reports .............................................................................................. 59

Table of grades used on reports (including interim reports) ............................................................................................................................................ 61 More about attainment grades: .................................................................................... 62 Tutors’ Reports .................................................................................................................... 62 Processing of reports......................................................................................................... 63 House Records ................................................................................................................... 63 Headmaster’s Review of Reports ................................................................................... 63 Weekly Reports .................................................................................................................. 63 Interim Report Grades ...................................................................................................... 64 The School Year: Events and Occasions ................................................................................... 65 Speech Day and Distribution of Prizes ........................................................................... 65 Sports Day ........................................................................................................................... 65 Founder’s Day .................................................................................................................... 65 Parents' Evenings ............................................................................................................... 65 New Parents’ Welcome Evening .................................................................................... 66 Leavers’ Evening ............................................................................................................... 66 Open Day ........................................................................................................................... 66 Entrance Procedures ........................................................................................................ 67 Staff Duties ...................................................................................................................................... 68 Introduction ........................................................................................................................ 68 Indoor Duty ......................................................................................................................... 68 Outdoor Duty ..................................................................................................................... 68 Dining Hall Duty ................................................................................................................. 69 Hospital Escort Duty .......................................................................................................... 69 Lunchtime Detention Duty .............................................................................................. 69 School Detention Duty ..................................................................................................... 69 Headmaster’s Detention Duty ........................................................................................ 70 Games Bus Duty ................................................................................................................ 70 Staff Protocols for Games Registration and Duties...................................................... 70 Period 3 Games; ................................................................................................................ 70 Protocols for Games Registration Year 10. ................................................................... 71 Bus Duty............................................................................................................................... 72 Visits and Visitors ............................................................................................................................ 74 Off-Site Visits ....................................................................................................................... 74 School Minibuses ............................................................................................................... 75 Visits to School by Foreign Students ............................................................................... 75

Visitors .................................................................................................................................. 76 Intruders on Site ................................................................................................................. 76 Who should act? ............................................................................................................... 76 Action to be taken – intruder still on site: ...................................................................... 76 Action to be taken – intruder has left the site: ............................................................. 76 School and Staff Development .................................................................................................. 78 The School Development Plan ....................................................................................... 78 Appraisal ............................................................................................................................. 78 Mutual Observation of Lessons and Learning Walks of Departments ................................................................................................................. 78 In-Service Training ............................................................................................................. 78 Warwick Group .................................................................................................................. 79 LIDS Group .......................................................................................................................... 79 Mentoring for ITT Students ................................................................................................ 80 Induction of New Staff...................................................................................................... 80 Induction Programme for new academic staff ........................................................... 82 Facilities and Resources ............................................................................................................... 82 Lecture Theatres ................................................................................................................ 82 The Founder Hall ................................................................................................................ 82 The Library........................................................................................................................... 83 Administrative Support for Teaching Staff .................................................................... 83 Reprographics ................................................................................................................... 83 Staff Photocopiers and Printers ....................................................................................... 83 Staff ICT Facilities ............................................................................................................... 84 Accessing ‘My Documents’ from home and Office 365........................................................................................................................................ 84 Mobile Phones ................................................................................................................... 85 Address ............................................................................................................................... 85 Stationery Supplies ............................................................................................................ 85 Recreation .......................................................................................................................... 85 General Information for Teaching Staff ..................................................................................... 86 Information from the Director of Finance and Operations .......................................................................................................................... 86 1.

All Staff ...................................................................................................................... 86

Staff Employment Handbook (SEH) ............................................................................... 86 Insurance ............................................................................................................................ 86

Car Parking ......................................................................................................................... 86 Out-of-hours Access ......................................................................................................... 87 Maintenance, Caretaking and Cleaning Requests ................................................... 87 2. Information for Budget Holders................................................................................... 87 Budgets ............................................................................................................................... 87 Authorisation of expenditure........................................................................................... 87 Ordering Supplies .............................................................................................................. 87 Information from the Deputy Head (Academic) ........................................................ 88 Staff Dress ........................................................................................................................... 88 All Staff ............................................................................................................................................. 88 Staff Participating in Sport ............................................................................................................ 88 School Trips, Non-Uniform Days & INSET Days .......................................................................... 89 Exceptions ...................................................................................................................................... 89 Staff Absence .................................................................................................................... 89 Lesson Cover ...................................................................................................................... 89 Bad Weather Routines...................................................................................................... 90 School Policies ................................................................................................................... 90 Emergencies ................................................................................................................................... 91 Accident or Illness ............................................................................................................. 91 Accident Procedure ......................................................................................................... 91 Illness .................................................................................................................................... 92 Fire .................................................................................................................................................... 93 Fire Risk policy .................................................................................................................... 93 Fire alarm system ............................................................................................................... 93 Fire/Evacuation Procedures ............................................................................................ 94 a) Introduction to Procedures......................................................................................... 94 b) Fire Alarm System ......................................................................................................... 94 c) Assembly Points............................................................................................................. 94 Staff Duties .......................................................................................................................... 95 Student Roll Call ................................................................................................................ 95 Dismissal from the Fire Assembly Point ........................................................................... 95 Fire Drills ............................................................................................................................... 95 Evacuation of buildings - Staff duties ............................................................................ 95

Appendices – Appendix 1.1 ........................................................................................................ 97 Appendix 2 ..................................................................................................................................... 98 2.1

List of Governors ...................................................................................................... 98

Appendix 2.2 .................................................................................................................................. 99 Whole School Staff List: ..................................................................................................... 99 Appendix 2.3: Department Telephone List 2022-23 ............................................................... 100 Appendix 2.6: Committee 2022-223......................................................................................... 102 Appendix 2.7: Tutors and Rooms (Sep 2022) .......................................................................... 103 Cooper’s .............................................................................................................................. 103 Mellers’ ............................................................................................................................... 103 White’s ................................................................................................................................ 103 Appendix 2.8: Form Teachers and Rooms (Sep 2022) .......................................................... 104 Assistant Head (Individuals Y7-10) ......................................................................................... 104 Year 7 .................................................................................................................................. 104 Year 8 .................................................................................................................................. 104 Year 9 .................................................................................................................................. 104 Year 10 ................................................................................................................................ 104 Assistant Head (Individuals Y11-13) ....................................................................................... 104 Year 12 ................................................................................................................................ 104 Year 13 ................................................................................................................................ 105 Appendix 3: Term Dates ............................................................................................................. 106 Term Dates 2022-2023 ..................................................................................................... 106

Introduction by the Headmaster The purpose of this document is to provide clear statements of the School’s operational practices and policies in a single place for all teaching staff.

The legal framework that exists between the School and its employees is set out separately in the Staff Employment Handbook (SHE) – this is online via SharePoint.

Our key aims our outlined on the next page. At their heart is that we are an academic community where intelligent students from a wide variety of social backgrounds are given the maximum opportunity to fulfil their potential. The School Development Plan provides detail of areas to be taken further in the years ahead.

It is essential that the students see that our aims and ethos are supported by our stated policies, and that these policies are consistently implemented by all of us. Without this consistency and clear boundaries, students will undermine our discipline.

We need to set the students high standards ourselves. We are professional people who must be professional at all times. We must strive to ensure that all aspects of our provision are the best that they can be. Future inspections will assess how consistently we apply school policy and thus this document will become ever more important in defining our standards.

I hope that you find this handbook useful. Any suggestions for future editions should be passed to the editor for consideration by late May 2023.

Kevin Fear September 2021

Welcome to the ‘Handbook of Working Practices for Teaching Staff’, which will be available in SharePoint.

The key to understanding the layout is that the long section on School Routines https://nottinghamhigh.co.uk/buses/ sets out many items we have to deal with during the School year, roughly in the order that they arrive. Some aspects have grown considerably and have become either separate sections or have been transferred to the website, with just a brief summary retained in this Handbook.

Specific information relating to employment is published in the Staff Employment Handbook published by the Director of Finance and Operations.

Have a great year! Paul Spedding (Editor)

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Aims and Objectives of Nottingham High School From time to time, parents making enquiries about Nottingham High School ask for a brief statement of our aims and objectives.

We give them the following mission statement, which is offered here to colleagues as a summary of our corporate intent and a yardstick against which we can measure our success.

School Mission Statement We enable students from diverse backgrounds to flourish in an academic, caring environment engaging and inspiring every pupil in our care to maximise their potential and enjoyment. We nurture quietly confident and happy children who are intellectually curious and cared for as individuals.

Excellence: We have high aspirations and pursue excellence across all areas of our provision.

We nurture individual pupils to achieve their highest potential and make a positive impact in the world.

Individuality: We value each child and member of staff as an individual and embrace diversity in all its forms. We create the conditions in which our staff and children can be happy and flourish.

Respect: We are proud to be an inclusive and diverse community. We value kindness, integrity and modesty. We champion a culture of respect and understanding between all in the school community.

Empathy: All of our provision is underpinned by empathy and tolerance. We seek to build resilience and empower children to make a difference in the world.

Curiosity: We value intellectual curiosity and creativity. We want every child to develop a love of learning. We embrace taking risks to enhance pupil development both academically and as people.

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School Organisation It is sometimes difficult to discover who is responsible for particular matters. It may be useful to know that (under the general direction of the Headmaster) the following staff have particular responsibilities as indicated; only those duties are listed that may directly affect the rest of us. detailed

job

Full details of individual responsibilities are contained in

descriptions. Our

management

structures

are

summarised in

diagrammatic form at the end of this section.

Organisation of Teaching, Learning and Student Support Headmaster (HM) Leadership of the School. Responsible to the Governors for all aspects of the School.

Headmaster’s EA:

Support for Headmaster.

Primary point of contact for the

Headmaster. Arrangements for staff and parental appointments. Administration of student and staff records.

Senior Management Team Members of the Senior Management Team collectively take responsibility for the overall strategic development and management of the school, with all members having delegated responsibilities for whole school matters. The Deputies each, on rota, take responsibility for managing the School in the absence of the Headmaster.

Deputy Head (Academic) The Deputy Head (Academic) is the Line Manager of the Assistant Head (Director of Studies) and Lead Teachers (QA) and (T&L), as well as Heads of Department, and is responsible for curricular provision and the professional development and performance of teaching staff.

Responsible for implementing NHS curriculum

developments. Line Management of Heads of Department, Careers Advice Coordinator. Reviews Departmental Handbooks annually, assists HM in analysing Departmental Reports.

Responsibility for promoting productive sharing of good

practice with a view to developing teaching strategies. Develops use of baseline and value-added data with students/Tutors/HoDs/SMT. Maintains overview and records of parental concerns and complaints. Arrangements for assessment and strategic issues relating to reports to parents. Arranges the Appraisal Scheme, INSET programme and staff professional development. Responsible for Warwick Group liaison and overview of prizes. Is the staff lead for ISI inspections. The Deputy Head (Academic) also provides a role in welfare, support, guidance and staff induction (with the Assistant Head Director of Studies), managing some of the operational aspects of the school such as the calendar and large public events.

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Deputy Head (Individuals) The Deputy Head (Individuals) has responsibility for the pastoral life and discipline of the School. S/he is responsible for ‘whole-person’ student welfare issues and the academic progress of individuals. S/he is the Designated Safeguarding Lead for Senior School and various compliance obligations. S/he has line management responsibility with the Assistant Head (Individuals Y7-10) and Assistant Head (Individuals Y11-13) for the Heads of Year, Assistant Heads of Year, Form Teachers and the Tutors. The Deputy Head (Individuals) also oversees the work of the School Nurse and the School Counsellor and can act as a key liaison for staff welfare issues.

As well as the above, the Deputy Head (Individuals) is also responsible for the organisation of the School's daily routine; organisation and administration of staff duties; organisation of special events, including for events such as Speech Day, Founder’s Day, major visits and school photographs.

Currently Line Manager

Marketing and Admissions.

Deputy Heads’ PA:

Support for Deputy Head (Individuals) and Deputy Head

(Academic).

Deputy Head (International & Strategic Projects) The Deputy Head (Overseas and Strategic Projects) has overall responsibility for the School’s overseas projects following the strategy set out by the Headmaster.

In

addition the Deputy Head (Overseas and Strategic Projects) has responsibility for delivering a range of strategic projects across the School. The Deputy Head (Overseas and Strategic Projects) is actively involved with Governors and SMT colleagues in planning the future changes and developments in the School. The Deputy Head (Overseas and Strategic Projects) takes lead responsibility for the effective running of the School’s overseas projects. The Headmaster will drive the overall strategy and approve individual projects but will hand over all the operational running of each project to the Deputy Head (Overseas and Strategic Projects).

Assistant Head (Co-curricular) Responsible for overall management and development of the co-curricular life of the School with responsibility for the provision of a balanced, stimulating, wide-ranging and successfully delivered, educationally beneficial, co-curricular programme. The Assistant Head (Co-curricular) is responsible for co-curricular policy and procedure, works closely with those in charge of all co-curricular activities, field and activity days, school societies, holds the role of Educational Visits Co-ordinator, and manages resourcing and monitors and audits the programme and records student involvement.

Always leads the School’s Outreach programme. Is line managed by the Headmaster.

Assistant Head (Director of Studies) The role shares responsibility with the Deputy Head (Academic) and the Lead Teachers (T&L) and (QA) for the development, strategic and operational management of the provision of academic life in our Senior School. Also ensures the 11 | P A G E

smooth running and structure of the curriculum, write the school timetable and support staff in ensuring academic excellence for individual students through the use of data.

Assistant Head (Individuals Y7-10) Shares responsibility with the Deputy Head (Individuals) for the academic development and the welfare of all students in Y7-10, contributing to school policy and procedure, encouraging shared good practice in the work of Senior Tutors Y7-10, Tutors, Heads of Year and Form Teachers. Responsible for detentions, sanctions and rewards, student voice, and school Attendance and Registration. Co-ordinator for PGCE students and NQTs induction. Deputy Designated Safeguarding Lead.

Assistant Head (Individuals Y11-13) Shares responsibility with the Deputy Head (Individuals) for the academic development and the welfare of all students in Y11-13, contributing to school policy and procedure, encouraging shared good practice in the work of Senior Tutors Y1113, Tutors, and Form Teachers. Management of the Sixth Form, working with the Deputy Head (Individuals), Senior Tutors 11-13 and Sixth Form Form Teachers.

Responsibility for UCAS, the Student Leadership Team and Prefects. Deputy Designated Safeguarding Lead.

Heads of Department Leadership, management, and development of the department and its staff, responsibility for standards of departmental teaching and learning, promotion of the study of the subject in the school and co-ordination of work within the department.

Effective delivery of the agreed scheme of work, including the implementation of School policies. Publication and annual revision of a departmental handbook. Staff management, Professional Review and INSET. Annual Report and Development Plan.

Budget preparation and monitoring. Management of support staff allocated to the department.

Heads of House To promote, encourage and ensure that there is full participation by the students of the House in inter-house activities, competitions and charity fundraising. To set and monitor targets for the House and to celebrate successes. Charity fund raising through the house system.

Tutors with support from Senior Tutors Responsible for the direction of academic progress, pastoral care, work, welfare and discipline of students in a tutor set made up of students from Y7-10 or Y11-13 in the school. Academic monitoring of all tutees. Support of all House activities. Primary link between parents and school.

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Heads of Year/Assistant Heads of Year Responsible for maintaining a positive ethos and outlook in the Year Group.

Plan and implement pastoral care in relation to the whole year group. Responsible to the Assistant Head (Individuals Y7-10) for good discipline.

Liaise with Tutors over

consistency in the implementation of disciplinary sanctions. Maintain accurate attendance and disciplinary records.

Co-ordinate work of Form Teachers. Organise PSHE for the whole year, supported by the PSHE & Independent Studies Co-ordinator. Responsible for organising year group assemblies.

The Head of Year 7 has additional responsibility for developing links with feeder schools and Induction of Year 7 students as they transfer to the School.

Form Teachers Pastoral responsibility for students as a form and in relation to their peers. Supportive of Tutors, who have the pastoral care responsibility for individual students. Responsible for following up matters arising from registration. Implement PSHE. Ensure that the form keeps its room and lockers in a decent state.

School Counsellor The School Counsellor is available throughout the day on two days per week to counsel, in confidence, any student with personal problems. The School Counsellor works in a supporting role to Tutors, School Doctor, School Nurse and Learning Support Co-ordinator, all of whom may refer students to him. Students may also approach the School Counsellor directly via the Senior School Receptionists.

Head of Network, Infrastructure and ICT Services To lead, manage and develop the School’s ICT network, infrastructure and services and the ICT technical team. Works with the Head of Computing, ICT and E-Learning.

Head of Careers Responsible for Careers guidance for all students. Specific advice on subject choices in Years 9, 10 and 11. Organises Careers’ interviews and talks, Careers’ Evenings, Year 10 Business Enterprise day. Maintenance of up-to-date careers information in the careers Library. Leads on all careers events.

Examinations Officer All administrative arrangements for public examinations.

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Learning Support Co-ordinator Support to students with Special Educational Needs and Learning Difficulties and Disabilities (SEND) by regular timetabled withdrawal lessons with students either individually or in groups and with written reports to parents. Support may lead to referral to outside support agencies following consultation with Tutor, parents and Deputy Head (Academic).

Prepares and maintains the annual learning support

register and individual student learning support records, and distributes individual action plans for information to subject teachers Community Action Co-ordinator Organises Community Action activities and events involving students in Year 10 and above. Co-ordinates the work of teaching staff who have a time allowance for an input to community action.

PSHE & Independent Studies Co-ordinator Management: Work with Heads of Year to maintain, develop and instigate structured PSHE for all Years. Research/develop resources. Train Staff, as negotiated with Heads of Year. Publication of annual PSHE handbook, schemes of work and development plan. Co-ordinate rooming needs for PSHE sessions. Manage PSHE budget.

Extended Project Co-ordinator Promotes and leads the AQA Extended Project at NHS. Co-ordinates work on sixth form projects from initiation to completion, leading the programme of support and team of project supervisors, including submission of all materials required by AQA. School Student Leadership Team A Head Girl, Head Boy, Deputy Head Girls, Deputy Head Boys and a group of other students are collectively known as the School Leadership Team.

Marketing and Development Head of Admissions and Partnership Responsible to the Deputy Head (Individuals) for all administration relating to student admissions across all three sites. Also responsible for the sourcing of schools and communications with them in respect of Outreach and Partnership work.

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Head of Marketing Responsible to the Deputy Head (Individuals) for marketing strategy, advertising, website design, marketing materials, corporate identity, market research and public relations.

Marketing and Admissions Co-ordinator This role supports the Marketing, Admissions and Partnership functions, enabling the school to reach its various target audiences and ensuring that its reputation is maintained and enhanced across all areas.

Manager of Development and Events Setting the overall fundraising strategy along with researching, approaching, cultivating and stewarding a specific pool of major donors who have the capability of donating major gifts. Planning and overseeing major fundraising campaigns, including new builds, significant refurbishments and the Bursary fund. Organising and managing a range of key School events, including Founder’s Day and Speech Day as well as alumni events, including annual dinners (offsite) and reunions. Creating content for, producing and distributing a series of communications and publications to engage alumni of all ages, including e-newsletters, social media networks, the Old Nottinghamian website, bursary & campaign literature (hard & soft copies) and a biannual magazine.

