Aston Manor Academy Phillips Street Aston B6 4PZ
STAFF HANDBOOK 2011/2012
Telephone: 0121 359 8108 Fax: 0121 359 2426 Email: email@example.com Website:www.astonmanoracademy.com
Contents Page Introduction
School Term Dates Term Dates & Proposed INSET days Key Dates For Diary Staffing List Telephone Extensions Facilities and Resources Available from Reception ICT Facilities at Aston Manor
4 5 6 7 11 16 19
Daily Routines Lesson Times Uniform List Pastoral Teams Form Tutors/ Form Rooms Staff House Group Structure The Role of the Form Tutor Guidance for Form Tutors at Aston Manor Administrative Tasks Detention Flow Chart E-portal Roll Call – Form Group Registration Staff Weekly Assembly Rota Daily Assembly Rota Duty Team Rota Morning Late Duty Rota Break Time Duty Teams Break Time Duty Procedure Staff Walkabout
22 23 24 25 26 27 29 30 32 33 34 37 38 39 40 41 43
Curriculum Team Leaders for Performance Management Calendar - Management /Task Group Meetings School Departmental Review Cycle Yearly Assessment Plan Meeting Schedule Homework Policy Homework Guidelines Continued Professional Development Who do I see about C.P.D? Types of C.P.D Pro-foma - Continued Professional Development and Inset Pro-forma -Request for Cover Form
45 46 48 49 51 52 54 55 56 57 58 59
General Guidelines on Staff Absence Fire Alarm Procedure and Exits Arranging Educational Visit/Risk Assessment Student’s Voice Prefects’ Role Behaviour Policy Positive Discipline for Learning Child Protection guidelines for staff Calendar
61 63 70 71 73 74 83 90 93
SCHOOL TERM DATES ACADEMIC YEAR - 2011/2012 AUTUMN TERM 2011
SPRING TERM 2012
SUMMER TERM 2012
Thursday 1st September 2011
Wednesday 4th January 2012
Monday 16th April 2012
Friday 21st October 2011
Friday 10th February 2012
Friday 1st June 2012
Monday 31st October 2011
Monday 20th February 2012
Monday 11th June 2012
Friday 16th December 2011
Friday 30th March 2012
Friday 20th July 2012
Proposed Teaching Training Days 2011-2012 Friday 2nd September 2011 Friday 21st October 2011 (Safeguarding) Monday 16th April 2012 (Moderation Day) Friday 29th June 2012 (Moving Forward Day) Challenge Days Tuesday 18th October 2011 Wednesday 8th February 2012 Thursday 21st June 2012
Key Dates for Your Diary 2011-2012 Parents Evening Year 7
Thursday 21st June 2012
Thursday 12th July 2012
Thursday 23rd February 2012
Wednesday 28th March 2012
Thursday 19th January 2012
Year 12/13 -
Wednesday 28th March 2012
Interim Parents Evening - for Years 7-10
Y6 Open Evening -
Thursday 20th October 2011
Tuesday 13th September 2011
Sixth Form Open Evening â€“ Thursday 2oth October 2011
STAFFING 2011-2012 Teaching Staff Head Teacher Deputy Head Deputy Head Assistant Head Teacher Assistant Head Teacher (KS3) Assistant Head Teacher (KS4) Assistant Head Teacher Assistant Head Teacher (Curriculum) AHT &Special Needs Co-ordinator (SENCO) Assistant Headtecher (Curriculum)
Mrs Heather Roberts (HR) Mr Gareth Lloyd (GL) Mr C Salt (CSA) Mr Tom Power (TP) Ms Jill Sweeney (JSW) Mr Chris Etheridge (CE) Mr Hugh Fuller (HF) Mrs Bernadette Jones (BJ) Mrs Sandra Coleman (SC) Mr Greg Williams (GW)
Head of English English Co-ordinator KS3 Teacher of English/ Library Co-ordinator Teacher of English Teacher of English Teacher of English/Drama PGCE Student
Mr J Forbes (JFO) Mrs Mary Warburton (MWA) Mrs Marsha James-Gayle (MJ) Ms Jenny Bartley (HOY Y10) (JB) Ms Nina Cannon (NCA) Ms Hannah Green (HG) Ms Catherine Daveport
Head of Mathematics Mathematics Co-ordinator KS3 Teacher of Maths Teacher of Maths Teacher of Maths NQT of Maths Teacher of Maths
Ms Christine Cooper (CO) Mr Steve Hanmer (SH) Ms Charmaine Jarrett (CJA) Ms Esther Adoghe (EA) Ms Katherine Carlisle (KC) Ms Helen Scampion (HS) Ms Nasima Khatun (NK)
Head of Science Science Co-ordinator KS4 Teacher of Science Teacher of Science Teacher of Science Teacher of Science NQT of Science Teacher of Science Scitt Trainee
Ms Julie Gumbs (JG) Ms Mikaela Astle (MW) Mrs Shagufta Hussain (SHU) (HOY 11) Ms Caroline Brown (CBR) (HOY 9) Ms Jasminder Hayer (LIZ) Ms Kayleigh Bullock (KBU) Mr Abbas Rashid (ARA) Mr Anthony Robinson (AROB) Ms Molly Stones
Head of French Teacher of French
Mrs Imene Affane (IA) Ms Pamela Stallard (PS)
Head of Design Technology Teacher of Design Technology Teacher of Design Technology Teacher of Design & Technology Teacher of Design & Technology Teacher of Design & Technology Teacher of Design & Technology NQT of Design & Technology
Mr Chris Florida - James (CFJ) Ms Sally Hunton (SG) (Maternity Leave) Mrs Jas Kular (HOY 12/13) (JK) Ms Emma Gough (EG) Ms Bhupinder Oubhie (BOU) Mr Harvir Singh (HSI) Ms Karenprith Gill (KG) Ms Stacey Dooley (SD)
Teacher of Design & Technology GTP Student
Ms Joanne Sale (JS) (P/T) Mr Rajan Gogna
Head of ICT Teacher of ICT Teacher of Business Studies Teacher of Business Studies Teacher of ICT Teacher of ICT
Mr James Gough (JGO) Ms Fateha Khanom (FK) Ms Amandip Kang (AK) Mr Robert Small (RSM) Mr Kaiser Malik (KM) Mrs Harjinder Kaur (HK)
Teacher of Sixth Form Psychology/ Sociology Teacher of Sixth Form Law/Accounts (P/T)
Mrs Laura Dodsworth (LDO) Mr Peter Farrell (PF) (P/T)
Head of Art Teacher of Art
Ms Lyn Latham (LL) Ms Suraiya Kidia (SK)
Head of Performing Arts Head of Music
Mr Craig Robinson (CRO) Mrs Louise Derrick (LD) – (P/T)
Head of Boys Physical Education Teacher of Physical Education Teacher of Physical Education Head of Girls Physical Education Teacher of Physical Education
Mr Dave Brown (DB) Mr Rikki Prince (RP) (HOY 8) Mr Shaid Yousaf (SY) Ms Clare Reed (CRE) Ms Laura Hemmings (LHE)
Head of Humanities Teacher of Geography
Ms Charlotte Cordon (CC) Mr James Carter (JCA)
Head of History Teacher of History Teacher of History
Ms Bali Sanghera (BS) Mrs Gabrielle Clifton (GC) Mr James O’ Donohue (JOD)
Head of Religious Education Teacher of Religious Education Teacher of Religious Education
Ms Ferhana Ashraf (FAS) Mrs Samantha Taylor (SST) (P/T) Mrs Jeanetta Liburd (HOY 7) (JLI)
Attendance Officer/Work Experience Co-ordinator
Mr Colin Rogers (P/T) (CRG)
Gifted & Talented Co-ordinator
Ms Lyn Latham (LL)
Positive Discipline for Learning Co-ordinator
Mr J Riggall (JR)
Primary Liaison Co-ordinator & Key Stage 3/4 Teacher
Ms B Oubhie (BOU) Ms Jenny Lyons (JST) (P/T)
Data Manager/eLearning Co-ordinator
Mr Kuldip Braich (KBR) 8
Mr H Fuller (HF)
Mrs T Jeffers (TJ)