Development Officer Support, assistance and research for the Development Director including detailed prospect research, comprehensive management of the Development Database and administrative support for the Development Manager.

Alumni and Events Co-ordinator Works with Development to support the school in reaching its various target audiences and maintaining a strong alumni, as well as assisting with the organisation of alumni events.

Organisation of Finance, Administration and Support Services Director of Finance and Operations Responsible for management of the school’s finances, maintenance of the school’s buildings, equipment and estate developments, all non-academic staff (other than the Headmaster’s EA, provision of support services and all administration not concerned with teaching.

Operations Manager Responsible to the Director of Finance and Operations for the day to day management of support service operations comprising catering, cleaning, H&S, HR, transport and lettings.

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Financial Controller Responsible to the Director of Finance and Operations for day-to-day management of school financial operations. Management of the Finance Office.

Management Accountant Responsible to the Financial Controller for the preparation of management accounts.

Operations Officer Responsible for co-ordinating bookings, except classrooms during the school day, and the availability/allocation of school minibuses, as well as Wisepay. Responsible for the Cleaning Team.

HR and Compliance Officer The single point of contact for all staff recruitment administration to meet the regulatory requirements and promote the school as a model employer.

Finance Officer Responsible to the Finance Manager and responsible for all invoices in respect of school fees and services rendered to and from the school.

School Nurse In charge of the Medical Room. Maintains health records of students. Promotes and contributes to health issues in the curriculum. Lead Professional for Common Assessment Framework (CAF)/Early Help.

Head Librarian and Archivist Works in close consultation with the Deputy Head (Academic) to organise, stock and promote the Library, and to ensure that it meets the needs of the curriculum. Supports library provision in the Infant and Junior School. Maintains the School Archive records and responds to enquiries from former students and outside agencies.

Network Manager Responsible to the Head of Network, Infrastructure and ICT Services for the maintenance, support and development of school ICT facilities with a primary focus on the Network and database.

Data Manager Responsible to the Assistant Head (Director of Studies) for the day-to-day maintenance and administration of school databases and the retrieval of information from them. Attendance records. Processing of electronic reports.

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Theatre Technician Responsible for the smooth running of the facilities in the Founder Hall, and for Founder Hall bookings during the school day. Provides technical support to the Drama and Music Departments. See ‘Founder Hall’ for further details. Manager of Stage Staff.

Advises on the use of ICT projection and amplification facilities in the Lecture Theatres, Player Hall and departmental areas.

Catering Manager Responsible to the Operations Manager for the supervision of all catering and hospitality services.

Estates Manager Responsible to the Director of Finance and Operations for the day-to-day management of the maintenance, caretaking, security and grounds teams.

Estates Co-ordinator Responsible to the Estates Manager for the maintenance and servicing to statutory and regulatory requirements and manage all aspects of Taskman.

Caretakers Responsible to the Estates Manager for the school premises, maintenance of plant and equipment, and for the provision of utilities to all parts of the School.

Security Lead Responsible to the Estates Manager for the operation of the School’s security system.

Security Officer Supports Security Lead in maintaining effective security during the school day and during events.

Head Groundsman (Valley Road) Responsible to the Estates Manager for the maintenance of the Valley Road Sports Ground and the upkeep of all school grounds.

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School Committees and Meetings The purpose of the following committees and working parties is to advise the Headmaster on the matters described by their titles. Full details of membership are shown in Appendix 2.6.

Senior Management Team Meets weekly in two formats to discuss both strategic and routine matters relating to the running of the School.

Staff Briefings Briefings for all teaching staff are held every Wednesday morning at 08:30 in the Senior Common Room. The Headmaster and Deputies make their announcements first, followed by other members of staff who have school matters of general interest to communicate.

Staff Meetings Held at least once a term. Agenda and minutes published by HM. All teaching staff attend, together with the Director of Finance and Operations, Infant and Junior School staff and support staff for part of the meeting.

Heads of Department Meets at least once a term to discuss matters related to the school's academic work and organisation.

Heads of Year Meets at least once a term to discuss Year Group issues.

Health and Safety Committee Meets once a term to monitor all aspects of health and safety (H&S). Establishes H&S policy. Implementation of H&S legislation. Monitors Fire regulations, risk assessment and electrical safety.

GDPR Committee Meets once a term to monitor all aspects of GDPR compliance and developments.

ICT Strategy Finalises and recommends future ICT strategy to SMT. Discusses the direction for School ICT development and the focus for the school ICT budget decisions.

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Innovation and Research Group Brings together members of staff to focus on the sharing of and moving forward effective provision of innovative teaching and learning in the School. Helps to identify the need for, and contributes to the provision of Staff INSET. Led by the Lead Teacher (Teaching and Learning).

Academic Group Members to include Deputy Head (Academic) Assistant Heads (Director of Studies) and a representative from the Individuals team, as well as HoD and CR members.

Discussions include homework, exams and use of outside consulting to examine IT in the classroom.

Staff Twilight Sessions These sessions are intended for all academic staff and will take the form of various relevant topics/training. Attendance at these sessions is not compulsory however is strongly encouraged. Occasionally there may be a whole school session, which will be communicated to all staff when required.

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School Routines

This long section of School Routines sets out the many items that we all have to deal with during the school year, roughly in the order that they arrive. Some items – especially those now developed into a major School Policy – have grown considerably and have become separate section.

Try the index if you’re unable to find what you’re looking for!

Lisa Gritti

Beginning and End of Term There are usually four staff training days per year: two on the days preceding the start of the Autumn Term, and one before the start of Spring and Summer Terms respectively.

For students, the Autumn Term is preceded by an induction meeting for all new students in Year 7 on the afternoon of the day before term starts.

There is a special timetable on the first day of the Autumn term, as detailed on a notice distributed via email.

The Spring and Summer Terms usually begin with an Assembly followed by the normal timetable.

Start and End of Term routines are published by the Deputy Head (Individuals).

School Calendar The most up-to-date version of the School calendar can be found on the updates from the Deputy Head Academic. Staff also receive an electronic version of the calendar on a regular basis, which highlights any amendments and additions.

Material for this is collected by the Deputy Heads’ PA. Please stick to her deadlines. If you are contemplating taking students out during the school day you must talk to the Deputy head (Academic) early in the planning stage. They will give you an idea how your proposals might affect others, and whether they are likely to be acceptable. For new ventures you must demonstrate to the Deputy Head (Academic) that your plans

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fit into a specific curriculum goal. The calendar is ‘live’ and an update is sent out regularly.

Pastoral Meeting Deputy Head (Individuals), Assistant Head (Individuals), School Nurse, Counsellor, Learning Support Co-ordinator meet fortnightly to discuss student pastoral issues that may affect academic progress.

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Arrangements during a normal School Day Daily Times 07:45

Earliest time to arrive for students

08:00

Reception, General Office, Switchboard, Library and ICT Centre open

07:45 – 08:40

Breakfast available in the Dining Hall (parents welcome)

08:40 – 08:45

Warning Bell to move to Form or Tutor Groups

08:45 – 09:10

Register in Form Groups or Tutor Sets followed by Assembly or Tutor Period

09:10 – 09:15

Transfer time

09:15 – 10:15

Period 1

10:15 – 10:20

Transfer time

10:20 – 11:20

Period 2

11:20 – 11:40

Break

11:40 – 12:40

Period 3 (*see below for Monday)

12:40 – 13:55

Lunch and Activities

13:55 – 14:55

Period 4

14:55 – 15:00

Transfer time

15:00 – 16:00

Period 5

16:00 – 17:30

Snacks and drinks on sale to students and parents in the Brasserie.

Students using this service must go straight home afterwards, or go up to the Dining Hall. Nowhere else.

16:15

Latest time for students in Years 7 to 11 to leave if not involved in an after-school activity or using the Dining Hall.

16.30

General Office close.

17:00

Reception and Switchboard close. Latest time for Sixth Formers to leave is 18:00, if not involved in an after-school activity or using the Dining Hall

18:00

•

The Dining Hall closes

Notes Please note that Wednesday 12:50 to 13:05 is the only time Sixth Formers have priority in the Dining Hall during Lunch. At all other times they must not push to the front of the queue ahead of younger students.

•

* One period each week will be either for timetabled PSHE or for Independent Study.

•

Games will take place twice in each 2-week cycle, but in the same slot each week.

23 | P A G E

Database The school ISAMS database suite may be accessed using the Internet, and is extremely useful if you need information about students, including images, individual timetables, form and year lists, tutor set and house lists, set lists, MidYIS performance, school examination data, Awards, sanctions, and Years 9/10/11 compulsory enrichment activities. ISAMS is also used for the registration of students in lessons. The Data Manager will help if you have any difficulty finding information. You must be careful to maintain the confidentiality of database information, see Data Protection in Miscellaneous information for staff, further information.

Form Meetings There is a brief Form meeting for registration on Mondays and Thursdays from 08:45 to 08:50, followed by assembly or extended form period.

All members of the Form should remain with their Form Teacher in the Form Room until they leave for their next timetabled commitment. Form Teachers must ensure that students are correctly dressed in full school uniform, and should inform tutors if they are not. A ‘ticket’ should be used for persistent offenders in Years 7 to 11.

Please be efficient and effective in distributing letters and commending the activities they seek to publicise. Please encourage students (and through them their parents) to read news information posted on the website or the regular e-newsletter.

Registration and Monitoring of Student Absences and Lateness (all year groups) Introduction Registration of students and the monitoring of student absences are legal requirements in Years 7 to 11 and are school requirements in Years 12 and 13. It is essential that these tasks are conducted efficiently.

At the beginning of the school year, Form Teachers must check that students have read and understood the regulations for recording attendance, punctuality and absence.

Morning Registration (Electronic) Morning registration is by roll call in form rooms at 8.45 prompt (M,Th), in Tutor Sets (Tue,W,F).

Registration must be completed each morning, using ISAMS, indicating those students who are not physically present in the room at 08:45.

24 | P A G E

Students who arrive late must sign in at Reception, or be registered as late by a member of staff on ISAMS; this is recorded as 'L'.

Any student who cannot attend morning registration because of a music lesson must sign at Reception before they attend their lesson.

Period-by-Period Registration Electronic registration is completed every period via ISAMS, preferably at the very start of the lesson.

Afternoon Registration (Electronic) Afternoon registration takes place in all teaching groups, including the Sixth Form, at 14:00. The teacher completes registration indicating those students who are not physically present in the room.

Any student who has a music lesson during period 4 should sign at Reception before going directly to their music lesson.

Sixth formers who have signed out at the end of their school working day before 14:05 are recorded as 'X'.

Absence Follow up Years 7 – 11: An absence sheet is produced daily and held by Reception and iSams.

Phone calls are made daily by Reception.

The Data Manager/Student Services gives Tutors information of unauthorised absences. Tutors amend this at the next available registration. Tutors then return the absence sheets direct to the Database Office (shared with the Exams Office). Any “loose” absence notes should be referred to the Assistant Head (Individuals - (7-10)), who will check parental signatures, make phone calls etc.

Sixth Form: Parents are requested to phone Reception to advise on absence/lateness by 08:45 on the day of the absence. Phone calls are made by Reception during the morning to chase up unexplained absences.

If a student is shown on your register as ‘N’, this means reason for absence not provided and should be followed up by the Tutor.

General Points 1. The full school register is held by the Data Manager.

25 | P A G E

2. Incoming phone messages: If parents phone Reception to notify the School on the first day of an absence this message is passed to their Tutor and Form Teacher for information.

3. Chasing unauthorised absence (Year 7 – 11): If a student has ‘N’ codes the Receptionist will phone home to ascertain the reason, and then inform the student’s Tutor along with the Assistant Head (Individuals - (7-10)) if the circumstances are suspicious.

4. Persistent lateness: Any student without good reason for lateness will be reported to their Tutor. A standard letter may be sent to their parents by the Assistant Head (Individuals - (7-10)). Sanctions may be imposed following discussion with the Tutor.

5. Extended time off: Tutors should remind students that if their parents wish their child to be absent for more than a single day they must seek prior permission by writing to the Headmaster.

Signing out/in – general arrangements Signing out/back in is essential, so that in the event of an emergency every single person can be accounted for.

Students in Years 7 to 11 may not leave the school premises during breaks, and may only leave the premises during Lunch if they have the specific permission from one of the Deputy Heads.

Sixth formers - Sixth formers may go out of school during private study periods providing they sign out/back in at the Security Lodge on Waverley Mount. No exeat is required.

They should state where they are going.

Sixth formers going out during breaks should sign out/back in either at Reception or Waverley Mount. They should state where they are going and should sign back in at the location they left from.

Sixth Formers who have no further commitments in the day sign out at Waverley Mount.

Teaching staff If you leave the site before 16:00 on normal school days you should inform the Deputy Head (Individuals) or Reception via email or otherwise. During holidays you should sign in/out at the Security Hut. Signing in/out arrangements for support staff are made by the Director of Finance and Operations.

26 | P A G E

Exeats Students in Years 7 to 10 may not leave the School premises between 08:45 and 16:00 without permission. Exeats (as in students are away from school for a few hours) are requested by parents to exeat@nottinghamhigh.co.uk, and students are reminded that they must go to Reception for checking and authorisation well in advance of the time they have to leave. The School Nurse will give permission if a student is injured or unwell and has to be picked up. Students will be given a card to show at the Security cabin at Waverley Mount upon leaving the School site, and they must sign back in at Reception when they return.

For absences of more than a day, parents must write or email the Headmaster, again at exeat@nottinghamhigh.co.uk.

Sixth Form Sixth formers should also use the exeat@nottinghamhigh.co.uk email address to request exeats for university interviews/post-application visits, driving tests, medical and other acceptable appointments if these occur during their lesson times.

Finding Students during the School Day Individual student timetables may be called up from the school database. Do not ask colleagues to release students from lessons unless absolutely necessary. If you move classroom with your class, you must leave a note on the door as to your destination.

Assemblies Assemblies are held twice a week. Occasionally, form time will be used in place of an assembly. There is a rota for Assemblies will be shared by HoY, ST, AH. You must attend an Assembly unless prevented by urgent school business.

Form Teachers are expected to accompany their forms to Assembly and to ensure that the students wait quietly, and behave in a suitable manner during it. Please make a point of reinforcing any announcements the Headmaster may make with groups of students as and when appropriate.

Do not ask for notices to be read out which you have also circulated to Form Teachers.

You must not ask groups of students to stay behind after Assembly unless the Headmaster or a Deputy Head have given their permission.

Pastoral Care Policy This is available on the School website http://www.nottinghamhigh.co.uk/aboutus/school-policies Tutors and Tutor Sets 27 | P A G E

Within both Y7-10 and Y11-13 there are nine Tutor sets in each of the four Houses.

Each Tutor is responsible for between 10 and 15 students throughout Y7-10 or Y11-13 and works with the support of a Senior Tutor. The Tutor, therefore, knows most about each student and their successes and problems, but naturally relies on all other staff to supply information. In return, Tutors are best placed to offer advice to members of staff concerning individual students. The Tutor acts as the key person for Tutees in School and is the primary contact for all Tutees’ families.

Tutor Set activities vary from age group to group but will include: •

registration promptly at 08:45 on every morning when there is a Tutor Set

•

one-to-one discussions with students about their academic progress, welfare, activities, and general interests

•

help with UCAS applications for Year 13

•

discussion over option choices at all levels

•

Academic Self Reflection for all students

•

checking of tickets and detentions

•

reinforcing school disciplinary procedures

•

discussion of school reports to parents

•

encouragement to participate in House events and co-curricular activities

•

Socialising activities across the year groups

Information to Tutors is emailed regularly by the Assistant Heads (Individuals)and Senior Tutors.

Communications with parents See separate section below.

Academic Programme See separate section below.

Academic Profiles A comprehensive range of academic data is stored on the school ISAMS database and shared with Tutors directly.

You should consult this material at the start of each academic year in order to familiarise yourself with the abilities and attainments of the students you will be teaching. Such information does not replace your judgements, but it can help in planning and implementing effective differentiation in lessons. If a student seems to be underachieving in relation to their academic profile you must let their Tutor know in the first instance.

28 | P A G E

Timing of Lessons and Checking for Absentees All lessons must be taught at the published timetabled times, unless the Headmaster has given you specific permission otherwise.

You must begin and end lessons promptly, and you must check for absentees at the start of each lesson, referring in case of doubt to the Form Teacher, Head of Year, or the daily list published in the Staff Room.

Students must not be released from lessons until the bell has sounded.

Praise and Distinctions Praise The most significant kind of school incentive is the lively and continued interest a student sees that you take in their work and activities, and the most effective reward is your enthusiastic praise for whatever they do well. Pressure of time and work may, unfortunately, sometimes lead us to overlook this important point.

Distinctions A student who does excellent work - whether regarded absolutely or as a significant "personal best" - should be awarded a distinction. Such work might be a sequence of routine work showing unusual persistence and/or sustained quality, a high quality project, or an excellent result in an end-of-topic or half term test. Distinctions should also be awarded for performance in summer exams. Please do not give multiple distinctions, e.g. for different aspects of the same project. Distinctions should not be awarded for routine helpfulness, nor for multiple attendances at clubs or societies.

Heads of Department must monitor the award of distinctions by members of the department and ensure that the system is used uniformly. This is because students rightly see it as unfair if some colleagues are very liberal with the award of distinctions, whilst others are seen to hardly issue any. Be sure to stick to school and departmental guidelines!

Distinctions and House Awards may also be given for comparable achievements outside the classroom.

Distinctions are recorded directly on to iSAMs. Tutors should send tutees to make an appointment to see a member of SMT when a multiple of 20 is reached. They inspect some samples of best recent work, and issue a certificate.

The total number of distinctions students receive during the year is an element in the award of Headmaster’s Prizes for Achievement, see below for details.

29 | P A G E

Issue and return of textbooks Heads of Department are responsible for departmental text books. HoD must supply Support Services with any details of books needed for the start of the Autumn Term.

All text books are bar coded and must be issued to students using the library system.

Books must be returned by the end of term at the latest to enable correct book ordering to be managed during the summer break. Please remind your students that books not returned by the last day of term will be charged for during August.

Textbooks are extremely expensive (and heavy!), and it is important that students treat them carefully and are aware that school policy is to charge for losses and excessive wear and tear.

Please do not issue unnecessary books, and show consideration for the total weight students have to carry each day in deciding whether you wish a student to have their textbook with them.

Lost books If you issue a replacement for a lost book you must record the details, and pass them on to the General Office who will make a charge to the student’s account. If the student subsequently finds their original book you should record the details and pass to the General Office.

Behaviour of Students in Lessons It is very important that we show students a consistent approach in relation to the standards of behaviour we require in lessons.

The ‘Behaviour in Lessons’ text is also in the extended Behaviour and Discipline section of this handbook, see below.

Please insist that students develop and abide by the highest standards, and use a ticket when necessary.

Assessment, Marking, Examinations and Reports See separate section below.

PSHE PSHE covers a wide range of personal, social, health and citizenship topics, and is timetabled in half-termly blocks alongside Enrichment, HPQ and EPQ. The PSHE coordinator is responsible for putting together a suitable syllabus with Heads of Year and for ensuring that form staff produce suitable materials for study and discussion. Heads of Year make detailed arrangements for the programme, which is conducted by form staff, with some input from outside speakers. Form Teachers who feel uneasy about 30 | P A G E

discussing particular topics should consult their Head of Year. More details of the PSHE curriculum are given in the School’s Curriculum Policy, see below.

Dining Hall and Brasserie Breakfast is served in the Dining Hall from 07:45 to 08:40. Main meals are served from 12:50 to 13:55, (from 12:00 for staff). See table below for rota of daily start times.

Students enter the Dining Hall through the South West Door for food from the Grab and Go counter and through the North Door from the Senior Playground for hot food from the main servery. There is no food service during morning break (Years 7 to 11), but students may consume refreshments brought from home in the Dining Hall at that time.

Purchase of food by students in the Dining Hall is by the use of the fingerprint catering account only. Funds are loaded onto students’ accounts by Wisepay or by cash loaded by the students at the cash loader provided at the entrance to the Dining Hall. Wisepay is the payment platform for parents to purchase sportswear, pay for lunch, trips and events and music lessons.

In addition to the Dining Hall, sixth formers may purchase snacks and drinks from 8.00 to 08:40 and 09:15 to 17:00 in the Brasserie on the first floor of the sixth form centre.

Payment here may be made by catering account, cash or contactless.

The Brasserie is available to all students, parents and staff from 16:00 to 17:00.

One meal per day is offered gratis to each member of staff.

Times

Monday

Tuesday

Wednesday

Thursday

Friday

Lunch from 12:40

Y12, Y13

Y12, Y13

Y12, Y13

Y12, Y13

Y12, Y13

Lunch from 12:50

Y7, Y8

Y10, Y11

Y11, Y12, Y13

Y7, Y10

Y11, Y9

Lunch from 13:05

Y9, Y10

Y7, Y9

Y7, Y8

Y8, Y11

Y10, Y8

Eating and Drinking Students in Years 7 to 11 may eat and drink their own food in the Dining Hall or outside if the weather is suitable; Years 12 and 13 can use the Brasserie in the Sixth Form Centre.

Hot

food

purchased

in

the

Dining

Hall/Brasserie

must

be

eaten

there.

Because of the need to avoid mess and litter, students are not allowed to eat or drink anywhere inside; use a ticket to inform Tutors if a student develops a habit of ignoring this rule.

Students are not allowed to bring cooked food purchased off site (including pizza deliveries etc.) into the school buildings.

Games The School has a great tradition in many sports, which has been built up over the years by the dedication of staff, professional coaches, parents and students. All staff are 31 | P A G E

enthusiastically encouraged to run teams / undertake sports coaching under the direction of the Director of Sport and the heads of individual sports (see list of staff responsibilities, Appendix 2.2).

We consider games to be as important on the timetable as academic subjects, so you must not use your allocation of games periods for other tasks. In the event of dire emergency please consult the person in charge of games for the day in question, giving as much notice as possible.

Buses take students to and from organised games at our Valley Road playing field and Highfields, and the arrangements are as follows:Tuesday

Wednesday

Thursday

Friday

Leave

Return to

Students

School

School

free at Valley Road

Year 8

Year 9

Year 7

Years 11 to 13

11:15

13:20

Between

15:45

15:45

13:00 and 13:30 dependent on sport

Year 10

There

is

a

rota

for

11:15

staff

supervising

13:20

students

on

buses.

Sixth Formers and Year 11 students may prefer to make their own way to and from Valley

Road

and

Highfields

for

Wednesday

games.

Games start at 11:50 for Years 7, 8, 9 and 10 and 14:15 for other Years. It is very important that all games staff are changed and ready by the appropriate time. In general,

the

earlier

the

start

the

earlier

the

finish.

Students who are not collected from Valley Road by 16:30, or within half an hour of the advertised end of a home fixture or return of a coach, should be told to wait in or close to the pavilion. They should not wait at the gates, nor should they play on the field. Games staff must wait with students in Years 7 to 11 until they are collected.

Co-Curricular Activities Co-curricular activities play a key part in the broad and balanced education we aim to provide. Such activities are highly valued and thrive on enthusiasm and participation. All staff are expected to make an active contribution to the programme which includes CCF, Scout Group, Duke of Edinburgh Award Scheme, Expeditions, Community Action, Music, Drama and a wide range of clubs, as well as Outreach events for local schools. Please offer your services to the member of staff in charge, 32 | P A G E

or suggest a new activity to add to the range available. A termly list is published by Reception.

Duties in the Sixth Form During Year 12 all students, including the new entrants to the sixth form, take on responsibilities in helping with the efficient running of the School. Tasks include undertaking weekly duties, helping on parents’ evenings and public occasions such as Speech Day, Founder’s Day, Open Morning and the Entrance Exam.

Year 12 volunteers and Year 13 are the School’s principal representatives of its values, both at school and in public. We look to them to set an example to all other students, and it is of prime importance that in behaviour, attitude and dress, both on and off the premises, they act fully in accordance with the ethos set out in the ‘Essential Guide to life in the Sixth Form’. We expect them to be punctilious in carrying out their duties, and, as explained in the section describing staff duties, to work closely with the corresponding members of staff. Those assigned to year groups have an invaluable role when used effectively by Head of Year and form staff.

School Leadership Team During the spring or summer term, both the sixth form and the staff are consulted with regard to who they would view as being the most suitable candidates for appointment as School Leadership Team. In the light of this, the Headmaster appoints the Head Girl, Head Boy, Deputy Head Girl(s) and Deputy Head Boy(s) and a team of senior staff, including Heads of House are consulted for the appointment of the other members of the Team. The Team are presented with a distinctive badge to recognise their leadership role.

Sixth Form students should report any issues to the member of staff on duty or the Head of Year. They will deal with this.

Banned Items Students may not bring to school or have in their possession any articles the use of which could cause danger to themselves or others, or which could involve a breach of discipline. Although the following list is not exhaustive, examples include firearms (including imitations), ammunition, fireworks, smoking materials (including matches and lighters), e-cigarettes and vapes, catapults, knives, or other sharp objects, laser pens and aerosol sprays (apart from deodorant used correctly for their intended purpose only). Tippex and similar products are also banned, as is chewing gum. If you see any of these or similar items, please confiscate them and hand them to the appropriate Head of Year.

In the unlikely event of a student being found with alcohol or prohibited drugs, they 33 | P A G E

must be escorted at once to the Deputy Head (Individuals). Full details of the School’s Alcohol, Smoking, Drugs and Substance Abuse policies are given on the School website.

Please watch out for small objects that may have been purloined from laboratories or workshops and retrieve them.

Smoking/e-cigarettes/vapes by students It is illegal for young people under the age of 18 to purchase tobacco products and e-cigarettes/vapes.

We discourage smoking, chiefly through PSHE, counselling and self-help groups, but also with deterrent sanctions. All smoking materials are banned at School/in the school context.

Students in Years 7 - 11 seen smoking during the school day or whilst travelling to or from School should be reported to their Tutor, who must put them into after school detention.

Sixth Form students seen smoking must be given a warning that smoking is dangerous to health, is illegal in School and other enclosed premises and is unacceptable in all other locations (e.g. in the Arboretum and on the Forest) where Sixth Formers will be clearly identified as members of the High School. You must point out that smoking brings the School into disrepute. If appropriate, point out that large groups of 16 - 18 year olds can be seen as threatening by members of the public. Look out for any obvious signs that anything other than tobacco is being smoked. The student's Tutor and

the

Assistant

Head

(Individuals

Y11-13)

must

be

informed.

Tutors should confer and check records with the Assistant Head (Individuals Y11-13) will usually punish second and subsequent offences with a detention after school. The Assistant Head (Individuals Y11-13) will discuss persistent offenders with the Deputy Head (Individuals), with a view to writing to parents.

School Uniform We must all insist that students are smartly dressed at School and elsewhere in the School context.

Please check that students are dressed in accordance with the following general principles, referring any dubious case to the Tutor; these principles apply on the way to and from School as well as on the premises. The over-riding rule is that a student is clean and tidy. Please insist that ties are pulled properly up to the buttoned collar and that shirts are tucked into trousers.

34 | P A G E

Sixth Form dress code - At Nottingham High School, we expect our students to have a high standard of dress and appearance. In line with our philosophy, we wish to trust students to take responsibility for their appearance.

Boys: A smart business-style suit, formal shirt, School Sixth Form tie (or one of the representative ties if entitled). Shoes to be suitable for a business environment. Vnecked plain knitwear may be worn with the suit. Hair should be of a natural colour (long

hair

should

be

tied

back),

and

boys

should

be

clean-shaven.

Girls: Smart business wear – either a suit (trouser suit, dress suit or skirt suit) or smart separates

(to

environment.

include

a

jacket).

Jewellery

to

be

Shoes

discreet

to and

be

suitable

for

a

business

appropriate

for

a

business

environment. Hair should be of a natural colour.

If in doubt about the suitability of an item of clothing, staff can contact a member of the Assistant Head (Individuals Y11-13) for clarification.

Summer Dress: Jackets

become an optional part of school uniform once Summer Dress has been announced in Assembly.

Prizes at the end of the School Year There are numerous subject prizes (mostly specifically endowed) for Lower and Upper Sixth and some at other stages. Winners are nominated by Heads of Department, who must respect the following guidelines: •

There must be no shared prizes, except in those rare cases where the prize rubric specifically makes provision for two or more awards.

•

The School is keen that as many deserving students as possible are recognised, and wishes to avoid situations where the same student wins several prizes. HoDs must look closely at the prize list and must consult with others intending to award prizes to the same student. It should thus be possible to give one of the prizes to a student who has come a very close second, but is nevertheless highly deserving.

•

Any unresolved clashes over prize winners should be referred to the Deputy Head (Academic).

Major School Prizes, for Y13, are awarded after staff discussion. Cups and other trophies

are

awarded

to

Houses

and

individuals

for

Sport

and

Arts.

Prizes are also awarded for outstanding creative work in areas beyond the normal curriculum.

Headmaster’s Prizes for Achievement, about 30 to each Year, are awarded at the end of the Summer Term to the students in Years 7 to 10 who have gained the highest number of distinctions during the school year and alongside their performance in exams.

Other achievements/issues/special circumstances may be considered,

particularly if a student is near the proposed cut-off total, and Tutors may be asked to provide supporting statements. The High School Award is also presented to students 35 | P A G E

in Year 7 to 9, along with the Headmaster’s Prizes at a ceremony in the Player Hall early in July.

Prizes (apart from Headmaster’s prizes) are distributed annually at the School’s Speech Day in September.

Foundation awards are awarded to students who achieve a minimum of 3 A grades at A level or 7.5 points average at GCSE. Lovell Order ties are awarded to students nominated as having made an outstanding contribution to school activities, at the discretion of the Headmaster.

Additional notes for all Form Teachers at the start of the School Year

Students’ Personal Property At the start of the school year all students must be reminded to look after their property and to ensure that it is clearly named or marked. Any mobile phones, tablets and so on

that

are

brought

into

School

should

be

kept

in

locked

lockers.

Students must be told to take found items to Reception. Owners will be notified of named items via Form Teachers or Tutors. All items will be stored, usually for up to four weeks,

after

which

they

will

be

disposed

of

to

Charity

Shops.

Form Teachers must tell students to report any losses to Reception. If the item is named it will be returned; if not the student must return to Reception several times in the following

month

in

the

hope

that

it

has

turned

up.

Possible thefts must also be reported to Reception. All reports will be studied carefully and appropriate action will be taken, but, whilst theft is a very serious offence, the School does not guarantee to investigate, and will rarely do so if the item is both expensive and unnecessary at school.

Bad Weather Routines All students must make plans with their parents well before severe weather conditions are likely.

In the event of bad weather, we publish our intentions for the day on the front page of the School website every morning at 06:30. Our decisions are based on a combination of Met Office forecasts and an assessment of conditions on the ground at School.

Additional notes for Form Teachers of Years 7 to 11

Form Discipline If a member of your form is in trouble, you should discuss the matter with their Tutor without delay. Similarly, please keep a sharp eye open for possible bullying, changes

36 | P A G E

of demeanour or behaviour or attitudes to work that may signal unhappiness or disturbance, and share any concerns.

Year Prefects may be assigned to each year in Years 7 to 11. They can usefully act as role models and can often defuse situations in which your intervention might be seen as too official and heavy-handed; their interest in year activities is always greatly appreciated, too. Year Prefects are assigned to year group areas of the School during the long break, including the dining room and the queue, and can also be expected to lead activities for small groups of students. The Senior Tutors (Y11-13), acting in consultation with the School Officers, assigns suitable students who have indicated their willingness to act in this capacity.

Form Rooms Please liaise closely with the Head of Year or AH (11-13) on all matters relating to your form,

its

behaviour,

and

how

it

looks

after

the

form

room.

Keep a close check on the state of the room, its furniture and the students’ lockers.

Insist that the form behaves in a civilised manner. The form has a corporate responsibility for the room and you should consider locking it for a few days if it is abused. Eating and drinking are not allowed. All litter must be disposed of into bins.

Please organise a system for tidying the room and either monitor it yourself by visiting the room at key times, or arrange for the form prefects to do so. Investigate all damage and graffiti, and arrange repairs or removal as soon as possible; damage to windows and furniture should always be reported to the Estates Manager.

Wilful or mindless damage should be reported to the Assistant Head (Individuals (710)), ideally with the names of those responsible. Tell students that they/their parents will have to pay for all non-accidental damage.

Waiting after School Remind students in Years 7 to 11 from time to time that the following arrangements apply if they miss a bus or are affected by a late change to their normal collection: 1. Students should phone their parents, either on a mobile or from Reception. They should ask to be met at the north entrance lobby, and must agree a time.

Parents may park in the Senior Playground after 16:15.

2. Students must wait in the Dining Hall (nowhere else), and get on with something useful, e.g. homework.

3. Students may buy snacks and drinks in the Brasserie until 16.20.

4. The Dining Hall closes at 18:00 Students then wait just inside the North Entrance door.

5. Students must only open the door to their parents.

37 | P A G E

Additional notes for Sixth Form Teachers University Applications The university applications system is organised by the Assistant Head (Individuals 1113). Tutors, Heads of Department, Form Teachers, Subject Teachers and the Head of Careers all help Sixth Formers with their applications, which are made using the UCAS online system. Tutors are responsible for drafting references.

Higher Education Open Days Sixth Formers should be made aware that visits to Higher Education Open Days can waste a great deal of working time. An orange Exeat form must be completed on each occasion, and students are advised to limit these to no more than two university events during the Summer.

Cars and motorbikes Please ensure that your form reads and abides by the instructions concerning transport as detailed by the Assistant Head (Individuals Y11-13). Sixth Formers may only use their vehicles to travel to and from School. They are not permitted to use their vehicles at any other time during the day.

38 | P A G E

Academic Programme Curriculum The definitive point of reference for all aspects of the curriculum, including Year by Year programmes of study, PSHE, citizenships and careers, homework, monitoring progress and SEN/LDD is to be found under ‘Curriculum Policy’ in the Policies section of the Senior School website. Please be sure to be fully aware and fully up to date with what is required.

Curriculum content and delivery is managed by the Deputy Head (Academic) and Assistant Heads (Director of Studies). The Academic Group, chaired by the Deputy Head (Academic) and Heads of Department Meetings develop, manage and lead the academic programme.

Within this overall Curriculum Structure, the responsibility of devising Schemes of Work and delivering the Curriculum lies with the Heads of Department. Department Handbooks describe the particular emphasis in each part of the School and Schemes of Work will guide the day-to-day work of colleagues. The work of Heads of Department is managed by the Deputy Head (Academic) and Assistant Heads (Director of Studies).

It is possible for a very small group of students not to follow a ten i/GCSE subject programme to the end of Year 11. Procedures are in place to respond to requests from individual students or from individual Heads of Department in Year 11 where students may wish to drop a subject at GCSE or IGCSE. Where a request to drop a subject is made, the Individuals Team may ask a Tutor to obtain reviews from subject teachers, Head of Department and the Learning Support Coordinator if the student is on their register and Higher Education Admissions and Careers if there are any Higher Education or Career implications; sees the student concerned, discusses the whole picture, consults further with the Tutor and then recommends the final decision to the Headmaster. Departments must not prevent students from making requests to drop subjects. Once students have discontinued with a subject, they do not continue to attend lessons in that subject and make use of the alternative provision to support their development.

Homework Homework should be designed to help students develop independent subject skills and knowledge or reinforce work undertaken in the classroom.

Subject teachers should set the allocated amount of homework in accordance with the current school homework schedule and publish this on their Google Classroom with any relevant resources. They should offer appropriate guidance on how to tackle 39 | P A G E

work and should ensure that students understand the standard of achievement expected. They should ensure that there is as short a time as possible between completion of work and feedback and should ensure that marking includes specific guidance to improve learning. Subject teachers should keep a record of the nature of work set, its standard and the date of completion and should apply appropriate sanctions if any homework is not completed and inform the tutor of non-completion or poor-quality completion by a ticket.

Heads of Department will offer guidance on the nature of tasks to be set to different year groups and will monitor on a regular basis with members of the department the amount, quality and standard of homework set by members of their department through a process of departmental work scrutiny. They will encourage the sharing of good practice within the department related to homework.

Tutors monitor the setting and completion of homework by individual students, and sit with students to view their to-do list on Google Classroom.

Parents monitor the completion of homework out of school and communicate with the tutor regarding homework issues, Parents can also see homework instructions via their child’s Google Classroom.

Homework in the Sixth Form: Sixth formers should be set a realistic amount of private individual work to support progress in your subject. These allocations include ‘further reading’ as well as set work.

Though it is appropriate to expect Sixth Formers increasingly to manage their own time, it is helpful to set deadlines and to expect them to be met. Especially in Year 12, you should aim to help students by regularly checking that a long piece of work is under effective control and moving through its stages towards completion.

Issues with Academic Work Years 7 to 11 It is wholly unsatisfactory if the low standard of a student's work is not discovered until the end of an academic year. Regular assessments are essential and you should resolve all poor, late or missing work in your subject as soon as possible. If a student misses a deadline you may (at the discretion of the policy established in your department) give them the chance to hand the work in within a couple of days, or by the next lesson, but be sure to use the sanctions system if you do this, starting with ticket or a lunchtime detention, so that a Tutor can identify through a database record if a student is having problems with academic work. Student baseline data should be used to track performance and report any issues to your HoD in the first instance.