Mr Angus Rodger (AR)
Administrative Staff Personal Assistant to Head Finance Officer Office Manager Human Resources Manager School Administrator School Administrator Financial Assistant 6th Form Administrative Assistant Voluntary Clerical worker
Ms Monique Insular (MI) Ms Marion Lower (MLO) Mrs Kully Kaila (KK) Ms Hilary Rose (HRO) Ms Emma Smith (ES) Mrs Daljit Sandhu (DS) Ms Avril Scott (AS) Ms Lisa Murray (LM) Ms Dawn Miller
ICT Systems Manager
Mr Nick Beech (NB)
Mr Kuldip Braich (KBU)
School Technicians Science Technician ICT Technician D &T Technician Reprographics Technician
Ms Michelle Orme (MOR) Mr Craig Wilson (CW) Mr Steven Ruske (SRU) Mrs G Hoile (GH)
Education Support Staff Assistant Head of Year Assistant Head of Year
Ms Kim Ajibade (KA) Ms Lynn Ajibade (LA)
Teaching Assistants Teaching Assistants Teaching Assistants Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant Teaching Assistant Support Assistant Support Assistant
Mrs Lesley Thomas (LT) Ms Sinead Maguire (P/T) (SM) Ms Therese Mulhearn (TM) Ms Merlyn Oâ€™Connor (MO) Mr Ali Ullah (UA) Ms Audrey Hayden (AHA) Ms Galina Lebowska (GLE) Ms Ella Chowaniec (EC) Ms Rebecca Mulhearn Mr Tim Hall
Premises Staff Site Manager Assistant Site Supervisor Assistant Site Supervisor
Mr Dave Parkes (DP) Mr Tony Newbold (TN) Mr Irod Rawlins (IR)
Catering Staff Catering Manager Assistant Cook Catering Assistant Catering Assistant Catering Assistant Catering Assistant Catering Assistant Catering Assistant
Mr Nigel Newport Mr Barry Thomas Mrs Doreen Gough Mrs Gaye Griffin Mrs Corale Gayle Ms Elaine Broomes Ms Mandy Dennehy Ms Beverley Smith
Lunchtime Supervisors Mrs Teresa Hector Mrs Dawn Miller Visiting Specialist Teachers Behaviour Support Service Pupil and School Support Communication & Autism Team
Mark Crofts Marie Knipe (Weekly) Chandrika Parikha
TELEPHONE EXTENSION LIST -2011-2012 No 310
Who Abbas Rashid
What / Where / Who Maths Department
D4 Driving 4 Inclusion
Business Studies Department
D & T Department
D4 Driving 4 Inclusion
Curriculum Directors Office
D & T Department/Primary Liaison
Caroline Brown (HOY 9)
Science Department HOY 9 Office E2 Office
Chris Florida James
D & T Department
KS4 Assistant Headteacher
Girls P.E Department
Main Office Reception
TELEPHONE EXTENSION LIST -2011-2012 304
Boys P.E Department
Care Takers Office D28 Computer Room
D4 Driving 4 Inclusion
D & T Department
Main Office Reception E04
Business Studies Department Careers Office
D4 Driving 4 Inclusion
D &T Department
Human Resources Manager
TELEPHONE EXTENSION LIST -2011-2012 338
James O Donohue
Learning Centre IT
219 220 312
Jaz Kular (HOY 6th Form)
Sixth Form Office
Jasminder Hayer (Lizy)
Jeanetta Liburd (HOY 7)
HOY 7 Office
Jenny Bartley (HOY 10)
218 214 316
IT Consultant in staffroom
Science Department Science Prep Room
F3 Computer room
D & T Office
Head of Year 10 office Maths Department
334 311 309
Kim Ajibade Kuldip Braich
Learning Mentors Office D6 Data Learning /E Learning
Main Office Reception
Sixth Form Office
TELEPHONE EXTENSION LIST -2011-2012 340
D4 Driving 4 Inclusion Library
323 219 220 301
Sixth Form Office
334 311 319
Lyn Ajibade Lyn Latham
Learning Mentors Office D6 Art Department
D4 Driving 4 Inclusion
231 326 324
ICT Systems Manager
English Department Radio Room
Business Studies Department
Boys P.E Department HOY 8 office
Boys P.E Department
Sally Ann Green
D & T Department
312 322 340
D4 Driving 4 Inclusion Science Prep Room
Shagufta Hussain (HOY 11)
HOY 11 Office sharing with CE 14
TELEPHONE EXTENSION LIST -2011-2012 223 320
Science Prep Room
D6 Sports Hall
D & T office
D & T Technician
Heads PA office
D4 Driving 4 Inclusion
Facilities available from Reception Office and Resources The general office consists of 3 administrative staff who are available to help teaching staff with any administrative tasks. The office is also the reception to the school and greets all parents and visitors as well as being the first point of contact for pupils dealing with any problems which they may have. Office hours are 8.00a.m – 4.30p.m during term time (Lunch will be taken during 1.00- 2.00p.m) Holiday working times are 10.00a.m – 2.00p.m A member of the Admin Team will always be available during these times. What the general office does: The office has a procedure which we encourage all staff to use. We are always willing to help staff but please give any large typing requests at least 24 hours notice or if possible 1 – 2 days notice. Once the work is completed it will be put in the out tray ready for collection or sometimes it will be sent back to your departments or to your pigeon holes. Or if you like emailed back to you. Reprographics Department – is available for staff to use. Gill ‘s working hours are 9.00- 3.00p.m Any photocopying requests need to be given to Gill in the Reprographics room. Please leave clear instructions of your requirements and at least 24 hours notice for large photocopying jobs. Staff are welcome to use photocopier when they are not in use. Admin staff have specific staff and departments designated to them. Please see attached. Any queries regarding your work please see the appropriate person although we are all willing to help wherever possible. What we can do: • Powerpoint presentations/ Word documents • Excel documents/ Speadsheets • CMIS reports of any kind. Including Class Lists, Timetables, reports with all sorts of assessment data etc • Travel bookings i.e taxi, coaches, trip bookings • Handbooks • Certificates • Cover • Intercept parcels /deliveries 16
What we cannot do: • Loan money to any pupils. The office does not keep a float of money. However it is at the discretion of Heads of Year and each individual’s track record that money can be loaned for lunch providing it is paid back the next day. • Distribute stationary. • Administer drugs: The school office does not provide paracetmol or any other drugs with the exception to epipen We are responsible for: • Communication folders - what goes in them for distribution of letters and maintaining them. • First Aid: There are two qualified First Aiders in reception but please only send students when there is a genuine First Aid problem. • Damages/ maintenance- Staff can report any damages or maintenance problems to the office so that we can contact the caretaker to investigate the problem.