40 | P A G E

Sixth Form Regular assessments of students’ progress are essential and you should discuss all poor, late or missing work in your subject with the student concerned as soon as possible. If a student misses a deadline you may (at the discretion of the policy established in your department) give the chance to hand the work in within a couple of days, or by the next lesson. If the issue is not resolved by this means you must send a message via iSAMS to the Assistant Head (Individuals - (11-13)) and Tutor. This may result in the student being required to spend some of their non-contact lessons in the Library.

Departments discuss student progress in departmental meetings, identifying with Tutors and Head of Year suitable responses which they will put into place to support and guide students. Student baseline data should be used to track performance and report any issues to your HoD in the first instance.

Self-directed Study in the Sixth Form To aid the transition towards self-directed study at university, students are expected to spend some time during breaks or non-taught periods working quietly in the Library, or more informally in the Sixth Form Centre where work tables are provided. The Senior Library is reserved for silent self-directed study during all lesson times. Supervised selfaccess language courses are available in E2 at all times to Sixth Formers, and during Long Break to all members of the School. Sixth formers wishing to complete work in School may work in the Library or Sixth Form Centre until 18:00.

NEA/Coursework and controlled assessments.

Departments must keep NEA/coursework assignments within their allocation of lesson and homework time.

At any stage where a programme of assessable course work is being undertaken in homework time, it is essential to set and to maintain a practicable timetable of what must be done by what date, making sure that no student falls behind and builds up an insurmountable backlog.

Tutors (and Senior Tutors (Y11-13) through the ticket system and parents through Tutors must

be

informed

if

a

student

fails

to

meet

submission

deadlines

for

coursework. Heads of Department are responsible for ensuring consistency of approach to coursework in their departments.

41 | P A G E

Special Educational Needs and Learning Support The School provides for those students with special educational needs (SEND) and those with learning difficulties and/or disabilities. The School’s provision in this respect is coordinated by the Learning Support Co-ordinator in the Senior School who works closely with the Deputy Head (Academic).

Our full policy may be found at http://www.nottinghamhigh.co.uk/about-us/schoolpolicies

Learning Support Register A list of students with SEND special educational needs and diagnosed learning difficulties and disabilities is produced at the start of each academic year and, when required to be updated, termly. More detailed individual student records called Individual Action Plans are issued to the class teachers of each student indicating ‘necessary’ and ‘recommended’ teaching adjustments. The Learning Support Department provides reports on student progress in their support lessons. Some other students are monitored through subject teachers and tutors, who are asked to provide a written comment from time to time and review their work in internal examinations and tests.

Learning Support Provision As in every other aspect of its operation, the School aims to offer all students equal opportunities in its programme of study.

This programme is, however, highly

academic, this being the nature of the School.

Following a Learning Support screening assessment, the Learning Support Coordinator advises parents of the suggested course of action. This takes the form of a letter.

Teachers should make reasonable adjustments to the general planning and running of lessons to accommodate the particular needs of individual students. This is a statutory requirement. Any tests should account for extra time as per the student IAPs. The Learning Support Co-ordinator also arranges timetabled sessions for students on a rota, without charge. Most students on the register, particularly those with a full assessment, are seen on this rota basis either individually or in groups once per fortnight designed to avoid them missing the same subject more than once a term.

Some Leaning Support lessons are timetabled during Long Break.

Careers Education Advice is provided to support students in making decisions at key stages in their school career (I/GCSE options, AS/A2 options, university / college or career options). The Schools Head of Careers is in charge of all provision from Year 7 -13.

42 | P A G E

The Head of Careers meets the needs of an independent school student and works with Tutors to ensure the students get the best advice. Students are encouraged to become well-informed and to explore as wide a range of career options as possible, and to consider the implications of their decisions and the practicalities of achieving their objectives. The wishes and values of the student are the key factor in discussions.

All consultations focus on the agenda being set by the student.

Communications with Parents Many communications between home and school about individual students are made between parents and Tutors.

It is very important that all significant

communications from parents to other members of staff are passed on to Tutors as soon as possible. Similarly, Tutors must pass important information for the student’s file on to the Headmaster or Deputy Head (Individuals).

In addition to their vital role as the first line of communication between the school and the parents of their tutees, Tutors see parents at Parents' Evenings and, whenever possible, are involved when parents visit the school at other times (see below).

Complaints from Parents Occasionally parents may wish to raise a concern or make a complaint with Tutors, HODs or teachers, and such concerns should be dealt with in accordance with the informal Stage 1 of the Complaints Procedure summarised below. Tutors and HODs receiving and dealing with concerns or complaints at Stage 1 should forward details to the Deputy Head (Academic) so that these can be filed in each student’s central file. Any complaints that include allegations of possible child abuse should be directed to the Designated Safeguarding Leader (Miss Lisa Gritti) without delay.

This procedure aims to: 1. Encourage the resolution of problems within the School community by informal means wherever possible.

2. Encourage parents to know that the School takes concerns and complaints seriously.

3. Ensure that concerns are dealt with quickly, fully and fairly within clearly defined limits.

4. Provide effective responses and appropriate redress.

5. Maintain good working relationships between all members of the school community.

43 | P A G E

Stage 1 - Informal Resolution Stage •

It is hoped that most concerns and complaints will be resolved quickly and informally between the parties concerned without recourse to any of the following procedures.

•

The School will take all reasonable steps to resolve an informal concern or complaint within 10 working days of notification.

•

If parents have any concerns or complaints they should normally contact their child’s Tutor. In all cases where Tutor is referred to here, the equivalent in the Infant and Junior School is the Form Teacher. Parents should make direct contact with a member of staff by writing a letter, sending email or telephoning. They should be as clear as possible about what is troubling them and their child.

•

In many cases, the matter will be resolved straightaway by this means to the parents' satisfaction. If the Tutor cannot resolve the matter alone, it may be necessary for him/her to consult the Assistant Head (Individuals and/or the Deputy Head (Individuals), Miss Lisa Gritti or Deputy Head (Academic), Mr Paul Spedding in the Senior School or one of the Deputy Heads of the Infant and Junior School, Mr Christian Cordy or Miss Lucy Thorpe or Head of the Infant and Junior School, Mrs Clare Bruce in order to resolve the matter.

•

If a concern or complaint needs to be taken further and refers to a member of staff then it should be made to the Deputy Head (Academic), in respect to teaching and learning; the Deputy Head (Individuals), for pastoral, discipline or general matters; the Director of Finance and Operations, Mr Stuart Ramsey, for matters relating to support staff. With respect to the Infant and Junior School if the complaint refers to a member of staff then it should be made to the Head of the Infant and Junior School.

•

If a concern or complaint needs to be taken further and refers to a member of the Senior Management Team then it should be made to the Head, Mr Kevin Fear. In the event of a complaint about the Head of the Infant and Junior School, it should be made in the first instance to the Headmaster of the High School, Mr Kevin Fear. In this case, the Headmaster will investigate any issues relating to the Head of the Infant and Junior School.

•

In the event of a concern or complaint about the Headmaster, Mr Kevin Fear, he will inform the Chairman of Governors, Mr David Wild, who will decide upon the appropriate course of action for the informal resolution and other stages of the complaints process to follow.

•

A written and dated record of any concern or complaint will be made by the person contacted. A copy will be lodged with the relevant Head (via the relevant Deputy Head) if the matter is likely to require his/her attention. The complaint will be acknowledged.

•

Should the matter not be resolved within 10 working days, or in the event that the school contact and the parent fail to reach a satisfactory resolution, then

44 | P A G E

parents will be advised to proceed with their complaint in accordance with Stage 2 of this Procedure.

Please refer to the Complaints Procedure published on the school website for further stages. The address is http://www.nottinghamhigh.co.uk/about-us/school-policies

Use of email for home/school communications As a member of the teaching staff you have a school laptop and must check emails daily.

You are encouraged to use email for appropriate

home/school

communications, and many parents provide a suitable email address which may be accessed from the school database. The school email addresses for members of staff are published on the school website and are also accessible via the address book in Outlook.

The ground rules, which ensure that Tutors remain the main channel for email communications, are as follows: 1. Tutor/Home communications. A copy should be sent to the appropriate member(s) of the SMT if the information needs to be kept ‘on file’. Similarly, members of SMT will copy Tutors into relevant emails.

2. Subject Teacher/Home communications. Content of email may only relate to the subject taught. A copy must be sent to the student’s Tutor, and must be discussed with the Tutor in advance if the content is in any way contentious. It is good practice to discuss the issue with the Tutor first regardless of content.

3. Information for larger groups, (e.g. all students taking a subject, whole year groups, all students going on a trip) must be sent by an authorised person (Head of Department, Head of Year, Trip Organiser) to a member of the SMT prior to dispatch. Our intention is to achieve a consistent approach.

4. Incoming emails from parents. Any incoming emails not addressed to the student’s tutor must be copied to the tutor and to the appropriate member(s) of the SMT. If a parent emails all or most of a student’s teachers requesting a report please alert both their Tutor and the Deputy Head (Individuals). Such requests make effective record keeping at school very time-consuming and complicated.

We

actively

discourage

parents

from

making

global

approaches, and we try to channel everything through the tutor.

Letters home Ground rules 1 to 4 above also apply to written correspondence. Simply substitute ‘letter’ for ‘email’.

45 | P A G E

Meetings with Parents (other than on Parents’ Evenings) Meetings with parents almost always involve Tutors and nearly all are amicable. This checklist is offered in the light of some experience of situations when tough and possibly contentious issues have to be discussed.

IN ADVANCE 1. Talk to tutor if you think a meeting with parents is needed. Decide whether the tutor should be present.

2. Tutor then contacts parents.

3. Tutor establishes the length of the meeting and identifies the concerns that are to be addressed.

4. Tutor makes it clear that the meeting is to discuss tutee only (unless agreed in advance) DURING THE MEETING 1. Always try to be positive 2. Give a verbal summary of the outcomes at the end.

3. Offer a follow-up summary in writing, if circumstances suggest this is needed.

If a meeting is likely to be difficult: 1. Ask a member of SMT / another colleague to be present. Tell the parents who this other person is, either in advance or at the meeting.

2. Be prepared to make an offer to parents to take matter to Headmaster/one of the Deputy Heads if they are not satisfied.

3. In extreme cases think through how you could arrange a time out provision, followed by specified time afterwards to conclude meeting (for example the remaining allocated time for the appointment).

Report any perceived rudeness / aggression from parents to Headmaster/one of the Deputy Heads so that the matter can be followed up.

Reports See separate entry, ‘Reports to Parents’.

46 | P A G E

Pastoral Care The School is totally committed to the overall wellbeing of its students.

All members of the teaching staff at Nottingham High School have a duty of pastoral care. The legal duty of care expected of an individual teacher is that of a reasonable parent. Tutors (in the Senior School) and Class/Form staff (in the IJS), who provide individual support and care throughout a student’s time at the School, are at the heart of the School’s provision.

Our pastoral care aims to solve problems rather merely than impose sanctions. The care offered is collaborative and will often involve a number of people. This will sometimes include the student, their tutor/Senior Tutor or tutor/class/form teacher (IJS) and other staff along with their parents, working together. Disciplinary measures may, on occasion, be part of a solution to a given problem. The details of these are set out in the Behaviour and Discipline Policy on the school website. We also measure and reward success in a number of ways.

The School recognises that in order to meet the pastoral needs of some students it may be necessary to involve outside agencies.

The aims of pastoral care at Nottingham High School are: •

• • • • •

to ensure the welfare of each member of the school academically, socially and personally, both as an individual and as a member of the school community to have a care for the welfare of the students beyond the school environment to ensure that each student contributes as far as they can to the mutual benefit of the school community to ensure that the school always acts in a student’s best interests to encourage the moral, spiritual and emotional development of the students in the school’s care to encourage students to take increasingly greater responsibility for their own actions through a growing awareness of the consequences of them.

The pastoral structure recognises that students are both individuals, and also members of a peer group.

Within this structure: •

The primary responsibility for the pastoral care of a student as an individual lies with their Tutor/Class/Form Teacher, who also acts as the principal home/school link. The Tutor/Form Teacher is much assisted in carrying out this role by valuable information and help from the student's Head of Year, Head of Key Stage and subject teachers.

47 | P A G E

•

The responsibility for students as members of a peer group lies with the Head of Year and Form Teachers in the Senior School. Details of action taken by Heads of Year and Form Teachers must be discussed and agreed with Tutors in the Senior School. The responsibility for students as members of a peer group in IJS lies with the Class or Form Teacher. Details of action taken by other staff must be discussed with the Class or Form Teacher.

•

All significant information must also be relayed to the Headmaster/Deputy Head (Individuals) and Assistant Head (Individuals) in the Senior School and the Head/ Deputy Head (Individuals) in the Infant and Junior School.

All teachers must aim to provide a positive environment whenever they are in charge of students.

48 | P A G E

School Behaviour and Discipline The promotion of the highest standards of work and civilised behaviour is at the heart of our Whole School Aims, and, in quoting from this, we draw attention to our ethos and aspirations: At Nottingham High School we: •

Value and nurture each student as an individual, through our friendly, supportive and caring ethos. Celebrate the effort, achievements and talents of all.

•

Provide outstanding pastoral care.

•

Expect and achieve high standards in academic work and in behaviour, valuing each student’s individual journey.

•

Provide a creative and vibrant environment through a variety of opportunities and activities to allow every student to explore and experiment as they learn.

•

Provide a rich, stimulating and balanced curriculum that builds skills of independence, confidence and emotional resilience, through lessons which are challenging, engaging and exciting for all, to encourage an enjoyment of and love for learning.

•

Build a culture of mutual respect and tolerance to equip our students with the skills necessary to live in a multi-cultural society

•

Maintain open communications between parents, staff and students to foster a partnership of learning.

•

Promoting High Standards

Thoughtful and co-operative behaviour is very much the norm at the School. We encourage all adults to acknowledge this by praising behaviour that is kind, courteous and considerate and which, in the broadest sense, recognises and supports the needs of other members of the community. This is often done by making discrete comments to the individual concerned, or by channelling these through Tutors. When outsiders comment positively on our students their messages are read out in an appropriate gathering, such as a School or Year Group assembly.

We have a long-established system for rewarding work and other achievements that are either ‘outstanding’ or a ‘personal best’. For example, students in Years 7 to 10 are awarded distinctions and discuss their achievements with the Headmaster or a Deputy for each multiple of twenty. The Headmaster awards prizes for distinctions in a ceremony held towards the end of the Summer Term.

If a student has problems with their behaviour their Tutor will discuss the issues with them and targets will be set, for example to achieve a near-full set of positive comments on a weekly report [see below]. When such a target is achieved the 49 | P A G E

student’s Tutor will make a point of praising both verbally and by a written comment on the completed report.

Progress and Behaviour in Lessons – Years 7 to 11 We make the following policy statement to encourage students to recognise their responsibilities and adhere to our requirements: “We want you to maximise your progress in lessons, and with this in mind we insist that you co-operate fully with the following code of conduct: Getting to lessons Always •

Wear your uniform correctly [see dress code]

•

Move both sensibly and quickly from one lesson to the next

•

Arrive on time, with all necessary books, homework and equipment as instructed

•

Line up outside the room, ready to enter when the teacher tells you to

•

Keep mobiles, iPods etc switched off whenever possible

In Lessons Always •

Do your best at all times

•

Settle quickly into the right frame of mind: books sorted out, ready to focus

•

Listen to the teacher

•

Follow instructions

•

Get on with tasks set straight away

•

Concentrate on your work

•

Raise your hand when you want to ask a question or contribute to a discussion

•

Be prepared to wait your turn

•

Contribute positively

•

Respect the work and views of others

•

Respect school property

Never •

Speak when the teacher is talking

•

Shout out

•

Distract others

•

Allow yourself to be distracted

•

Pack up your books and equipment, or leave the classroom until the teacher says so.

This list is not exhaustive, but it gives a general idea of the working practices that we require.

50 | P A G E

Maintaining good discipline – Years 7 to 11 The “Student pathways” document should be read in conjunction with the below.

Problems with individual students are discussed by the member of staff and the student’s Tutor before matters escalate, and due consideration is given to any special educational needs [SEND] or particular medical or other issues, using information provided by parents and appropriately qualified specialists.

If several students in the same year group are involved and the issue is in lessons, staff will consult with their Head of Department or, if the matter is more general, with the Form Teacher/Head of Year. Problems that cross year group boundaries are infrequent and are generally referred to the Assistant Head [Pastoral] or the Deputy Head [Pastoral] for action.

The aim of all sanctions is to sort out a problem positively, with as light a touch as possible and with strategies in place to avoid a recurrence. The following paragraphs give further details of the range of sanctions that are used, in ascending order of seriousness. Although the list looks long and possibly daunting there is nothing here for any student who behaves well and fulfils their work and other commitments.

We greatly value the full support of parents in addressing any disciplinary issues reported to them, in helping their child to learn positive lessons from any sanction issued and in adding their praise to ours when issues are resolved satisfactorily.

Tickets The purpose of a Ticket [issued electronically] is to provide useful information about students to their Tutors (who are the primary focus for individual pastoral care), and to Heads of Year (who maintain a pastoral and disciplinary overview of records and trends). A ticket is appropriate in any situation where a teacher feels that a student’s work or behaviour is causing concern, and that a Tutor should know about it. A short duration sanction may also be issued but a duplication of ticket and sanction is not required on iSams.

Lunchtime Detention Lunchtime Detention (LD) is for poor or missing work that does not warrant a full detention and is held daily to sort out work issues quickly and effectively, so work detention takes precedence over all other activities. Lunchtime detention should not be used for any behaviour matters.

Pupil Support Plan (previously School Weekly Report) Tutors use Weekly Report with their Tutees as a means of setting targets in relation to an issue that needs to be addressed. Examples include poor work, behaviour or concentration in lessons or a patchy homework record. The student is monitored on a lesson by lesson basis and Tutor and parents monitor progress week by week. The aim 51 | P A G E

of a Weekly Report is for the student to put matters right and to be praised by their Tutor for doing so.

School Detention School Detention is held after School on Tuesday and Thursday evenings and is used for matters such as repeated failure to produce work/the required standard of work/work at the required time, repeated nuisance to another student or interference with their possessions, malicious damage to school property, insulting or abusive behaviour, reckless behaviour causing danger to others.

The work to be done is clearly specified and should be of educational or developmental value. The Tutor may also make contact by phone call or email. The detention is confirmed in a letter home to parents.

Headmaster’s Detention Headmaster’s Detention is held after School on most alternate Thursday evenings, supervised by senior staff, and is reserved for very serious issues which may include: persistent refusal to do or complete work [but only after other detention(s) have not resolved the problem], dishonest work, truancy from lessons, physical assault, bullying, bringing the School into public disrepute, any serious offence where the matter is compounded by lying.

The work to be done is clearly specified and should be of educational or developmental value. The Tutor will also make contact by phone call or email. The detention is confirmed in a letter home to parents.

The Deputy Head [Individuals] sees all students who have been in Headmaster’s detention to discuss the cause and to establish positive strategies to avoid a recurrence of the problem.

Dealing with issues in the Sixth Form Our aim is to maintain a positive supportive and co-operative atmosphere in the Sixth Form. To support student progress reasoned negotiation between staff, sixth former and Tutor will happen at an early stage.

Missed lessons: The Assistant Head (Individuals Y11-13) and Senior Tutors (11-13) deal with the situation by specifying periods of self-directed study in the library.

Assistant

Head

(Individuals

Y11-13)

and

Tutor

are

informed

in

all

The

cases.

Sixth Form notifications: In the case of poor work/behaviour as outlined below, a Sixth Form notification is raised and the Senior Tutors and Tutor will receive this information so that they can discuss this with them.

Work: Any work related issues are initially dealt with by individual subject teachers. If a student misses a deadline the teacher may (at the discretion of the policy established 52 | P A G E

in the subject department) give the student the chance to hand the work in within a couple of days, or by the next lesson. On subsequent occasions the Assistant Head (Individuals Y11-13), Senior Tutors and Tutors will decide the best way forward and the parents may be consulted if it is deemed necessary. If the issue is still not resolved the teacher will send another iSAMS notification. The Head of Year will then require the student to spend a proportion of their non-taught lessons in the Library until their work is up-to-date. The student has to sign in and out with the Librarian as a record of their attendance and their Tutor may notify parents that this is happening.

Behaviour: After discussion with the student’s Tutor and the Assistant Head (Individuals Y11-13), a student’s poor behaviour may lead to their right to use the Sixth Form Centre or to leave School during their free periods or during long break being withdrawn.

More serious issues may involve discussions with some/all of Tutor, parent(s), Assistant Head (Individuals Y11-13), Deputy Head (Individuals).

Malicious allegations against members of staff All allegations are investigated thoroughly as indicated below. (If the allegation had safeguarding implications then the School would follow the procedure set out in the Safeguarding and Child Protection Policy.) However, if the allegation was found to be malicious this would be handled in a severe manner.

The Deputy Head

[Individuals] would handle the investigation, unless the allegation was about her. In this case the Assistant Head [Individuals] would take the lead. Such an act would require consultation with the Headmaster and may lead to suspension or exclusion from the School.

Appeals Procedure for Students Following discussion with their Tutor, all students have the right to appeal to the Deputy Head [Individuals] if they feel a sanction is unreasonable, or if they feel a member of staff has treated them unfairly.

Probation The Headmaster, Deputy Head [Individuals], Deputy Head [Academic] and Assistant Head [Individuals] may impose a period of formal probation using information provided by the student’s Tutor, Senior Tutors, Assistant Heads (Individuals), the Head of Year, the database records and other sources.

•

During a period of probation (which is generally up to one term in duration) the student is given some reasonable targets to achieve in relation to specific issues.

•

Their performance is closely monitored by their Tutor and a member of the Senior Management Team.

•

They are given regular feedback on how they are matching up to the targets they have been given.

53 | P A G E

•

Towards the end of the probation a review is carried out and the Headmaster, Deputy Head [Individuals] or Deputy Head [Academic] considers all relevant aspects of performance in deciding whether the student has passed or failed their Probation.

•

The student and their parents are informed of the outcome: praise if they have been successful, a further specified period of probation if some but insufficient progress has been made, permanent exclusion from the school if no real progress has been achieved.

•

A serious violation of one or more probation targets during the period of probation may result in suspension or permanent exclusion.

Suspension and Exclusion The Deputy Heads may suspend a student in consultation with the Headmaster. Very occasionally the Headmaster may, at his absolute discretion, permanently exclude or require the removal of a student from the school if he considers the student’s attendance, influence on others, progress or behaviour (including behaviour outside School) to have been wholly unsatisfactory. During this process the parent(s) will be required to attend a meeting with the Headmaster and will then be required to remove their child from the School premises immediately. A letter will then be sent to the parent(s) making it clear that their child is no longer a student at Nottingham High School.

Miscellaneous Corporal Punishment Corporal punishment is illegal in schools and has not been used at Nottingham High School for many years.

Reasonable Physical Intervention by Staff Whilst very rarely used a member of staff may, in relation to any student at the school, use such force as is reasonable in the circumstances for the purpose of preventing the student from doing (or continuing to do) any of the following in the school context: 1. committing any offence, 2. causing personal injury to, or damage to the property of, any person (including the student himself), 3. engaging in any behaviour prejudicial to the maintenance of good order and discipline at School or among any of its students, whether that behaviour occurs during a teaching session or otherwise.

Some notes on the Conduct of Disciplinary Investigations Our aim is to conduct any investigations without delay and to resolve issues fairly. The basic procedures used for the conduct of more serious disciplinary investigations are set out below. Such investigations are normally conducted by Heads of Year, the Deputy Head [Individuals] or Deputy Head [Academic] and the Headmaster is kept informed throughout. The same procedure is followed as far as practicable when 54 | P A G E

other members of staff have to deal with major incidents, for example on residential trips.

Steps taken: 1. The students allegedly involved are isolated and mobile phones and other communications devices are collected and stored securely.

2. The students write fully independent statements, having been reminded of the requirement to record truthfully all relevant information.

3. Tutors and the Deputy Head [Individuals] or Deputy Head [Academic] are informed of the matter under investigation and the mechanism for informing parents is established.

4. Statements are read and discussed with students, clarifying inconsistencies. A second member of staff is normally present if the matter is serious.

5. Searching the property of a student would only be done if it was felt necessary by the member of staff conducting the investigation.

Items that were

confiscated would be kept in a sealed bag and parents may be asked to collect them from a senior member of staff. It maybe, for in some cases, the items have to be handed to the police.

6. Conclusions are drawn from the evidence. It may be necessary to hold students incommunicado during this time if circumstances require, but the normal limit to this stage would be not more than forty minutes. Students are allowed access to their school work and simple refreshments such as bottled water.

7. Staff conducting the investigation make recommendations for follow up actions: sanctions if appropriate and a positive way forward.

8. The recommendations are discussed with the Deputy Head [Individuals] or Deputy Head [Academic] with a view to ensuring consistency.

9. The student’s Tutor is informed of the outcome, and a decision is made on who will communicate this to the parents.

Appeals by Parents As stated above [and as written into the contract made at the time a student enters the School] we very much hope that parents will fully support our behaviour and disciplinary structures and give their child clear and consistent messages about the high standards of behaviour required.

Very occasionally parents may wish to query a sanction and in the first instance an approach should be made to their child’s Tutor then, if necessary, to the Deputy Head [Pastoral]. Hopefully these steps will lead to clarification and resolution of any issues.

Beyond this an appeal may subsequently be made to the Headmaster or ultimately – via the Complaints Procedure published separately – to the School Governors.

55 | P A G E

Related Policies The school also publishes an Anti-Bullying Policy and members of staff are given guidance in how it is to be implemented.

Assessment, Marking, Examinations and Reporting The Deputy Head (Academic) has the overview of whole school assessment and reporting which is overseen by both the Assistant Head (Director of Studies) and supported by the ICT team. Tutors are responsible for monitoring tutees’ performance.

Assessment The Place of Assessment within the Curriculum Summative assessments, such as those in end of topic, or half-term tests and end of year exams provide important information on how a student has progressed. In isolation, however, these assessments do not support learning.

It is essential that

regular formative assessments take place and that these inform the student (and if necessary the Tutor) early enough, and clearly enough for the student to act to improve their performance.

When evaluating a student’s performance teaching staff should consult their MidYis or ALIS profile and identify their achievement and progress relative to their skills for learning. Standardised internal exam results provide a useful indication of a student’s starting position in your subject and can be helpful in identifying progress being made.

Marking When marking students’ work, teachers should strive to adhere to the school Marking and Feedback Policy available on the Teaching and Learning section of Staff SharePoint.

At least one piece of work should be marked in detail per teaching group per fortnight and the feedback provided should indicate strengths as well as specific areas for development. As best practice, a follow up task may be set to assist students in making progress in their learning.

At KS3 many departments have reformed their regular marking to align it with our interim grade system of 1-5 for attainment and above, meeting or below expectations for effort. Such practice helps students to see where they are in a given subject in the lead up to the award of an interim grade and is extremely useful.

In KS4 and 5, interim attainment grades relate to the grading system used in external examinations, and many departments use external examination markschemes to 56 | P A G E

assess regular pieces of work in order to help students know the level at which they are currently working, and crucially, what they need to do differently to improve.

Public Examinations Heads of Department are responsible for seeing that necessary information about public examinations is conveyed to those who teach GCSE, and AS or A2 classes, and for checking that a syllabus or specification is being effectively taught.

The School has a written policy on Internal Assessment for External Qualifications and its related Appeals Procedure. Copies are available from the Examinations Officer.

Form Teachers are responsible for seeing that their students complete the necessary examination entry forms in good time.

School Examinations and Mock Examinations All students in Years 7 to 10 and 12 take school examinations in the Summer Term (Year 7 and 8 sit less exams but also have some subjects continually assessed). Results of examinations are moderated by departments and published to parents. Mock A2 examinations are held in the Spring Term. Mock exams direct teacher judgements that are consistent with school and exam boards standards. Students in Year 12 and 13 also sit regular progress tests that are fully reported back to parents.

Heads of Department must ensure that students are given clear written guidance as to the specific material that they need to revise for examinations and copies of this guidance must be given to the Deputy Head (Academic). The Deputy Head (Academic) produces a revision booklet (year 7 – 9) for all subjects which is issued to students. Departments should also publish details of any revision sessions available to students well in advance. All revision guidance for all year groups must be clearly posted on the Google Classroom.

Examination Papers Departments should set examinations common to a whole year group. Internal moderation of marking should be applied if necessary. This system will enable the School to quote year medians for all subjects, and to ensure that the standardised grades information held on the database is more meaningful. Heads of Department should discuss any difficulties relating to these arrangements with the Assistant Head (Director of Studies) at the beginning of the academic year.

Examination papers must be legibly produced, clearly labelled with the time allowed, and headed in such a way as to make clear which set or group should take a particular paper, bearing in mind that invigilators may not be familiar with the subject nor with the students sitting the paper.

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All examinations, including those set in the Sixth Form must be written from scratch by the department, past papers should not be used unless a department can guarantee 100% that students cannot gain access to them.

Invigilation The Examinations Officer with the Assistant Head (Director of Studies) produces timetables for internal school examinations, including mocks.

These timetables are used to publish invigilation duty timetables in the staff room either directly by the Assistant Head (Director of Studies) or in the summer by nominated team leaders (HoY).

All invigilation must be active, and you must avoid doing tasks other than supervising the examination. If you suspect a student is cheating/attempting to cheat/helping another student to cheat you must investigate as soon as it is practical to do so, but without disrupting the exam or the supervision of the other candidates. Dubious scripts must be passed to the Head of Department immediately. If proven, the sanction for cheating/attempting to cheat/helping another student to cheat is Headmaster’s Detention.

Examination Grades In Year 11 the pattern of examination grades awarded across the year-group should broadly reflect the pattern usually achieved by NHS students at i/GCSE in that subject.

In the Sixth Form, grades should relate to the likely AS or A-level outcomes at the student’s current rate of work and progress. It is important, while not raising unrealistic hopes, to avoid souring a very able sixth former by withholding the highest grades.

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Reports to parents Parents receive feedback on student progress through: •

Contact with the tutor – nothing urgent and no problems should wait for reports or parents evening. If you have concerns, contact the tutor immediately.

Parents are encouraged to do likewise.

•

full written reports to parents on their child’s progress at least once a year

•

short reports at least once a year

•

effort and attainment grades

•

a Parents’ Evening at least once a year

Electronic reporting system All reports are compiled electronically (and training is provided before a teacher’s first reports).

Any set changes or other issues should be reported to the Assistant Head (Director of Studies).

Please read and follow the document, ‘Report writing guidance’.

Content of subject reports Self-evidently, reports to parents are important communications Comments must be constructive. Please bear in mind any comments you may have made on recent Weekly Reports and avoid contradictions. Content should include: •

An initial sentence establishing the key theme(s) of what follows i.e. a brief, accurate overview

•

a full, fair picture of a student’s attitude, work and progress relative to ability and achievement (i.e. in the light of MidYIS, YELLIS or ALIS forecast grades and scores, assessing progress relative to potential)

•

comment on current difficulties based on the full period since the previous written report

•

suggestions for further development

•

strategies for further progress

In addition, staff are asked to: •

use the students’ “preferred names” as found on the school database

•

follow department guidelines on the matters which require a comment in every report

•

omit statements referring to the programme of work and general ‘padding’.

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•

Re-read reports to check that the language flows and that the English is accurate and easy to read. As author, it is your responsibility to ensure that the text is carefully proof-read and corrected if necessary. Please remember to use the English (U.K.) dictionary.

•

Write genuinely individual reports. “Cutting and pasting” is not acceptable.

The table of information on the next page is published to parents. Please use this as guidance to inform the grades you use.

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Table of grades used on reports (including interim reports) Year

Effort

Attainment/Examination Standard

7- 9

Three levels of grades can be

A 5-point scale will be used.

awarded: 5 – (E) - Excelling •

•

•

Effort has been below expectations over the last reporting session Effort has been meeting expectations over the last reporting session Effort has been exceeding expectations over the last reporting session

4 – (VG) - Very Good 3 – (G) - Good 2 – (M) - Moderate 1 – (C) - Cause for Concern Whole School descriptors are available below.

10,

As above

11

Grades are to be awarded in line with the grades that will be awarded in the end of Year 11 final exams. Hence if your subject is on 9-1 grades you will award in this way and if you are still on A*- E then you will award in this way. Grades will be awarded based on the current performance of the student and the level they are working at, in addition a projected will be required from the end of the autumn term in Year 10. This will be different for each subject as some subjects are building (Maths, Languages etc), whereas others are taught in blocks (Sciences – topic at a time that does not link to other topics) so the top grades will be attainable at different stages over the two years.

12,13

As above

Students in KS5 will be graded A* - E on all their reports and these grades must reflect their performance at the time of reporting. Once again, as with KS4, different subjects cover the course in different ways and hence the ability to achieve the top grade will happen at different times.

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Attainment Grade Descriptors Year 7-9 Ex

VG

G

M

C

Excellent. An exceptional and outstanding level of achievement. Strong knowledge and skills base of topics and relishes applying this to unfamiliar situations and to topics outside the syllabus. Grasps concepts quickly and independently. Shows unusual flair, imagination, originality and interest in subject.

A very good standard, which should be regarded as a high level of achievement. Strong knowledge and skills base which can be applied to unfamiliar situations. Grasps concepts quickly and can explain these to others. Shows interest and imagination in the subject, revealing independent ideas.

A good standard, which should be regarded as a pleasing level of achievement. Good knowledge and skills base which can be applied to familiar tasks. Grasps concepts quickly once explained. Shows interest in the subject and is receptive to new ideas.

Moderate. A standard which may reflect ability or which may be a cause for concern. Some gaps in knowledge and skills base. Difficulty in grasping some concepts and applying them in unfamiliar tasks. Work can lack details, development or understanding.

A standard which gives cause for concern. Significant gaps in knowledge and skills base. Difficulty grasping concepts and applying them in unfamiliar tasks. Work lacks detail, development or understanding.

More about attainment grades: At each reporting session, the number of grades awarded should be approximately in the following proportions in Year 7 – 9.

Grade 5: 15% Grade 4: 35% - 40% Grade 3: 30% - 35% Grade 2 and 1:

No more than 15% of students in each subject area to attain this grade Grade 4/3 should reflect the majority of the cohort and hence approximately 85% of the Year Group could achieve these grades.

No more than 10% of students to achieve these grades – any student gaining these grades must have a chain of evidence behind the grade and the Tutor and parents must already be aware of actions.

As some departments use specific criteria based assessments it is appreciated that these percentages will not always be ‘spot on’ but departments in these situations must liaise with the academic SMT team.

Tutors’ Reports Tutors comment on the ‘whole person’, summarising: •

Academic progress and achievements since last report

•

Specific targets relating to academic performance

•

Participation and successes in enrichment and co-curricular activities 62 | P A G E

•

Attitude and behaviour (only if a comment is needed)

Tutors make the final comment on reports.

Subject to the constraints of the reports timetable, Tutors discuss reports with tutees once the reports have been finalised and are ready for posting as notified by e-mail but not before.

Processing of reports •

After subject reports are written an electronic copy of each student’s report is accessed by their tutor.

•

Currently, HoY analyse the data and feed information to Tutors and SMT.

•

Corrections made by a separate team.

•

Tutors write tutor reports and mark them as complete in iSAMS.

•

HoY and SMT see groups of students to intervene and congratulate.

•

SMT and HoY send postcards home for high achievers and most improved.

•

Reports are sent home and a copy given to the tutor for their records.

House Records HoH maintain House records, which provide useful information about involvement in House, sporting and other co-curricular activities. Tutors are asked to keep a watchful eye on what their tutees are doing, and to ensure that every student makes the most of the full range of opportunities. Tutors must ensure that House records are correct and fully up to date at each reporting stage.

Headmaster’s Review of Reports The SMT, led by the Deputy Head (Individuals) and Senior Tutors also identify students who seem to be under-achieving or under-performing. These students are seen by Senior Tutors at regular reporting sessions to review their work and to agree future targets. A letter is sent home to let parents know this meeting is happening and Tutors contact home to discuss the meeting with tutees parents, providing guidance to SMT/Sen Tut in advance of the meeting if necessary.

Weekly Reports As mentioned in the Behaviour and Sanctions section above, Tutors use Weekly Report with their tutees as a means of setting targets in relation to an issue that needs to be addressed. Examples would be poor work or concentration in lessons or a patchy homework record. The student’s response is then monitored on a lesson by lesson basis. Tutor and parents monitor progress week by week. The aim is for the student to put matters right and be praised for it.

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Interim Report Grades You need to enter grades (and a comment if clarification is required – for a 1/2 grade for attainment or an effort grade of below) on-line for the students in your teaching groups by the deadlines specified.

Tutors must follow up low effort or achievement grades or a shift downwards in effort or achievement. Students with a significant shift in a ‘downwards direction’ or a continuing picture of underachievement or low effort are seen by the Deputy Head (Individuals) or a member of their team to discuss and agree targets. Students will be referred to Senior Tutors if there appear to be external factors affecting performance.

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The School Year: Events and Occasions Speech Day and Distribution of Prizes Speech Day is an evening occasion held early in the Autumn Term and is usually held in the Concert Hall at the Royal Centre at 18:45. All members of the School in Year 7 and above are obliged to attend.

All members of staff are expected to be present by 18:30, on duty either with their forms (who sit in specific blocks), or as directed by the Deputy Heads. Form Teachers are asked to check attendance, and to report absentees to the relevant Head of Year. Invitations can be issued to staff guests, who are most welcome.

Sports Day Sports Day is a major House competition which takes place early in the Summer term.

The Director of Sport is the organiser, and he is in charge of all arrangements when lessons end. Attendance is compulsory for all required students below the Sixth Form.

Please undertake duties as requested.