Office Staff Responsibilities. Please note any queries or work for your department please see designated office staff below. Please allow sufficient time for work to be processed. Kully 8:30 a.m. – 4:30 p.m.
Emma 8:00 a.m. – 4:00 p.m.
Daljit 8.30a.m – 4.30p.m
CSA/ GL/ TP /BJ/ JK/ HF
CMIS – Reports/ Assessment data & Progress reports
CMIS - Attendance / Absence Monitoring
CMIS – Timetabling
Inclusion – SC
CMIS- Pupil data Waiting Lists
CMIS – Pupils on / off roll
CMIS – Pupils Timetables
Updating Waiting Lists
Music & Drama
School Uniform Queries
Late / Punctuality letters – CE/JRE/HF
Stationery Orders for Office
First Aid Orders
Physical Education / MFL
Free School Meals
First Aider for the Office
Saturday School Updates
Travel Arrangements /Mini Bus Bookings/Risk Assessment Science / Art / RE / D & T
First Aider for the Office
English – GW, BJ, MWA, MJ, JB
In Year School Transfers
Staff Training Course – Update
Waiting Lists /Appeals
ICT Support at Aston Manor Academy Introduction
Aston Manor Academy is fully committed to providing effective Information & Communications Technology (ICT) in order to enhance the teaching and learning experience. The ICT Support team consists of an ICT Systems Manager, Nick Beech and the ICT Technician, Craig Wilson and Kuldip Braich as an e-learning co-ordinator. They can be reached on extension 326/309 or 231 for Nick Beech. If you have not already done so, please see ICT support to set up your username and password for the school network along with a school email account. All classrooms around the school have now been fitted with Teacher PCs. These are dedicated teaching systems and have been implemented to improve access to ICT resources and allow Teachers to operate the ePortal system for electronic class registration. These systems are not available for student use. Again, the majority of classrooms also provide other ICT related teaching technologies including interactive whiteboards, sound systems and projectors. Other ICT equipment including digital cameras, scanners and video cameras can also be booked out via ICT Support. Email
Both students and staff at Aston Manor have access to a school email address. The format for staff email is <first initial><surname>@astonmanor.bham.sch.uk. For example: firstname.lastname@example.org The format for student accounts differs slightly and includes the student’s admission number as shown in the following example: email@example.com Use of ICT Equipment
Please could teaching staff remember the following: •
Check all computers for any misuse or damage, before allowing students to use them. Please check all mouse keyboards and monitors.
Each computer has now been numbered. Please use the sheets provided to record students’ names with the computers they have been allocated to.
Please check all computers and any ICT equipment again before students leave the classrooms
Any incidents of damage or misuse must be reported at once to ICT Support on ext 326.
Please count the laptops before and at the end of the lesson.
Check all laptops for any misuse or damage, before allowing students to use them.
All laptops have now been numbered. Please use the sheets provided to record students names with the laptops they are using.
Please check all laptops and any other ICT equipment again before students leave the classroom.
Any incidents of damage or misuse must be reported at once to ICT Support.
Reporting Faults To report any faults with ICT equipment or to ask any questions on a non urgent basis, please use the ICT helpdesk system. This can be accessed via the main school website http://www.astonmanor.bham.sch.uk rolling the mouse over “staff” then “school links” and finally clicking on “helpdesk”. You will be automatically be assigned a username (the same as your login name) with a password of “helpdesk” (we suggest you change this as soon as possible to avoid misuse) Please fill in all information as accurately as you can so we can resolve the problem as quickly as possible.
Making Computer Room Bookings To make a booking for a computer room, you must find out if the room is free at a particular time. To do this, you must check the public folders section on your e-mail (underneath your mail and calendar icons on the bottom right hand side of Microsoft outlook) and click on the room number (e.g D28) If a room is available, The will be a plain white box on the corresponding period. This is available for booking. If there is a red box, it means there is a permanent booking in that slot (usually ICT or Business). If there is a yellow box, that room has been booked by another member of staff. To book a computer room, you need to e-mail firstname.lastname@example.org with your request. When a booking is made, the white box becomes yellow with the teachers initials and the class they are teaching. Bookings are made on a strictly first come first served basis and are subject to change due to examinations or other events approved by the head teacher. No room can be booked more than a week in advance and booking are closely monitored. Please see the Network Manager (Nick Beech) for more information.
KS3 & KS4 Lesson Times Lesson times with breaks and lunch times: FOR ALL 8.45 a.m.
8.45 a.m. – 9.00 a.m.
9.00 a.m - 10.00 a.m .
10.00 a.m. – 11.00 a.m.
11.00 a.m. - 11.20 a.m.
11.20 a.m. – 12.20 p.m
KS3 ONLY 12.20 p.m. – 1.00 p.m
KS4 ONLY 12.20 p.m - 1.20 p.m.
KS4 ONLY 1.20 p.m. – 2.00 p.m
KS3 ONLY 1.00 p.m – 2.00 p.m.