Founder’s Day Founder’s Day is celebrated on the Saturday closest to the Feast of the Translation of St Richard of Chichester (June 16th), in accordance with the Founder’s ‘ordinances or regulations for the proper conduct of the School’. The occasion is marked by a morning service in St Mary's Parish Church attended by the whole school community of governors, staff and students, along with dignitaries symbolising the ancient links the School has with the Crown, the City and the Church. Parents are encouraged to attend. Guests return to School for the ancient ceremony of Bread, Cheese, Ale and the distribution of money to certain people taking part in the service.

Parents' Evenings Parents' Evenings are held for each year group. We expect you to be available from 16:15 until 19:45 if required. All appointments are booked electronically by parents.

Please contact a student’s Tutor if you wish to see their parents and the student has not set up an appointment with you. Some parents’ evenings are remote for each year group. We expect you to be available from 16:15 until 20:45 if required, with appropriate breaks.

Students in all year groups are invited to attend appointments with their parents, and you should encourage this (and their contributions during interviews) unless there is a compelling reason for the student to be excluded from the discussion.

If parents are awkward or want to address issues other than their child’s progress please refer them to the duty member of SMT. Tutors should advise the Deputy Head 65 | P A G E

(Academic) of any academic issues regarding teaching and learning which require further action.

Practical arrangements: The Assistant Head (Director of Studies) allocates locations for staff to use. If you are based in a classroom or office, please display your laminated name plate on the door and remove it at the end of the evening. Please place four chairs outside your door for parents who are waiting to see you. Make sure that there are no confidential documents relating to students visible to parents.

Food is provided for staff in the Common Room kitchen on an informal shift system from 16:30 to 19:00.

New Parents’ Welcome Evening A New Parents’ Welcome evening is held in June/July for parents of new Year 7 to 10 before students enter the School in September. This provides a good opportunity for parents to meet their child’s Tutor, Head of Year and Form Teachers, and to learn more about some key aspects of the School.

All Tutors (Y11-13) must attend the Y12

Supporting Success evening in September.

Leavers’ Evening Towards the end of the summer term we arrange an early evening event for Year 13 Leavers and their parents.

This provides an informal opportunity for Tutors, Form

Teachers and other staff to say goodbye to the families and wish them well for the future as part of our ‘Community for Life’ initiative. All academic staff should attend this event.

Open Day Open Day is held on a Saturday morning early in the Autumn term. It is primarily intended for the parents and families of prospective students, but others interested in the School are welcome. All departments and extra-curricular groups set up exhibitions and displays of work done.

There are also many events and active

demonstrations - sporting, dramatic, musical and so forth. All staff are expected to take an active part in the proceedings of this important occasion, and to encourage student participation wherever possible.

School closes for all students across the school by 12:40 on the Friday before Open Day, to allow staff time to finalise displays, demonstrations etc within their departments. A Library supervision facility is made available to students in Year 7 to 10 on the same principle as with Speech Day.

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Entrance Procedures We aim to take 120 students into the five Year 7 forms each year, half from our Junior School and half from other schools. All candidates sit a competitive "11+" examination (English, Mathematics and Reasoning) in the January of their year of entry, followed by interviews and supplemented by reports from their present schools if available.

You may be asked to invigilate or mark papers, and your co-operation with these important tasks is much appreciated.

Fee-paying places, Nottingham High School Bursary-Assisted Places and non-meanstested Scholarships are all allocated on the basis of performance in this examination.

We welcome ‘over-age’ applicants. Interviews are held with the Headmaster and the Assistant Head (Individuals (11-13)) or Deputy Heads, depending on their year of entry. Depending on their school record applicants may be offered unconditional places or places conditional on GCSE grades.

Colleagues interested in further details about entry arrangements may should contact Admissions.

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Staff Duties Introduction We cannot over-emphasise the importance of staff duties and the way in which they are carried out. The safety and wellbeing of the students is paramount and therefore duties must be conscientiously performed. Students’ behaviour is likewise much more restrained if they know that all members of staff are alert at all times. With this in mind please ensure that duties have your full attention during their full duration.

Each day of the week has a Head of Year or Assistant Head of Year as Duty Supervisor, and members of the teaching staff undertake a regular weekly duty on a rota which is published by the Deputy Head (Individuals). Please consult the lists of duties posted in the staff room; our aim is to make the school run smoothly. There are separate rotas for School Detention, Headmaster’s Detention and Games Buses.

In some areas of the School, the Assistant Head (Individuals) works with the School Officers to prepare Sixth Formers to “meet up with the teacher on duty and work together”. Co-ordinated joint action, especially where the area to be supervised is large (for example outside the buildings) or has trouble hot spots is much more effective than separate but random patrols. It is therefore very important that when you are on duty you liaise actively with the duty Sixth Former(s) and ensure that they have a clearly-defined role.

Indoor Duty All staff have a responsibility for indoor duty. Noisy or boisterous behaviour is not allowed; neither is running nor chasing in corridors. Eating and drinking are banned inside the buildings, except in the Dining Hall and for Sixth Formers who may eat and drink in the Sixth Form Centre. All rooms should be left clear and tidy at the end of breaks; intervene and supervise a clear-up when necessary. On days when the great majority of students are outside please include supervision of the quadrangle, front lawns and south (War Memorial) side of the main building in your rounds.

Outdoor Duty One teacher should be in the Playground at all times. No rugby balls or non-spherical balls are allowed in the Playground. Games are to be played on an East-West axis; any games which are over-boisterous or which might cause injury to participants or bystanders should be discouraged. Ball games are not allowed anywhere except the Playground, including the front lawns.

Please keep a lookout for litter, particularly in areas where students congregate to eat 68 | P A G E

packed lunches, and organise a clear up if necessary. Send students to their lessons five minutes before the end of break with the warning bell.

Dining Hall Duty Staff should arrive for the first session at 12:40 promptly and prevent entry by any students or groups not on the designated Year Group rota.

One teacher supervises queuing and the behaviour of students moving through the Servery. He/she needs to be stationed where the queue enters the Servery.

In

addition, students must not be allowed to enter or leave the Dining Hall through the internal double doors that lead to/from the Playground. The second teacher should monitor

behaviour

in

all

other

parts

of

the

Dining

Hall.

One teacher supervises the Grab ‘n’ Go queue and tables, ensuring chairs are put back and litter is removed. Any incidences of theft should be reported to the Deputy Head (Individuals).

Hospital Escort Duty Any staff who are not teaching may be asked by the Deputy Head (Individuals) to escort injured or ill students to the QMC should the School Nurse consider this necessary. You should travel with the student by ambulance (if one has been called) or by taxi. In the extremely unlikely event you are transported a student in your own car, the car must carry business use insurance and a second adult must be present.

On arrival at the QMC you must stay with the student until their parent/carer arrives, or until another member of staff relieves you. If you are expecting to stay at the hospital for a significant amount of time, please contact the Deputy Head (Individuals)/School Nurse who will arrange for another member of staff to be sent to take over.

Lunchtime Detention Duty Lunchtime

Detention

(LD)

is

held

daily

from

12:40

to

13:20

in

W16.

You will find the list of students in LD on iSams; please use this as a register during the detention. Add details for any extra students who turn up (this may well happen) on ISAMS.

All students should know what work they have to do; this is specified both on their detention ticket and on your list. Insist on silence and a formal atmosphere throughout the detention period.

School Detention Duty School Detention is held in Room W16 on Tuesdays and Thursdays from 16:15 to 17:00.

You will find the attendance register on iSams and please complete it. Absentees with 69 | P A G E

be identified by Student Services and inform the Assistant Head (Individuals 7-10) of the outcome.

All students should know what work they have to do; this is specified both on their detention ticket and on your list. Insist on silence and a formal atmosphere throughout the detention period.

Collect work at the end and return it to the colleagues who set the detentions.

Academic staff run this detention on a rota.

Headmaster’s Detention Duty Headmaster’s detention is held on most alternate Thursdays from 16:15 – 18:00 and is supervised

by

a

member

of

SMT,

Head

of

Year

or

Senior

Tutor.

Headmaster’s detentions have to be issued before 13:00 on the preceding Monday and only after discussion with the Deputy Head (Individuals).

The detention is held in the Meeting Room at Reception unless a different arrangement is made.

Insist on silence and a formal atmosphere throughout the detention period. Record any absences on iSams. Collect and return work to the Deputy Head (Individuals), who interviews all students in Headmaster’s Detention at 08:30 the following morning, or as soon as possible thereafter.

Games Bus Duty Special buses are used to transport students to Valley Road and Highfields daily except Mondays (see 'Games' paragraph above for details). A member of staff is required to travel in each bus on both the outward and return journeys, and the Director of Sport publishes a termly Bus Duty rota on the staff room notice board. If you are on duty, please be at the correct departure point at least five minutes before the bus is due to leave and supervise orderly boarding. A bus must not travel without a member of staff on board.

Staff Protocols for Games Registration and Duties Period 3 Games; •

Bus duty staff will register students by House in the yard before departing for the games venues.

•

Students to line up in alphabetical order to register.

•

Staff to use own device or registration ipad.

•

Walk students round to buses on Balmoral Road for Valley Road at 11.30.

•

Buses for Highfields leave Forest Road East at 11.30.

•

At the field, supervise unloading of the bus.

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•

Non bus duty staff to encourage students to change quickly and ensure there is no disorder in the changing rooms before activity and after activity.

•

It is important that we get the students through the changing rooms as quickly as possible so that we can make a prompt start on the pitches. Directors of Sports will liaise with ground staff to ensure equipment is ready for each session.

•

Return journey, supervise students unloading the bus at gates.

Protocols for Games Registration Year 10.

•

There are staff on bus duty.

•

Students to line up in Yard in alphabetical order in Houses at 13.30.

•

Bus duty staff to register Houses. Registers in the following names.

•

Staff to use own device or registration iPad.

•

At the field, supervise unloading of the bus.

•

Non-bus duty staff to encourage students to change quickly and ensure there is no disorder in the changing rooms before activity and after activity.

•

It is important that we get the students through the changing rooms as quickly as possible so that we can make a prompt start on the pitches. Directors of Sports will liaise with ground staff to ensure equipment is ready for each session.

•

Return journey, supervise students unloading the bus in bus lane.

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Wednesday Games. ·

Valley Road and Highfields Students to proceed to Yard at 13:25 to be registered, by year and games group then board buses.

·

Bus duty staff to electronically register on own device or on registration ipad before leaving the site.

Other Games groups to be registered by year group and activity before leaving the school premises. ·

Staff can still update school by phone if students turn up late.

Exeat pupils, those off games? Still see Assistant Head (11-13) prior to games who will let Student Services know who is excused.

Registers published on isams as assigned to staff by DoS.

Bus Duty – usually support staff 1. Before you set off for bus duty please either collect a mobile from Reception or hand in a note of the phone number that you will be using. Aim to be at the Balmoral Road end of Baker Street by 16:00.

2. A member of the NGHS staff will have supervised the arrival of the buses at 15:55 approximately, and should have ensured that the front bus parks as near to the Balmoral Road entrance as possible. This should enable all buses to park within Baker Street itself.

3. Make contact with the member of staff from NGHS when you arrive, and supervise the students at the Addison Street end of Baker Street.

4. Junior School students, (girls and students), board the buses first, and should be on the buses by 16:00.

5. Urge all the students to board the buses quickly, in an orderly fashion. Please do not hesitate to go on the buses and instruct the students to sit down, and to make room for others to sit down as well.

Periodic reminders about behaviour

on individual buses are essential.

6. If possible, make students waiting for a bus that has not yet arrived form an orderly queue.

Do not allow them to cross Baker Street, nor wander into

Addison Road; both activities are very dangerous!

7. On Tuesdays and Thursdays the bus will deliver students from Valley Road or the Bus Lane at 16:00 or thereabouts. Do not allow the front bus to leave until the Valley Road students have arrived. The earliest time for any bus to leave is 16:10.

8. If you need help, for example because potential troublemakers are in the vicinity, call Reception (0115 978 6056) and ask for the Deputy Head (Individuals) (07787 568368), the Deputy Head (Academic) or the Headmaster.

9. Do not leave the Bus Lane until you are satisfied that all buses have left.

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10. If a student misses their bus, escort them to Reception for their parents to be contacted. The receptionist will advise on collection arrangements, if required.

11. Return the mobile phone to Reception before you leave School.

If a bus is significantly late: 1. Contact Reception and find out where the bus is.

2. If a bus is delayed by more than twenty minutes after its expected time, call together all the students who are waiting for it.

3. Tell all those students with mobile phones to telephone the parent who usually meets them from the bus or is at home waiting for them to say that the bus has not arrived and therefore they will be late home.

4. Ascertain the names of those students who do not have mobile phones, particularly the names of students in the Junior School, and pass them on to Reception, asking the Receptionist to contact parents and let them know the bus has not arrived. This must be done before 17:00, when the Receptionist goes off duty.

5. When the bus arrives, instruct students with mobile phones to contact parents again, to let them know their revised time of arrival at their bus stop.

6. Contact Reception, so that the Receptionist can contact any parents not contacted directly by the students themselves. If the bus arrives after 17:00, you may have to ring some parents from the bus duty mobile phone to update them.

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Visits and Visitors Off-Site Visits Many trips are arranged during the course of the year, for the benefit of our students in the broadest sense.

Organisers must be aware that it is only possible to offer school subsidies to trips that are an integral part of the curriculum. You must check with the Director of Finance and Operations if you are unsure whether a subsidy can be applied to a specific trip.

All subsidies for curriculum-based trips must be budgeted for as part of the annual budgetary process and such curriculum trips must have been agreed at the budgeting stage with the Deputy Head (Academic).

The Educational Visits Coordinator (EVC), Richard Alexander (Assistant Head Cocurricular) and the Headmaster are responsible for the Off-Site Visits handbook. This book contains a wealth of highly practical advice as well as full details of the procedures that must be followed by all involved in organising/accompanying trips.

Copies are available on the school website.

Other relevant documentation includes the Minibus Driver Handbook (see below) and the Nottingham High School Policy on Alcohol, Smoking, Drugs and Substance Abuse (available on the School website).

Consult EVC if you are uncertain about any aspect of organising a visit or trip involving students, including risk assessments.

Please note that the School has a duty to ensure that staff organising and accompanying trips are appropriately qualified and experienced. All are required to complete an off-sites visits Staff Record and to keep the record updated on an annual basis.

In addition: 1. SMT must be consulted before off-site activities are arranged, except for matches published in the Calendar.

2. Please consult all colleagues and HoDs likely to be affected, and check the full version of the calendar and school website. Discuss your proposals with the Deputy Head (Academic) at a very early stage if you find that the activity you are planning is likely to cause disruption to others during school time.

3. If your proposed trip/activity supports delivery of the curriculum the proposal must be discussed with the Deputy Head (Academic) to show how the visit meets schemes of work outcomes.

74 | P A G E

4. Brief the Deputy Head (Academic) and Assistant Head (Co-Curricular) on any likely clashes or conflicts of interest at the time you make your request.

5. Tell students to ask the staff who would normally be teaching them for permission to miss lessons. This simple courtesy is invaluable to colleagues whose lessons are affected.

Make sure students fully understand that the highest standards of behaviour are required on school trips, and insist that these are adhered to. Disciplinary issues, particularly on residential trips, should be dealt with at the time of the incident, see under ‘Conduct of disciplinary investigations.

School Minibuses All minibus drivers must comply with the Minibus Driver Handbook. Copies are available

in

the

Transport

area

in

who

will

advise

on

any

concerns.

Administrative and practical arrangements for school minibuses are organised by the Operations Officer and it is important that all users follow their instructions. Be sure to book minibuses well in advance.

All new members of staff who are likely to drive a minibus for any school activity should provide the School with a copy of their driving licence and sign an annual declaration form to keep on file. This will ensure that all drivers are added to the School’s Insurance Policy.

There is a lock box which is located directly below the CCF HQ with a coded lock. Use the

code

C3670Z

and

turn

the

handle

clockwise

to

access

the

box.

Paperwork and keys should be collected and returned to the lock box on completion of your journey.

Visits to School by Foreign Students Every year, several of our students take part in exchange visits with students from other countries. Some are in school-to-school exchanges, some are arranged individually through the Modern Languages Department, and some are arranged privately, often through Dragons International or the Agence Internationale des Jeunes. Usually they accompany their partner to their school as part of the general educational programme of such an exchange. It is only a matter of courtesy that we should reciprocate. There is an educational advantage to be gained by the wider school community as well as by the individual.

Whilst all necessary safeguarding

arrangements must be in place for the hosting of foreign students by families, no special arrangements need then be made for their visits into School, as the essence of the exchange is that the guest experiences the life of their host. If there are problems, they should be addressed to the appropriate Head of Department (French, German or Spanish) in the first instance.

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Visitors (See Visitors and Visiting Speakers’ Guide).

All visitors, including staff and students visiting from other schools, are expected to wear the badges held at Reception. They are also expected to read the Safeguarding and fire statements and sign to say they have done so.

Speakers on

those interacting with children must be vetted recorded via HR.

Intruders on Site Please note that in dealing with intruders it is essential that common sense is used and that you do not put yourself at unnecessary risk. Enlist the help of others if in doubt.

Who should act?

•

A junior student (or any other person if the perceived level of threat is unacceptable) must always report an intruder’s presence immediately to a member of staff.

•

If a senior student (Year 11 or above) or member of staff identifies a stranger on site he/she should (if they feel that the presence is non-threatening) politely ask the stranger what his/her business is, and then ask the person to accompany them to the Security Team in the Cabin on Waverley Mount.

Action to be taken – intruder still on site: •

Should the intruder(s) decline to co-operate with a request to leave the site, you should report his/her/their presence immediately to the Security Cabin and to either the Estates Manager, Operations Manager or Director of Finance and Operations (or other SMT member if neither is available). Please take careful note of the intruder’s personal appearance and their location to pass on.

•

Phone number for security cabin (emergency use only) is extension 138.

•

The Security Team will contact the Caretaker on duty who will, in conjunction with the Estates Manager, Operations Manager and/or SMT member, return to the location and investigate the matter.

•

Should the intruder still decline to leave, the investigators will announce that they will be informing the Police immediately and telephone 999 in the intruder’s presence.

Action to be taken – intruder has left the site: •

Report the matter immediately to the Security Officer

•

The Security Officer will ensure that all the gates on the site are secure, report the incident to the Estates Manager and then telephone the Police to report the incident (should he feel that the seriousness of the situation merits it – for example if the intruder is still in the vicinity).

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•

The Security Officer will ensure that caretakers are fully aware of the incident so that they can follow it up with the Police (if they have been alerted but do not respond until later), and also that caretakers are alert to possible further intrusions after hours.

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School and Staff Development The School Development Plan The School Development Plan is updated every three years and is discussed in detail by the Senior Management Team before a first draft is prepared by the Headmaster for presentation at Governors' School Committee.

The resultant second draft is then made available to all teaching staff for the Staff Meeting at the beginning of the relevant academic year. Any further modifications are then incorporated into the final version that is presented to the School Committee in November as part of the Headmaster's Annual Report to the Governors.