Period 4 FOR ALL
2.00 p.m. –. .
3.00 p.m. – 3.10 p.m. Afternoon Registration End of school day Staff on duty must report on time. For wet breaks staff will be re-allocated. At the end of school day form tutors should accompany their forms to the nearest exit or blue area in order to ensure a smooth end to the day.
ASTON MANOR ACADEMY UNIFORM BOYS SCHOOL UNIFORM Black Blazer with Badge White Shirt Grey Jumper with Badge (Black Jumper for KS4) Black Trousers House School Tie Black Socks Plain Black Shoes (not trainers)
SPORTS UNIFORM FOR BOYS Track Top with Badge Royal Sports Singlet with Badge Football Socks Royal/Yellow Shorts with Badge Black Swimming Shorts
GIRLS SCHOOL UNIFORM Black Blazer with Badge White Twin Pack Blouse Grey Jumper with Badge (Black Jumper for KS4) Black Girls Trouser Black School Skirt House School Tie School Tights Plain Black Shoes (not trainers)
SPORTS UNIFORM FOR GIRLS Track Top with Badge Royal/Yellow Polo Top with Badge Royal/Yellow Track Pants with Badge White Sport Socks Black Swimming Costume Please note that all sweaters must be school knitwear
Please Remember School Blazers are compulsory for all pupils Trainers must not be worn No caps of any description are allowed No hooded tops are to be worn into school 23
HEADS OF YEAR 2011/2012 YEAR 7
Ms J Liburd (JLI)
Mr R Prince (RP)
Mrs C Brown (CBR)
Ms J Bartley (JB)
Mrs S Hussain (SHU)
Mrs J Kular/ (JK)
I/C of Special Needs
Sandra Coleman (SC)
I/C of KS2/KS3 Transition
Bhupinder Oubhie (BOU)
FORM TUTORS AND ROOMS 2011-2012 AHT- JSW HOY-JLI HOY-RP AHY - KA AHY - KA YEAR 7 YEAR 8 A A ARO HG E24 D15A S PS/SD D3
S FAS E9
T JH E26
SM D6 M
B EA D24
M SY D4
A RP D6a
JOD E2 N
AHT- BJ HOY-JK
A MJ D15
AHT- CE HOY-JB HOY-SHU AHY - LA YEAR 10 YEAR 11 A KM JGO F3 LC
AHT - HF HOY-CB AHY -LA YEAR 9 A CRE D7
IA D2 B
SH E23 JFO D14 MWA/NCA D17 JG E25 Support KC, EC,GL REGISTRATS:
DB, SST,LD,ARO,TJ,TM,EC,MO,MU,LT,AH,PF, 25
Staff House Structure 2011-2012 HSI – House Co -ordinator KBR – House Administrator Boulton (BO)
Ms Lynn Ajibade (LA) (HOH) Mr Chris Florida - James (CFJ)
Mr Angus Rodger (AR) (HOH) Mr Chris Etheridge (CE)
Ms Kim Ajibade (KA) Mr Carl Salt (CSA)
Mr Dave Brown (DB) Mr Dave Parkes (DP) Mr Gareth Lloyd (GL) Mr James O’Donohue (JOD)
Mr James Gough (JGO) Ms Pamela Stallard (PS) Mr Peter Farrell (PF) Mr Steven Ruske (SRU)
Mr Colin Rogers (CRG) Mr Greg Williams (GW) Mr Barry Thomas(BT) Mr James Carter (JCA)
Mr Craig Robinson (CRO) Mr Hugh Fuller (HF) Mr Irod Rawlins (IR) Mr J Riggall (JR)
Mr Kaiser Malik (KM) Mr Rikki Prince (RP) Mr Tom Power (TP) Mrs Corale Gayle Mrs Gabrielle Clifton (GC) Mrs Imene Affane (IA) Mrs Louise Derrick (LD) Mrs Marsha James-Gayle (MJ) Mrs Sandra Coleman (SC) Ms Audrey Hayden (AH) Ms Charmaine Jarrett (CJA) Mr Craig Wilson (CW) Ms Hannah Green (HG) Ms Jenny Bartley (JB) Ms Lyn Latham (LL) Ms Marion Lower (MLO) Ms Mikaela Wright (MW) Ms Stacey Dooley (SD)
Mr Tony Newbold (TN) Mrs Bernadette Jones (BJ) Mrs Daljit Sandhu (DS) Mrs Lesley Thomas (LT) Mrs Shagufta Hussain (SHU) Mrs T Jeffers (TJ) Ms Avril Scott (AS) Ms Caroline Brown (CBR) Ms Charlotte Cordon (CS) Ms Christine Cooper (CO) Ms Clare Reed (CRE) Ms Elaine Broomes Ms Ella Chowaniea (EC) Mr J Forbes (JFO) Ms Esther Adoghe (EA) Ms Jenny Lyons (JST) Ms Karenprith Gill (KG) Ms Sally Ann Green (SG) Ms Helen Scampion (HS)
Mr Nick Beech (NB) Mr Nigel Newport (NN) Mrs Gaye Griffin Mrs Samantha Taylor (SST) Ms Amandip Kang (AK) Ms Bali Sanghera (BS) Ms Emma Gough (EG) Ms Emma Smith (ES) Ms Jill Sweeney (JSW) Ms Katherine Carlisle (KC) Mr Robert Small (RSM) Ms Merlyn O’Connor (MO) Ms Suraiya Kidia (SK) Ms Laura Hemmings (LHE) Mr Abbas Rashid (ARA) Mr Anthony Robinson (ARO) Mrs Lisa Murray (LM) Mrs Gill Hoile (GH) Mrs J Liburd (JLI)
Mr Shaid Yousaf (SY) Mr Steve Hanmer (SH) Ms Kayleigh Bullock (KBU) Mrs Doreen Gough (DG) Mrs Harjinder Kaur (HK) Mrs Jas Kular (JK) Mrs Kully Kaila (KK) Mrs Laura Dodsworth (LDO) Mrs Mary Warburton (MWA) Ms Bhupinder Oubhie (BOU) Ms Fateha Khanom (FK) Ms Ferhana Ashraf (FAS) Ms Galina Lebowska (GLE) Ms Julie Gumbs (JG) Ms Jasminder Hayer (LIZ) Ms Nina Cannon (NCA) Ms Therese Mulhearn (TM) Mrs Johanne Sale (JS) Ms Nasima Khatun (NK)
Cadbury (CA) Mrs Sinead Maguire (SM) (HOH) Mr Ali Ullah (MU)
The Role of the Form Tutor The role of the Form Tutor is an extremely rewarding position. The relationship that develops between Form Tutors and students within the school can be one of the most valuable and influential. The quality of this relationship is highly significant and impacts on the students perception of the school life. As a Form tutor you will have many responsibilities and you will need to liaise with other bodies to promote the learning and well being of your students. SCHOOL/SLT
FORM TUTOR PARENTS
A Form Tutor needs to: • • • • • • • • • • • • •
Provide a positive ethos for their form group Take an interest in their students Build relationships and lead group activities Be involved in extra-curricular activities Create time to talk to individuals Negotiate on the students’ behalf – with other staff or pupils Monitor their planners Tackle bullying Monitor rewards Monitor reports Monitor TRICS Use assessment data to monitor progress towards targets across the curriculum Ensure there is always constructive time in morning tutorial following the activities outlined in the handbook
School expects the Tutor to have an input in: • • • • • • •
Reports – Tutor Annual Reviews – IEP’s Update Attendance (electronic registration) Be aware of targets - have an academic overview of the curriculum Link up with other subject teachers - homework etc Monitoring & recording TRICS Monitoring of pupil planners/ AMA Challenge
Students need: • • • •
A ‘Mentor’ A potential confidante - not a ‘pal’ A calming influence – focus on day building relationship Information about support/ study clubs/ extra- curricular activities
Head of Year expects • • • • • •
Communication from Form tutors regarding any concerns e.g. behaviour/attendance Up to date attendance data School policies followed through Tutorial input – Implementation of Learning for life e.g input in assemblies Contact parents with concerns e.g. attendance, uniform, equipment Information on vulnerable students.
Parents need: • • • •
An interface between school and home Early Communication The Tutor to know the child - SEN / G & T etc A first port of call if anything is wrong (or right)
Outside agencies which may require or share information on the student include: • • • • • •
Child Protection Relate Social Services School Meals Connexions Any others 28
Guidance for Form Tutors at Aston Manor The form tutors role is extremely important and pivotal to the success of pupils in school. It should not be regarded as just an administrative role but one where a pupils well being and progress in school can be monitored carefully. How do we monitor pupils progress? • • • •
Via daily planner checks Via termly assessments against targets- half termly Through discussions with other staff Through reports and parents evenings
How do we monitor pupils well-being? • • • •
Through conversation with pupils Through attendance records Our daily observations of pupils Feedback through other staff
If a pupil gives cause for concern in any way the referral process is as follows: • • •
Assistant Heads of Year /Head of Year Assistant Headteacher Deputy Headteacher
Communication is important in order to monitor all of the above and Learning Mentors/AHY and Curriculum Support Staff have a wealth of knowledge on the pupils they come into contact with. Any discussions or concerns relating to child protection issues must be reported as soon as possible to the designated Senior Person in charge of child protection which is Gareth Lloyd.
Administrative Tasks Form Tutor Procedures in Tutor Room Morning Registration: 1. Check Communication folder for daily information 2. Check Uniform. Deal with as specified in uniform policy 3. Mark registers - using electronic registration guidelines. 4. Check pupils have planners - Issue daily planner sheets where required. 5. Check pupils have equipment - issue missing equipment and record for return. 6. Designated activity to be done according to Form rota.
Afternoon Registration 1. Check Communication folder and issue letters for students. 2. Mark registers, record lates and hold 10 minutes after school. 3. Collect issued equipment and planner sheets. If a YCDB is issued a conversation must take place with the pupil to determine what went wrong. 4. Check planners for NILS, discipline stamps, (10 minute detentions), support room stamps. Escort pupils involved in removal from lessons to HOY office at the end of the day. a) Retain daily planner sheet and ensure a copy is made in pupilâ€™s planner the following day. b) Repeated failure to bring equipment or planner, pupils to be referred to HOY. 5. Check uniform and issue Form tutor stamps before pupil leaves the classroom.
Daily 1. Check registers of letters for absence. Failure to provide letter explaining absence by the second morning of return will be reported by the Form Tutor to the HOY. 2. Record letters or phone calls received from the home to assist the monitoring of authorised / unauthorised absence.
Weekly Update absence report sheet, filling in the correct symbol for absence
Two-weekly 1. Check for any discrepancies involving register. Take appropriate action in response to any unauthorised absence. Issue pupils % attendance details for recording in planner. 2. In consultation with HOY, Form Tutors are encouraged to communicate freely with parents relating to concerns about the performance of pupils in their class.
Tutor time The 15 minutes in the morning will be used for activities provided by the Head of Year. It is important that positive relationships are established between pupils and a Form group ethos is formed with pupils supporting one another. Pupils should leave tutor time positive and ready to learn. What to do if A pupil in your form is late – (See detention flow chart attached ) If a pupil in your form has arrived after the first name in the register has been called (i.e late). Please stamp their planner with a late stamp in the appropriate area and then keep them behind for ten minutes after school. If this pupil is persistently late, further sanctions will ensure, and a detention letter will be placed in your communication folder for the child. (detention flow chart explains). If the pupil has already received a late stamp from the late duty team remind them to attend break detention. A pupil in your form fails to have planner signed for absence - Remind the pupil again (write a note to the parent in their planner). After 3 days refer the issue to the HOY or call home. A pupil in your form forgets equipment – issue a letter, stamp in planner with no uniform or equipment stamp. Record that the pupil has not got their equipment and give them a pen until the end of the day if possible. All pupils should have equipment with them everyday. If this continues, refer the issue to the HOY. A pupil in your form is not in correct uniform – issue letter and stamp in planner with a no uniform or equipment stamp. Record that the pupils is not correct uniform and send them to HOY. A pupil in your form is sent to the support room – keep the pupil behind after school and once all other pupils have left take the pupil to the relevant HOY’s office. (See Detention Flow Chart) A pupil in your form has more than five points – At the end of the week refer any names of pupils with five points+ to HOY. A detention letter will then be issued for the following week. If, for example, a pupil has received five points in one day at the start of the week, please refer them to HOY. A pupil in your form is in detention – at the end of the day escort up to E24 for their detention
Detention Flow Chart
15 minute break detention in D2, 11.00a.m