Appraisal Everyone will be appraised every 2 years.

The appraisal process is developmental. The purpose is to support staff in their careers and provide targeted support and training. Further information will be available on the shared areas.

Although appraisal is separate from the threshold scheme, eligible staff may consider working on targets which would be appropriate for considering the award of threshold along with their appraisal targets.

Mutual Observation of Lessons and Learning Walks of Departments The School encourages both inter- and intra-departmental mutual observation by staff as part of continuing INSET and personal development. Staff should act as both observers and observed. Usually a focus will be determined by the observed teacher, although an observer may simply wish to watch as a learning exercise.

This process is not linked to appraisal. It is a training process and should be seen as an opportunity, in a non-threatening situation, to hone teaching.

The Deputy Head (Academic)/ Assistant Head (D of S) / Lead Teacher (QA) will undertake learning walks of departments throughout the academic year. Again, this process is not linked to appraisal and should be viewed as a way to ensure consistent approaches to teaching are evident across all departments.

In-Service Training Several days are set aside for in-service training every year. Some time is allocated for talks and discussion of general issues in education; the programme also includes meetings in departments and for groups of staff. In addition, INSET training is provided in the twilight inset programme.

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We also encourage you to attend courses and undertake training to help you further your career, often in support of appraisal targets.

The Deputy Heads’ PA at the Senior School makes all course and travel bookings related to INSET, upon completion of an electronic INSET form.

The Governors will consider applications for financial assistance with the cost of other courses (such as higher degrees), on the basis of merit and value to the School. The Deputy Head (Academic) passes details of subject-specific courses to the relevant Heads of Department. Details of more general courses can be obtained from the Deputy Head (Academic) on request.

Warwick Group The HMC Warwick Group exists for the exchange of information and ideas between a number of comparable schools in the Midlands. Current members are Nottingham High School, Bablake School (Coventry), KES Birmingham, King Henry VIII School (Coventry), Loughborough Grammar School, Solihull School, Warwick School and Wolverhampton Grammar School.

Regular meetings are held for Headmasters, Deputy Heads, Curriculum Development, ICT, Heads of Department, Junior Schools and Headmasters’ PA/EAs. Other meetings are arranged on an ad hoc basis.

The Head of Department at the host school is responsible for making arrangements, but if a meeting is being organised here the Headmaster issues the invitations. The Deputy Head (Academic) and his PA coordinates these events, including the booking of facilities and catering.

LIDS Group The LIDS (Large Independent Day Schools) Group exists for the exchange of information and ideas between the Heads of comparable schools throughout the country. Current members are St Paul’s, Dulwich, Highgate, KCS Wimbledon, Haberdashers’, Merchant Taylors’ (all London), Nottingham High School, KES Birmingham, Bristol Grammar School, Manchester Grammar School, Magdalen College School Oxford, RGS Newcastle, Bolton School and Bradford Grammar School.

Meetings are held twice a year, and the Headmaster will be pleased to take items of concern / interest to these meetings from Heads of Departments. LIDS Deputy Heads meet annually.

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Mentoring for ITT Students The School offers places for initial teacher training from time to time. The Assistant Head (Director of Studies) co-ordinates arrangements and set up programmes for students on school experience and teaching practice.

Induction of New Staff The Deputy Head (Academic) with the Assistant Head (Director of Studies) is responsible for induction procedures for all teaching staff in the Senior School.

Between appointment and the beginning of teaching, all new members of the teaching staff visit the School for a day during term time and have the opportunity to: •

meet their Head of Department (a new HoD will meet the Deputy Head (Academic))

•

meet the Deputy Head (Individuals) & Deputy Head (International & Strategic Projects)

•

meet the Headmaster or Deputy Head (Academic) again

•

meet the Lead Teacher (Teaching and Learning)

•

meet the Assistant Head (Co-Curricular) to discuss trips and extra-curricular activities

•

visit IT to ensure the AUP is signed and passwords created

•

familiarise themselves with the school’s pastoral structures.

In addition, Early Career Teachers (ECTs) are encouraged to visit the School for a two day period, during which they not only have the opportunities outlined above, but also time to consult their Head of Department and colleagues on the preparation of lessons and materials.

All new members of staff should have access to the school and their departments outside the normal working day / during the holidays to make necessary preparations.

All new members of staff should receive the following written information before their teaching duties begin: •

written job description issued with contract

•

Handbook for Teaching Staff for the current year

•

Guidance on the website locations of school policies

•

Departmental Handbook and schemes of work

•

Information about equipment and resources available

•

Personal timetable (or teaching allocation)

•

Information about forthcoming School events, such as Speech Day, staff social events, and extra-curricular activities.

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NQTs: When a newly-qualified teacher (known as an Early Career Teacher) is appointed, the Assistant Head (Director of Studies) and Head of Department (or Departmental Induction Tutor*) will ensure: •

a close match between their NQTs qualifications and their teaching commitments

•

a teaching timetable (including timetabled games) of not more than 36/50 periods per fortnight

•

a balanced timetable, with careful introduction to difficult groups

•

programmed consultation time with the Deputy Head (Individuals) and Induction Tutor

•

systematic procedures for classroom observation, assessment and appraisal

•

involvement in whole school issues (such as PSHE)

•

ready access to professional support when required.

*The Departmental Induction Tutor need not necessarily be the Head of Department but will have responsibility for giving the ECT help and guidance.

Careful

consideration will be given to the person most suitable to fulfil this role.

In conjunction with the Departmental Induction Tutor, the Assistant Head (Director of Studies) will also ensure that the NQT has: •

a planned programme of teaching and support including coverage of the Early Career Framework*

•

advice concerning teaching performance

•

advice concerning preparation and marking

•

regular and frequent opportunities to discuss progress and problems

•

opportunities to learn from more experienced colleagues (not necessarily only those within their department) by observation and working alongside them in the classroom.

•

an action plan based on their Career Entry Profile (if they have one).

*The planned programme of support will be structured, (though flexible and tailored to meet individual needs), and should ensure: •

reasonable access to the Departmental Induction Tutor - both timetabled and as the need arises before and after school and at break times

•

reasonable access to the Lead Teacher (T&L)

•

the ECT assimilates the ethos and values of the school

•

the ECT is kept up-to-date with new information and developments in school policies

•

the urgent addressing of queries and problems

•

liaison with other members of staff

•

anticipation of ‘new’ experiences - such as Parents’ Evenings, Year 7 New Parents’ Meeting, off-site visits

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•

monitoring of the ECT’s development and encouragement towards further training

•

use of lesson observation to support development

•

accurate and fair recording of lesson observations and formal discussions

•

plenty of informal contact, listening, and encouragement

•

the ECT identifies strengths as well as areas for further development

•

the ECT’s sense that what they have brought to the school is unique and will enhance the experience of students and colleagues alike.

Induction Programme for new academic staff There will be an induction meeting before the start of the Autumn Term for all new academic staff. Safeguarding, ISAMS, key teaching and learning information and other details will all be discussed during this morning. The session will be run by the by the Assistant Head (Director of Studies). At this meeting, new teaching staff will be issued with their school laptop.

As part of the induction programme, the Deputy Head (Academic) and the Assistant Head (Director of Studies) observe all new staff teach during their first and third term (if possible) at the School as part of the Quality Assurance programme which is led by the Lead Teacher (QA).

Facilities and Resources Lecture Theatres All facilities have ab occupancy limit. Check with Bookings in advance. Staff can book

the

large

and

small

lecture

theatres

via

the

Operations

Officer

(bookings@nottinghamhigh.co.uk). The large lecture theatre (LLT) has a projector, projector screen, video/DVD/CD player, PC, OHP and surround sound; the small lecture theatre (SLT) is similarly equipped but with the addition of an interactive whiteboard.

The Founder Hall The Founder Hall is the main base for curriculum drama. The Head of Drama must be consulted before the Theatre Technician is asked to make and record any bookings for the school day.

Information required includes: •

date and time

•

requirements for stage

•

requirements for caretakers (chairs, air circulation system etc.)

•

any special arrangements for access to the hall

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Requirements must be clear and unambiguous. You must book time for setting up and clearing away.

Bookings outside the School Day are made by the Operations Officer, Katy Wedderburn, who co-ordinates these bookings with the Theatre Technician.

The Library The Library is open from 08:00 till 16:00 on school days and its purpose is to provoke intellectual curiosity as well as to provide the resources needed for examination success. Please do all you can to encourage students to make use of all the resources available.

The Library is well-stocked with books relevant to all school subjects and a wide range of other material, including daily newspapers, a variety of magazines (covering sports and hobbies as well as current affairs), DVDs and items relating to Careers. Wireless laptops are bookable at the main issue desk. The range of fiction in stock is very wide, and reading-lists are produced as part of a continuing campaign to encourage students

to

cultivate

the

reading

habit.

The Library staff are always pleased to help in any way, and to receive suggestions for additions to the stock; in this context they have easy access both to information about books in print and to efficient suppliers.

Administrative Support for Teaching Staff Contact student services for administrative support.

Reprographics The reprographics room is equipped with a wide range of facilities for the publication of teaching materials.

In requesting copying you must stay within the Law. Under the terms of our licence some material (copyright music for example) cannot be copied legally. The general limit is that a class set of copies from a published source must not exceed 5 per cent of the total (e.g. 5 pages from a book of 100 pages). It is illegal to make one set of copies one day and request a further set of a different extract from the same book on a later occasion.

Staff Photocopiers and Printers Printers/photocopiers are available at various location around the school and work on 5-digit pin that can be used on any of these devices in order to release printing/undertaken photocopying. Please note the following points: 1. Print Code: As part of the setup process, all staff will receive an email from Papercut providing a 5-digit print code. This is unique to you and please do not share it with anyone else. If you lose it, or suspect someone else has discovered it, please let IT know.

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The code provides you with access to the copies themselves: you can release your printing, copy (in colour and black-and-white), and scan to your own email address. Posters have been placed at each copier location to help guide you.

2. A laptop update is required. Before you can print, your laptop will need to download and install a piece of software from the network.

This will happen automatically, but until it completes, when you log in you will see a message telling you the client software is missing and you will be unable to print.

If you’ve seen this already, don’t worry, it’s to be expected. Your laptop has had a summer holiday just like you, and will take an hour or two to catch up with its updates and so on. To help ensure the process happens as efficiently as possible, please ensure your laptop is plugged into the mains (so it doesn’t go to sleep) and that it has been restarted since you arrived back on-site.

If you’re not seeing this message at logon any more, you are good to go.

Printing can be sent to either CopierMono or CopierColour (depending if you’re printing in black-and-white or colour respectively) and collected from any of the copiers around the site with your print code.

Staff ICT Facilities All

teaching

staff

are

issued

with

a

wireless

laptop.

As a condition of using school computers you must read and abide by the Acceptable Use Policies for IT A copy of this will be sent to you as part of new starters paperwork and all teaching staff confirm receipt and acceptance of the policy. This is a condition of using the staff ICT facilities.

Please keep non-school use, especially of the Internet, to a minimum.

Accessing ‘My Documents’ from home and Office 365 Access to personal files and folders from the ‘My Documents’ area of the school network is via Microsoft Office 365 (www.portal.office.com). You should then enter the username and password which allows you access to our school network.

Telephones The school telephone number is 0115 978 6056 and the staff room extension is 139.

Please keep personal calls to an absolute minimum. Internal phone extensions are shown in Appendix 2.4; the corresponding direct lines from outside are accessed using 84 | P A G E

the code (0115) 8452 followed by the extension number, so, for example, 0115 8452 204 connects directly with the Deputy Heads’ PA.

Mobile Phones A mobile should be taken on all school trips, and (ideally) when you are off-site but may need to be in contact. These are requested through EVOLVE and IT Helpdesk will advise on availability and take bookings.

Address The postal address of the school is Waverley Mount, Nottingham NG7 4ED.

Stationery Supplies An initial supply of exercise books is issued from your department at the beginning of the School Year. Ring binders and lever arch files to standard specifications will be ordered by HoDs. The supply of all other stationery (paper, pens, staplers, etc.) is organised by Angela Manders in Reprographics (phone 226). Make sure that your order is written clearly and is signed by your Head of Department. Do not bypass this system by, for example, removing reams of A4 paper supplied to the staff room for photocopying and printing; this and similar actions merely inconvenience everyone else.

Recreation Members of staff are encouraged to use and enjoy the school’s sporting and other facilities. There are sessions for swimming, the fitness suite and five-a-side football, and others are arranged from time to time.

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General Information for Teaching Staff Information from the Director of Finance and Operations 1. All Staff Staff Employment Handbook (SEH) In addition to this Handbook of Working Practices for Teaching Staff, the School publishes a separate Staff Employment Handbook (SEH) which sets out the legal framework that exists between the School and its employees.

Insurance Employers’ Liability Insurance and school's Public Liability Insurance: All staff are covered while they are acting in an official capacity on behalf of the School.

Property (not otherwise insured) whilst on school premises or school organised trips belonging to staff and used for school purposes (excluding accidental loss or damage): Insured up to £5000 per person.

Property (including cars and personal

possessions) brought on to school premises: No indemnity against damage. School Accident Insurance Policy: Staff are covered throughout their period of employment at the school. Details of the cover and benefits may be obtained from the Director of Finance and Operations: Car use: The School holds occasional business use motor insurance. Please see the SEH for details.

Car Parking The School is extremely short of parking spaces. There is no contractual right to park on site and staff are encouraged, wherever possible, to consider other means of transport.

All

parking

on

the

school

premises is

on

a first-come first-served

basis.

Parking permits and electronic gate keys are obtainable from the Security Lead.

Permits

must

be

clearly

visible

through

windscreens.

Staff may park in marked spaces (but not outside them) in the following locations: •

The main car park accessed from Balmoral Road

•

Science Lane

•

Between the Founder Hall and West Block

•

Limited spaces are available in the carpark by the Junior School; the entrance to which is off Waverley Mount.

You must not drive faster than walking speed anywhere on school premises.

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Out-of-hours Access Please give the caretakers as much notice as possible if you wish to work in School beyond the hours shown in the ‘School Day’ section; routine access for Saturday mornings should be arranged no later than the preceding Wednesday. Duty Calendars are available on request from the Estates Office.

Maintenance, Caretaking and Cleaning Requests All requests for response maintenance, Caretaker and Cleaning support should be made directly through the on-line “Taskman” system. Please request access and instructions directly from the Estates Manager.

2. Information for Budget Holders Budgets Heads of Department and staff in charge of various other activities are responsible for preparing and submitting their budget for approval by the Headmaster, Deputy Head (Academic) and Director of Finance and Operations. The school’s financial year runs from 1 September to 31 August. Budget holders are asked to check cost reports as they are issued, and must inform the Accounts staff immediately of any transactions shown which do not appear to be correct.

Important Heads of Department are not authorised to spend more than the budgeted amount for a cost centre, for example, text books. Any overspend must be approved by the Deputy Head (Academic) before an order is placed.

Any expenditure that might result in the total Departmental budget being exceeded must be approved by either the Headmaster or Director of Finance and Operations before an order is placed.

For the avoidance of doubt, it is not acceptable for a Head of Department to use the savings from one account (eg, Text Books) to offset an overspend on another account (eg, Other).

Authorisation of expenditure Budget holders are responsible for all expenditure from their budgets. They must inform the Financial Controller of any other member of their department who is to be authorised to sign for expenditure, and a specimen of that member of staff’s signature will be required to authenticate such authorisation.

Ordering Supplies Budget holders are issued with order books to use when purchasing materials or services for the School. Orders should be sent to the Finance Team for processing, and the order number should be quoted in all subsequent correspondence. Please 87 | P A G E

avoid ordering by telephone; this sometimes leads to confusion even if an order number is quoted. Liaise with the General Office if rapid processing is required.

If, exceptionally, you need funds for an item supplied without an order (e.g. an inspection copy of a book), you may apply to the Financial Controller for a ‘miscellaneous payments’ cheque.

Information from the Deputy Head (Academic) Staff Dress All Staff Members of staff act as role models to the students and, when at work during timetime, should therefore be dressed in clothing that is appropriate for their role in a formal business environment or that which would be worn at a professional job interview. During school holidays smart casual clothing may be worn unless a uniform is required for your duties.

The School dress code applies on all days when teaching or that parents and students are in school during term-time. On INSET days if working directly with students the termtime guidance applies.

Given that we are working in a school setting we expect the same standards of modesty and smartness for staff as we would expect from our students. As examples of this, we expect that male staff will keep the top buttons of their shirts done up in any situation where pupils are present. Similarly, skirts and dresses should be of an appropriate length (covering at least the top half of the thigh when seated).

Smart casual clothing may only be worn in school holiday times.

Staff Participating in Sport PE and Games Staff are expected to wear the relevant NHS staff kit provided for practical activities.

Shorts and leggings are not appropriate for classroom teaching, assemblies or pastoral time. They may be worn in the Sports hall, swimming hall and at any outdoor sports venue. PE and Games Staff may wear shorts around School.

All PE staff are expected to wear business dress for formal occasions, assemblies (unless teaching period 1 when a tracksuit should be worn), including the beginning and end of term, parent meetings and concerts etc.

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Teaching staff taking games should change wherever practical immediately prior to their games session – where this is not practical they may wear the relevant NHS kit, to include a tracksuit.

School Trips, Non-Uniform Days & INSET Days For school trips, non-uniform days and INSET days appropriate casual clothing may be worn as long as it is suitable for wearing in a school environment in terms of modesty.

Exceptions There may be instances where injury precludes the wearing of, for example, appropriate footwear.

In these cases, staff should liaise with the Deputy Head

(Individuals) (Senior School) or the Deputy Head Pastoral (Infant and Junior School), who have responsibility for staff welfare, to discuss the appropriate adjustments to the dress code depending on the specific circumstances.

Ultimate responsibility for the interpretation of the dress code lies with the Head.

Staff Absence If you are ill or unable to attend School: 1. Email the Assistant Head (Director of Studies), Katharine Linton and Artie Smith between 07:30 and 08:15.

2. Phone or email your Head of Department. You should set work for lessons which have to be covered if at all possible.

You must consult the Deputy Heads well in advance if you wish to be absent for other reasons. Please obtain your Head of Department’s approval by completing an online absence form for the Deputy Head’s consideration. Use the same online form if you wish to apply to attend an INSET course.

For Fire Safety reasons you should inform the Deputy Head (Individuals) or Reception if you leave the school site before 16:00.

Lesson Cover School policy is that all lessons for Years 7 to 12 should be covered by a teacher when a colleague is absent and our aim is to cover Year 13 as well, if requested. In Year 13, specific work must be set at which the students can work independently if cover is not available.

Cover is arranged by in all subjects by the Cover Manager. The aim is that cover should be shared fairly by all colleagues, but subject specialists are assigned to cover lessons in their area where possible.

Except in the most extreme circumstances (e.g. serious illness or emergency) you are

89 | P A G E

expected to provide adequate materials for the colleague covering your lesson.