Points detention form tutor refers
1 hour detention in E24 (Monday to Friday) 3.15p.m
If serious enough
1/2 hour faculty detention (once per week), 3.15p.m
No show or late
1 hour senior detention on Friday night with AHT (CE/JRE/HF/GL). 3.15p.m
No show or late
No show or late No show or late
Excluded from school until parents attend meeting
E-Portal Roll Call â€“ Form Tutor Registration To launch E-Portal, select Start\Programs\Internal Eportal Log in using your ID and password as normal The main menu options will be available down the left hand-side of the welcome screen For morning / afternoon registration you will need to select ROLL CALL If you are a house tutor you will need to select FOR TODAY If you are covering a registration group you will need to choose SELECT A TUTOR GROUP. You will then need to select the class you are taking the roll call for. For example, type 7EN and click FIND CLASS GROUP. You will then be prompted to select the correct date (the current date will already be displayed) click VIEW ATTENDANCE The form register will now appear for that day with the list reasons. You will only need to enter the following / N L
Present Absent Late
Select AM / PM registration accordingly by clicking in the AM or PM column on the roll call list. You can then begin to take the roll call and enter the marks as indicated before. When the roll call is complete, and the pupils are being dismissed, the roll call needs to be submitted by clicking SUBMIT VALUES button. If you have any problems please contact IT support on Ext 326
Staff Weekly Assembly Rota 2011- 2012 Heads of Year will lead Assemblies and give Form totals for each week in first 5 mins of assembly. Themes of the week are in student planner you may wish to use this. Week Beginning
Head of Year – TRICS Intro to new year
JFO & Head of House –Intro to House System
GL – Being Healthy
JSW- SHARP System/Bullying
CE- Making Positive Contribution
HF- Attendance Matters
JFO - Head of House-Results
OCTOBER HALF TERM Week Beginning
Head of Year
Form Teacher-Making a Positive Contribution
HR –Anti-bullying week- Taking Action Together
Form Teacher- Being Healthy
GL- Economic Well-Being
Head of Year
Head of House- Results Head of Year Reward Assemblies at end of term
Head of Year
Form Tutor- Enjoying and Achieving
JSW- Healthy Mind
Head of Year
Head of House- Results
FEBRUARY HALF TERM Week Beginning
Head of Year
Form Tutor- Staying Safe
GL- Making a Positive Contribution
Form Tutor- Enjoying and Achieving
Head of House- Results
Head of Year- Rewards
Head of Year
Form Tutor- Being Healthy
JSW- SHARP SYSTEM
CE â€“ Enjoying and Achieving
Head of Year
Head of House- Results Head of Year Reward assemblies at end of term
WHITSUN HALF TERM Week Beginning
Head of Year
HR- Making a Positive Contribution
CE â€“ Enjoying and Achieving
Head of House-Results Head of Year Reward assemblies at end of term
SUMMER BREAK *These themes are suggested
Daily Assembly Rota Monday
Duty Rota 2011/2012 Assembly
Break Lates detention in D2
GL* SC SHU IA MW JCA JG
LH MJ KM PS ARO
HF* JLI FAS DB NCA LD AK
LL RP CRO HS RSM MWA
CE* TP JK EA GC CO LDO
JGO HG SH CJA SST LHE
CSA* BJ KB KC KG NK CC
EG JOD BOU ARA BS SY
JSW* JB JFO SD CFJ HK FK
SK CRE AROB GW LA CBR
Any problems please see JR
* Team Leader
Lunchtime Week 1
Lunchtime Week 2
End of school
CE* GL SHU SM HK
CE* GL SHU SM JCA
CE* SHU SM LHE GW JFO
CE* SHU SM JFO
HF* JR SC FAS CRE CSA
HF* JR SC CSA RP
HF* JR SC JK CFJ CRE
HF* JR SC JK GW CFJ
GL* JR JK JLI BOU KB
GL* JR JK JLI RSM JB
GL* JR JLI KA PS MJ
GL* JR JLI KA MJ
BJ* JR JSW CBR BOU FAS
BJ* JR JSW CBR JOD ARA
BJ* JR JSW LA KC KB
BJ* JR JSW LA JOD ARA
TP* HR KA LA PS EA
TP* HR KA LA EA JCA
TP* HR JFO CBR KC HK CRE
TP* HR JFO CBR RSM
SLT MENTO RS
Morning Late Duty at Reception 2011/2012
Break Time Duty Teams TEAM LEADER HALL
STEPS FOYER AREA
1………………………………………………………………………………… 2………………………………………………………………………………… 3…………………………………………………………………………………
TECHNOLOGY …………………………………………………………………………………… CORRIDOR LIBRARY & EXIT DOOR TO QUAD
LIBRARY End of school duties Foyer / Blue Area Front entrance Upper Thomas Street Back Entrance, Upper Thomas Street Top Floor Corridors Entrance to sixth form To be on duty in key areas in the bottom floor
Break Time Duty Procedure Re-entry to the school must be closely supervised at all times 11.17a.m
Both doors to be opened and Children to be admitted Ensure pupils from the lower playground enter the building.
Clear foyer first (pupils remain in Hall) Clear Hall
Klaxon sounded Pupils move from Upper Playground to the Entrance
Klaxon - any pupils outside admitted
Bell Duty team ensure all pupils are in en-route to or at lessons. WET BREAK AND COLD WEATHER Pupils will be allowed in foyer and Hall
Duty Teams ensure all pupils en-route to or at lessons.
Duties Good Weather
Top Playground (2 staff)
Rear Playground (1 staff)
Quad Area (1 staff)
Quad Entrance (1 staff) (Outside D5)
Quad Entrance (inside)
Main Entrance (2 staff) Foyer
Toilet Area (1 staff)
Technology Corridor (1 staff)
Additional staff allocated to duties by Team Leader
2011-2012 – Staff Walk-About MON
9.00 – 10.00a.m
10.00 – 11.00a.m
11.20 – 12.20p.m
2.00 – 3.00p.m
TEAM LEADERS FOR PERFORMANCE MANAGEMENT 2011/2012 REVIEWERS
CSA, GL, TP, JR, MC, SBU, NBE, HRO
BJ, CO, JG, KBR, CFJ, JGO, AK
CE, JSW, HF, SC, CRG
DJP, NN, DB
KA, LA, SHU, JB
TJ, AR. CBR
JL, BOU, JFO
GW, LL, IA, CRO, JK
JCA, FAS, BS
FK, KM, HK
MJ, HG, NCA, MWA
SH, CJA, KC, EA, HSC, NK*
MW,( LIZ*),(KBU*), ARA*, ARO*, MOR
SG, EN, BOU, HSI, KG, SRU, SD
RP, SY, CRE, LHE
TM, LT, MO, SM, AU, AH, GLE, EC
*NQT and new staff who will work closely with BJ as well as line manager ( ) line managed by more than one person.
CALENDAR – MANAGEMENT & TASK GROUP MEETINGS 2011- 2012
AUTUMN TERM Day Thursday Thursday Thursday Thursday Thursday Thursday
Date 08-09-201 15-09-2011 22-09-2011 29-09-2011 06-10-2011 13-10-2011
Meeting Pastoral Meeting Departmental General Meeting Departmental Tracking Curriculum Board/Pastoral Leaders Task Groups Departmental Tracking
Half Term Monday 24 October – Friday 28th October 2011 th
Thursday Thursday Thursday Thursday Thursday Thursday
03-11-2011 10-11-2011 17-11-2011 24-11-2011 01-12-2011 15-12-2011
Departmental General Meeting Curriculum Board/Pastoral Leaders Departmental Tracking Task Groups Pastoral Meeting Departmental General Meeting
Christmas Break Monday 19 December –Wednesday 4th January 2012 th
SPRING TERM Thursday Thursday Thursday Thursday Thursday
05-01-2012 12-01-2012 26-01-2012 02-02-2012 09-02-2012
Pastoral Meeting Departmental Tracking Curriculum Board/Pastoral Leaders Task Groups Departmental Tracking
Half Term Monday 13 February – Friday 17th February 2012 th
Thursday Thursday Thursday Thursday Thursday
01-03-2012 08-03-2012 15-03-2012 22-03-2012 29-03-2012
Task Groups Pastoral Meeting Departmental Tracking Curriculum Board/Pastoral Leaders Departmental General Meeting
CALENDAR – MANAGEMENT & TASK GROUP MEETINGS 2011- 2012 Easter Break Monday 2 April – Friday 13th April 2012 nd
Thursday Thursday Thursday Thursday Thursday Thursday Thursday
19-04-2012 26-04-2012 03-05-2012 10-05-2012 17-05-2012 24-05-2012 31-05-2012
Departmental General Meeting Departmental Tracking Pastoral Meeting Curriculum Board/Pastoral Leaders Task Groups Pastoral Meeting Departmental General Meeting
Half Term Monday 4 June – Friday 8th June 2012 th
SUMMER TERM Thursday Thursday Thursday
14-06-2012 05-07-2012 19-07-2012
Task Groups Curriculum Board/Pastoral Leaders Departmental General Meeting
Summer Break Begins Friday 20th July 2012
School Departmental Review Cycle Subject
Art, Music, Drama
May 2012 June 2012
Design & Technology
ICT/ Business Studies
ICT Across the curriculum
Literacy & Numeracy Across the Curriculum
Numeracy 2008 Ofsted
ECM Agenda Review
Last updated 01.09.11
YEARLY ASSESSMENT PLAN 2011/2012 Draft 3 Year
Interim Parents’ Evening
Exam Week Beginning
Parents’ Subject Review Evenings
12/13 20.10.11 Compulsory Attendance with Form Tutors
Mock Exams 21.11.11 23.04.12
11 20.10.11 Compulsory Attendance with Form Tutors
Mock Exams 21.11.11
10 20.10.11 Compulsory Attendance with Form Tutors
Exam Week 20.02.12
Subject IAG Week Beginning
1. 30.09.11 2. 17.11.11 3. 09.02.12 4. 15.03.12 5. 04.05.12 6. 06.07.12 (Y12 only)
1. 2. 3. 4. 5. 6. 7.
22.09.11 13.10.11 17.11.11 12.01.12 09.02.12 15.03.12 26.04.12
1. 2. 3. 4. 5. 6.
19.10.11 14.12.11 08.02.12 28.03.12 30.05.12 11.07.12
WK 1 10.10.11
1. 14.12.11 2. 28.03.12 3. 20.06.12
20.10.11 Compulsory Attendance with Form Tutors
Exam Week 09.01.12
20.10.11 Compulsory Attendance with Form Tutors
Exam Week 11.06.12
1. 14.12.11 2. 28.03.12 3. 11.07.12
20.10.11 Compulsory attendance with Form Tutors
Exam Week 08.05.12
1. 14.12.11 2. 28.03.12 3. 11.07.12
TBC Yrs 7-11 TBC
Estimated grades are submitted to exam board for Yrs 11/12/13 Forecast grades will be required for Years 10/11/12/13 Please see BJ if you have any comments
Week 2 12.03.12
Week 3 18.06.12
Meeting Schedule 2011-2012 – Master September 2011
Interim Parents’ Evening 6th Form Open Evening
Departmental General Meeting
Curriculum Board/Pastoral Leaders
Y11 Parents’ Evening
Y9 Parent’ Evening
May 2012 Dept
Y7 Parents’ Evening
Y8 Parents’ Evening
Homework Policy Why is Homework Important? It is our belief that pupils who work hard at home as well as in school are the ones who are most likely to improve the standard of their work and succeed in their studies. Homework helps to consolidate and build on work in school and enable teachers to assess whether pupils have understood the work covered in lessons. Guidelines for time to be spent on homework: Year 7 & 8 20 – 30 minutes per subject – per night Year 9 30 – 45 minutes per subject – per night Year 10 & 11 45 – 60 minutes per subject – per night On most evenings there will be 2 subjects set – if 3 subjects need to be set this will usually happen on a Friday night. What is Homework? There are many tasks that can be set for homework and they can be given in a variety of forms. The following are examples of tasks that pupils may be set for homework. Investigations Research Reading Drawing
Interviews Visits to Library Designing/Making Word Processing
Drafting Revision Essay Writing Projects
Pupil Planners: Each pupil is given a Pupil Planner in which to record his or her homework. Form Tutors see this on a weekly basis and parents / carers are asked to sign this weekly. It also is a method by which school and home can communicate.. Subjects Teachers: Homework is to be set according to the timetable issued at the beginning of the year. Pupils should be asked to get their planners out at the start of the lesson and be given enough time to enter the details of their homework into them before the end of the lesson. Clear deadlines for the handing in of work must be given. If a pupil fails to hand in a piece of work the class teacher must issue a letter to parents giving the date, time and venue of a 30 minutes detention which should take place, where possible, within two days of the date on which the homework was due in. Please remember that Year 7 pupils are not used to organising the bringing of books and materials into school and will need a settling in period. For homework purposes, pupils in this year group will be allowed some leniency during the first four weeks of term.. 52
Heads of Department: If a pupils fails to turn up for a subject teacher’s detention they should be referred to the Head of Department and departmental procedure should be initiated. Departmental detentions will normally be arranged on a weekly basis and last for a minimum of 30 minutes. In departments where the HOD is the only teacher, direct referral to senior staff may be made. If any HOD requires register cover to organise departmental detentions they must inform MC. Senior Staff: Failure by a pupil to turn up for a departmental detention will result in the Head of Department referring them to a Senior Teacher. There will be a Senior Management detention organised on a weekly basis and the duration of this will be one hour. These are held on a Wednesday evening. • Pupils homework should be marked promptly and feedback given to pupils so that they can improve and move forward. • Pupils who continually fail to complete homework must be referred to the relevant senior tutor. Homework Support Facilities: The school operates a Homework Club for pupils four nights a week where they are able to receive support with homework and coursework. These clubs are held in the library and computer suite and there are members of staff on hand to help them. Provision for Pupils with Special Educational Needs: The Curriculum Support area is open most breaks and lunchtimes so that pupils may complete work or receive support and guidance with their homework Monitoring and Evaluation of the Policy The senior management will monitor the implementation of this policy through their links with departments and it will be an item on the SLT meeting agendas on a termly basis.