These must include: •

details of the work to be done

•

any resource materials required for the tasks to be completed

•

a list of the students in the class or set

•

homework details

Staff covering lessons should keep a register of those present, and must complete absence slips for period 4.

The Assistant Head (Director of Studies) keeps a record of all lesson cover that is organised, and is happy to discuss this with colleagues.

Bad Weather Routines In the event of bad weather, we publish our intentions for the day on the front page of the School website every morning at 06:30 and will also be communicated via the School Twitter account. Our decisions are based on a combination of Met Office forecasts

and

an

assessment

of

conditions

on

the

ground

at

School.

Once the School is declared open you should attend if at all possible.

If you unable to get to School, please contact the Deputy Head (Individuals) as early as possible on 0115 845 206 or by email.

School Policies All policies are available on the school website and all staff should familiarise themselves with the content of these. (http://www.nottinghamhigh.co.uk/about-us/school-policies)

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Emergencies Accident or Illness The School Medical Room is on the ground floor, west block, south-west corner; (see plan of the school).

The School Nurse is on duty from 08:30 to 16:30 on school days, and can be contacted direct on 207, mobile 07887 702636, or through Reception (dial 0 or 300).

The

Receptionists provide first aid cover in the Medical Room from 12:15 to 12:45, when Nurse is at lunch.

One of the following should be summoned if the Nurse is unable to respond: Keri Wardle (receptionist), Paul Spedding, Hollie Matthews Stuart Whitehead (teachers), Paul Allison, Angela Manders, (Student Services).

Accident Procedure •

An adult at the scene of an accident needs to make a quick assessment of the severity of the accident.

•

Small cuts and grazes occurring during a lesson can be cleaned and a plaster applied if the injury occurs in an area where there are first aid boxes e.g. Art, DT, Science, Swimming Pool, Dining Room and Sports Hall. This enables the lesson to continue with minimum disturbance to the teacher or class. However, the student must attend the Medical Room at the end of the lesson to have their cut or graze checked by the Nurse. Students who sustain an injury of this type at School outside lessons should be told to report direct to the Nurse.

•

Serious injuries are any that may require a qualified First Aider or medical attention. If an ambulance is required, the person who is with the casualty must call 999 and must be able to give the following information to the emergency services:

•

Contact phone number so that they can call you back

•

Location of the casualty: Nottingham High School, Waverley Mount, Nottingham NG7 4ED and name of specific building.

•

Directions on where the ambulance should park, which will depend on the location of the casualty. Directions to enter through the Forest Road East gates and to park at the relevant building are often appropriate.

•

Is the casualty conscious

•

Is the casualty breathing

•

What happened

•

What injuries or illnesses are known

•

If the person with the casualty is unable to make the 999 call, all the above information must be sent to Reception without delay. The Receptionist will then make the call.

91 | P A G E

•

The person making the call must send someone to meet the ambulance and escort the crew to the casualty.

•

Never leave the casualty alone.

•

Online Accident Report Forms must be completed for all injuries, including those incurred during Games, Fixtures and off-site visits. Use the forms kept in the large green first aid bags for any accidents or injuries that occur whilst away from School on sporting activities or School trips.

Illness Any student feeling unwell should be sent to the Medical Room accompanied by another who should be told to return as soon as the student is received by the Nurse.

If the Nurse is not in her room the escort should immediately contact Reception.

Any student having difficulty with breathing, dizziness, or feeling faint must remain with a teacher or other member of staff. A messenger should be sent to fetch the Nurse.

Reception should be contacted immediately if she is not in the Medical Room.

The School has three automated external defibrillators; one is kept in the corridor near to the Player Hall, one is at Valley Road and one is in the Swimming Pool Office.

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Fire Fire Risk policy The School’s Fire Risk Policy is as follows: •

To reduce the risk of fire as far as is reasonably practical.

•

To implement a system of early warning of the outbreak of fire.

•

To eliminate or reduce risks from dangerous substances by replacing with less hazardous alternatives and/or storing hazardous substances in appropriate containers inside hazardous substance cabinets.

•

To develop fire procedures and provide staff training, repeated periodically where appropriate.

•

To ensure the safety of staff or anyone else legally on the School’s premises.

•

To carry out fire drills without warning at least twice per year. An automated call is made to the emergency services on activation of the fire alarm but the emergency services will be stood down for drills.

•

To appoint one or more competent persons (with sufficient training, experience and knowledge) to assist in taking preventative and protective measures (including fire fighting and evacuation).

•

To have a suitable system for the maintenance of: clear emergency routes and exits (with doors opening in the direction of escape), signs, notices, emergency lighting where required, fire detectors, alarms and extinguishers, and to employ a competent contractor to carry out maintenance on such equipment.

•

In view of the School’s integrated site, the School’s evacuation policy is that any alarm activation in either the Senior or Junior School will result in a full evacuation of both Schools.

The competent persons are: •

The Director of Finance and Operations – the “Responsible Person”

•

The Operations Manager – the “Nominated Person”

•

An independent H&S Advisor provides expert advice and risk assessment

Fire alarm system •

The School has implemented a fully comprehensive system of fire detection and audible warning.

•

Smoke and/or heat detectors are installed throughout the premises.

•

Break glasses are provided to enable an alarm to be raised manually should the need arise.

•

Audible warnings are provided in the form of a continuous siren throughout the premises.

•

In the event of an alarm activation (whether automatic or manual): 93 | P A G E

o

All Senior and Junior School sirens sound

o

Any alarm – Fire Brigade central monitoring station automatically informed

o

Text message automatically sent to: ▪

Caretakers

▪

Estates Manager

▪

Director of Finance & Operations

Fire/Evacuation Procedures a) Introduction to Procedures •

The Fire/Emergency Evacuation Procedure – Code of Practice is a statutory requirement needed to ensure the safety of all users of the Schools premises.

•

The bulk of the Code of Practice refers to evacuation in the event of fire. However, the same Evacuation Procedures will be applied in the event of any other emergency requiring an evacuation of the premises.

•

The Code of Practice applies equally to the Senior School and the Junior School.

A separate Code applies to the Infant School in Lovell House.

•

This document comprises:

•

o Evacuation Procedures o Instructions for staff involved in the Procedures The Procedures apply to all staff and students of the School, all visitors, guest, lettings and contractors – there are no exceptions. All the foregoing must take part in evacuations, whether drill, real accident or false alarm.

b) Fire Alarm System • • • • •

The School has implemented a fully comprehensive system of fire detection and audible warning.

Smoke and/or heat detectors are installed throughout the premises.

Break glasses are provided to enable an alarm to be raised manually should the need arise.

Audible warnings are provided in the form of a continuous siren throughout the premises.

In the event of an alarm activation (whether automatic or manual): o All Senior and Junior School sirens sound o Any alarm – Fire Brigade central monitoring station automatically informed

c) Assembly Points •

Senior School – the Main Playground

•

Junior School – the Front Lawn area of the Main Senior School Building

94 | P A G E

Staff Duties See table below.

Student Roll Call Heads of Year/Senior Tutors collect form lists for their Year from the Data Manager or Student

Services

and

distribute

to

form

teachers.

Students assemble in the playground in forms, in single file in alphabetical order to make checking easier.

Form Teachers check students as present or absent using the list provided by the Head of Year. Form Staff must account for themselves on the form lists, by ticking against their name.

Form Staff must remain with their forms throughout, and must maintain order.

Heads of Year collect form lists from Form Teachers, identify missing students and staff, return the lists to the Database Administrator, and report any missing students or staff.

Dismissal from the Fire Assembly Point A Deputy Head will give the 'All Clear' following advice from the Fire Service or Incident Controller. The Deputy Head indicates how the students should leave the Yard. No one should enter the school buildings before this has happened.

Fire Drills Times for Fire Drills are agreed by SMT. No notice is given to staff or students.

Evacuation of buildings - Staff duties Staff

Primary

Deputy

Duties

Incident Controller

Director of

Headmaster

Take overall charge of the

Finance &

or Deputy

emergency and liaise with the

Operations

Head (Ac) or

Emergency Services

Deputy Head (I) Fire Marshall Senior

Operations

Designated

Coordinate the collection of

School

Manager

Deputy Fire

evacuation data from Fire

Warden

Wardens and notify Incident Controller accordingly

Fire Marshall Junior

Head of Junior

Deputy Head

Coordinate the collection of

School

and Infant

of Junior

evacuation data from Fire

School

School

Wardens and notify Incident Controller accordingly

95 | P A G E

Incident Investigator

Estates

Caretaker(s)

Manager

Investigate the incident, where safe to do so, in conjunction with the Caretaker(s) on duty and notify the Incident Controller accordingly

Fire Wardens

As listed

As listed

Undertake a “sweep” of their

separately

separately

area of responsibility whilst exiting the building and report the clear status to the Data Controller

Heads of Year

N/A

N/A

Student Roll Call – see above Discipline of Year Group.

Form Teachers

N/A

N/A

Student Roll Call – see above.

Discipline of Form.

Deputy Head

Organises Student Roll Call.

(Individuals) Other Staff

Report to the Main Playground outside the North Entrance and await instructions

96 | P A G E

Appendices – Appendix 1.1 1.1

Site Plan of the School

97 | P A G E

Appendix 2 2.1

List of Governors

Steve Banks, Chair of Governors Andrew Holman Basheera Hanslo Chris Prentice Chris Robinson David Gandee Gail Walton Jill Griffiths Mark Dillion Mark Flanagan Peter Munro Phil Renshaw Philippa McNamara Richard Bonney Richard Johal Sharmini Krishanand Stephen French Stephen Jackson

98 | P A G E

Appendix 2.2 FIRST AID (indicated in initial’s column) F – FIRST AIDER (4 day course), A – APPOINTED PERSON (Emergency Aid)(1day course), O – OTHER FIRST AID SPECIALIST COURSE, P – Paediatric First Aid, OFA – Outdoor First Aid, MH - Mental Health First Aid, NRAS – National Rescue Award for Swimming

Whole School Staff List:

Please see the below link to the School List. Please ensure you are already logged into your School Account before accessing. https://sites.google.com/nottinghamhigh.co.uk/nottshighinternal/home?pli=1&auth user=0

99 | P A G E

Appendix 2.3: Department Telephone List 2022-23 Art Classics Design Technology

Drama Economics English Geography History ICT and Computing Infant

Junior Languages Library Maths Music Pastoral Support

Psychology RS Sciences

Senior Staff Work Room SMT and PAs

Art Office Classics Office DT and Food Room Food room DT Technician Drama Office Economics Office English Office Geography Office History Office Head of Computing Lovell Reception Lovell Extension Lovell Staffroom Junior Reception Junior Staffroom Languages Office Languages Assistant Maths Office Music Office Head of Music Head of Year 7 Head of Year 8 Head of Year 9 Head of Year 10 Senior Tutors Y11- 13 University Admissions Junior Learning Support Senior Learning Support School Counsellor Psychology Office RS Office Biology Prep Chemistry Prep Head of Biology Head of Chemistry Head of Physics Physics Prep Science Staffroom Headmaster Deputy Head (Academic) Deputy Head (Individuals) Deputy Head (International and Strategic Projects) Asst Head (Director of Studies) Asst Head (Co-Curricular) Asst Head (Individuals Y7-10)

100 105 284 114 109 108 110 111 115 122 118 222 128 129 214 125 127 126 252 130 131 119 291 227 224 223 143 236 215 275 251 134 136 101 104 116 117 121 133 137 139 205 212 206 218 216 233 202 100 | P A G E

Sports and PE Student Services

CCF Development & Alumni Estates

Finance

IT Systems

Main Reception (Senior) Marketing & Admissions

Operations

Catering

Cleaning Medical Support

Asst Head (Individuals Y11-13) Head IJS Deputy Head Academic IJS Deputy Head Pastoral IJS Director of Finance & Operations Headmaster’s EA Deputy Heads’ PA & Director of Finance & Ops' PA Head of IJS’ PA

258 211 271 260 210 203 204

Sports Office Sports Assistants Administrator Administrator Data Manager Examinations Officer CCF Officer Rifle Range Development Manager Development Assistant Estates Manager Estates Co-ordinator Maintenance Works Caretakers’ Cabin Security Office Financial Controller Management Accountant Purchase Ledger Finance and Operations Assistant Head of IT Support IT Helpdesk IT Network Manager IT Technician Data Manager Reprographics Manager

146 147 282 225 277 261 253 135 285 208 288 112 113 103 138/157 209 220 290 221 124 249 123 153 277 226 300 or 0 266 232 231 289 228 276 242 102 265 262 106 207 142

Head of Marketing & Admissions Head of Admissions Marketing & Admissions Officer Operations Manager Operations Officer HR and Compliance Officer Catering Manager Brasserie Lovell Kitchen Senior Kitchen Cleaning Supervisor School Nurse Swimming Pool Medical Room

214

101 | P A G E

Appendix 2.6: Committees & Chairs 2022-223 Senior Management

Heads of Year

Health and Safety

Headmaster

Assistant Head (Individuals 7-10)

Director of Finance & Operations

Heads of Academic Departments

ICT Strategy

Innovation & Research Group

Deputy Head (Academic)

Deputy Head (International & Strategic Projects) SS

Lead Teacher (T&L)

Academic Group

Pastoral Committee

GDPR

Deputy Head (Academic)

Deputy Head (Individuals)

Director of Finance & Operations

102 | P A G E

Appendix 2.7: Tutors and Rooms (Sep 2022) Room Cooper’s Art 2 W21 S04 S07 S02 SFSC

M12 W27 W05

Y7-10 M J Kirbyshire L A Spedding J D Hincks A J Pinkett N A Morgan M L Smith A J Shabir O D Pratten R A Kelsey (Head of House)

Room MJK LAS JDH AJP NAM MLS AJS ODP RAK

Maples’ P J Wantling (Head of House) W16 A M Andrews AMA W02 C E Daly/C Matkin CED/ CXM W29 K Lea-Smith KLS S06 B J Vincent BJV W15 D Le Blancq DLB S12 O C Hipkiss OCH Art 1 G L Hainsworth GLH (Tu,F)/C V /CVA Anderson (W) S15 H B Wood HBW Drama P Robertson PR

M11 Sen Lib M13 W17 E02

Y11-13

W24 W26 SFC

P J Hurrell A M Simpson N J Davis M Lakin J Wynell-Mayow R E Wheeler B P Burton R Auterson K M Yates (one W a fortnight with RAK)

PJH AMS NJD ML JWM REW BPB RA KMY

Brasserie

A R G Lemon

ARGL ETC

W14 E04 S13 Drama W03

I P Spedding S D Whitehead K Heath C V Govinden N C Brown

IPS SDW KH CVG NCB

S14 SFC

G E Walsh D C Gillett

GEW DCG

TAHS AMD MSG MEG PAA SGW HPS LNM ISR

SBS JJT KJT KEL NAN ICA RJN RIA TKS

Brasserie

DT3

Mellers’ W22 IT2 E01 E12 E14 M01 S03 E15 Art 3

H P Turney S Higson C M Johnson G C Beattie C Marquez-Godoy J D Weller N J Baker C H Walker G C Riley

HPT SLH CMJ GCB CMG JDW NJB CHW GCR

W13 S11 W28 W04 W01 W25 S05 Sen Lib

T A H Smith (Head of House) A M Duckett M S Green M E Glarvey P A Allison S G Woodward H P Stancer L N Mantell I S Rowley

White’s W06 M21 Jun Lib Fd 2 W23 W11 E03 W07 S18

S J Andrew G A Hird S A Hiebert J M Stafford J M Hamilton R M A Batchelor H G Bray B L Botham H E Neale

SJA GAH

W12 S17 IT1 M02 E13 S16 E11 DT1 E21

S Barr-Smith (Head of House) J J Tan K J Turner K E Linton N A Nicholson I C Adshead R J Northedge R I Alexander T K Sims

SAWH

JMS JMH RMAB

HGB BLB HEN

Brasserie

Appendix 2.8: Form Teachers and Rooms (Sep 2022) Assistant Head (Individuals Y7-10) Michaela Smith MLS

Year 10 Form

Year 7 Form

7A 7B 7C 7D 7E

Teacher H E Neale (HoY) HEN A M Andrews (aHoY) AMA G A HIRD B J VINCENT A J PINKETT I S ROWLEY N A MORGAN

Initials

GAH BJV AJP ISR NAM

Room

W03 W04 W05 W06 W07

10A 10B 10C 10D 10E

Teacher P A Allison (HoY) PAA N A Nicholson (aHoY) NAN G E WALSH N C BROWN J D HINCKS M S GREEN A J SHABIR

Initials

Room

GEW NCB JDH MSG AJS

E13 E14 E15 E03 E04

Teacher M E GLARVEY L N MANTELL I C ADSHEAD J J TAN K HEATH

Initials MEG LNM ICA JJT KH

Room W21 W22 W23 W24 W25

Teacher C H WALKER S J ANDREW J L ASKEW P J HURRELL T A H SMITH T K SIMS

Initials CHW SJA JLA PJH TAHS TKS

Room W02 W01 SFSC M02 ICT1 E21

Assistant Head (Individuals Y11-13) David Gillett DCG

Year 8 Form

8A 8B 8C 8D 8E

Teacher M Lakin (HoY) ML N J Davis (aHoY) NJD C M JOHNSON G C BEATTIE S L HIGSON L C JOWSEY S G WOODWARD

Initials

Room

CMJ GCB SLH LCJ SGW

M13 M12 M11 E11 E12

Teacher Initials S Barr-Smith (HoY) SBS C Marquez-Godoy (aHoY) CMG S A HIEBERT SAH D LE BLANCQ DLB R A KELSEY RAK N J BAKER NJB B L BOTHAM BLB

Room

Year 9

Year 11 Form 11A 11B 11C 11D 11E

Year 12 Form

9A 9B 9C 9D 9E

W14 W13 W15 W11 W12

Form 6A1 6B1 6C1 6D1 6E1 6F1

Year 13 Form 6A2 6B2 6C2 6D2 6E2 6F2

Teacher H P STANCER G C RILEY

Initials HPS GCR

K M YATES A M DUCKETT

KMY AMD

Room W16 ICT2 Lower Lib W26 M21 MO1

Appendix 3: Term Dates Term Dates 2022-2023

Autumn Term 2022 begins Monday 5 September Autumn Half Term

Monday 17 October - Friday 28 October inclusive

Autumn Term ends

Friday 16 December (12.30pm approximately)

Spring Term 2023 begins

Thursday 5 January

Spring Half Term

Monday 13 February – Friday 17 February inclusive

Spring Term ends

Thursday 30 March (4.00pm)

Summer Term 2023 begins Tuesday 18 April May Day

Monday 1 May

Summer Half Term

Monday 29 May – Friday 2 June inclusive

Summer Term ends

Friday 7 July (12.30pm approximately)

INSET:

Thursday 1 September 2022 Friday 2 September 2022 Wednesday 4 January 2023 Monday 17 April 2023

Nottingham High School Waverley Mount Nottingham NG7 4ED

0115 978 6056

info@nottinghamhigh.co.uk www.nottinghamhigh.co.uk