Homework: A Guide for Parents Why is homework important? It is our belief that pupils who work hard on their on their homework are the ones who are most likely to improve the standard of their work and succeed in their studies. Homework helps to reinforce topics that pupils have worked on in lessons and it enables teachers to assess whether pupils have understood the work covered. It also encourages pupils to develop the skills, confidence and motivation to study effectively on their own. As we believe that homework is important, teachers set homework that is appropriate to each child, it is set regularly in each subject and prompt and helpful feedback is given. How can you help? In order for your child to get the most out of their homework it would benefit them if you, as parents, could help in the following ways: • Make a note of the timetable included in this letter • Check your child’s planner as regularly as possible and sign it each week • Any concerns / queries you have can be written in the planner and teachers are also able to write comments in it • Encourage your child to complete homework at a regular time each night • If possible try to provide a quiet space where your child can work • Take an interest in the work your child is doing at home and praise the effort they are making. We would also like to hear of any ideas you might have on ways in which we can help pupils with their homework studies. Please do not hesitate to contact the school if you have any worries or if your child says they do not have any homework.
C.P.D Continued Professional Development ‘ Staff development is essential to school improvement’ We believe that Aston Manor is a professional learning community where all staff are encouraged to develop their range of skills experience and knowledge. In order for the school to move forward we are committed to providing opportunities for staff to develop as valued professionals through a variety of C.P.D activities. C.P.D is an essential part of the Governments five-year strategy for Children and Learners. As part of the strategy teachers have responsibility for their own C.P.D and must show how they have developed professionally. C.P.D will form an important part of performance management meetings. Teachers in leadership roles must not only show how they have developed professionally but also show the impact they have had on the C.P.D of other staff. Types of C.P.D There are many different forms of C.P.D available for staff (see attached sheet) but we believe that best practice exists within our school. It is because of this that we encourage all staff to conduct peer observation, video lessons and closely collaborate with colleagues in the school. Teachers should aim to observe one lesson per term and have one of their lessons observed on a termly basis. Visits to other schools can act as powerful stimuli for C.P.D. These are sometimes referred to as Learning Walks and need to be organised through CSA. Every member of staff has a C.P.D file. This is to be used for keeping a record of all C.P.D activities and the impact of these on teaching and learning. If for any reason you do not have C.P.D file please see CSA. C.P.D files will form an important part of performance management meetings and need to be kept up to date. C.P.D procedure All C.P.D must be linked to Departmental Improvement Plans and show impact on Teaching and Learning. C.P.D activities must be discussed with the appropriate line managers and be accompanied with the staff development forms When undertaking C.P.D activities staff must consider the following questions. • • • •
How does it link to the School Improvement Plan, which feeds into Departmental/Pastoral plans. What will the impact of C.P.D be on Teaching and Learning? How, when and to who will feedback from the activity take place? How does it link to personal performance management targets?
Who do I see about C.P.D?
Member of staff finds appropriate C.P.D activity
Activity Discussed and approved by line manager
See CSA for appropriate paperwork, including evaluation form.
Ensure Emma Smith is aware of cover implications
Feedback and Evaluation of activity occurs
Record of activity, feedback and impact kept in personal C.P.D file.
Types of C.P.D Observing other practitioners • Observing someone teach your class(es) • Observing someone teach a lesson that you have planned • Observing how pupils of different ages learn • Discussing lesson observations • Tracking a pupil for a day to see teaching through their eyes • Observing a visiting expert • Shadowing a colleague • Visiting and seeing other school in action • Observing and working with an artist in residence Extending Professional Experience • Leading school based INSET • Rotating roles/jobs • Developing your professional profile • Taking part in developing a learning community • Assuming the role of leader for a special initiative in school • Carrying out action research in the classroom/ school • Contributing to a professional publication • Serving as a governor • Contributing to courses • Serving on professional committee/ working parties and so on • Leading / supervising non- professional work in the classroom. • Working with an exam board or marking examination papers • Networking and sharing with a group of colleagues from another school • Developing use of ICT • Counselling parents • Collaborating with peripatetic teachers • Organizing a display Working with pupils • Taking responsibility for a group of pupils on an off-site visit • Developing teaching skills across a wide age and ability range • Working with pupils on students councils • Working with pupils to present an assembly, play, performance events • Working with pupils preparing a school year book • Negotiating targets and evaluating work alongside pupils • Mentoring and counselling pupils • Helping pupils with peer mentoring
ASTON MANOR ACADEMY CONTINUING PROFESSIONAL DEVELOPMENT (CPD) APPLICATION
Title of CPD ___________________________________
HoD Signature _______________________________
Date _________________________________________ Cost ____________
Staff Performance Management Target. (Please complete).
School Improvement Targets. 1. To continue to raise attainment of all students 2. To ensure there are effective Professional Development opportunities for all staff 3. To enhance the personal development and well being of all students 4. To continue to improve our learning environment 5. To ensure there are effective measures for developing leadership & management
1. 2. 3.
CPD Activity. Please explain why you want to complete the activity and how it links into your performance management target. __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________ __________________________________________________________________________________________
Evaluation. Please state how you will share this CPD activity with the school. ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________ ___________________________________________________________________________________________
Application Not Approved
Signature - Mr C Salt ____________________________________
SUCCESSFUL APPLICANTS MUST COMPLETE AN ABSENCE FORM
Request for Cover Staff: ____________________________________________ Date(s) cover required:___________________________________________ Reason for cover: ____________________________________ Lesson
Reg AM 9.00 -10.00a.m 10.00 – 11.00a.m 11.20 – 12.20p.m 12.20 – 1.20p.m KS4 1.00 – 2.00p.m KS3 2.00 – 3.00p.m Reg PM
Staff Signature: ___________________________________ HR/CSA Signature:__________________________________ Date: ________________________ PLEASE HAND THIS COMPLETED SHEET TO CSA. THANKS
Guidelines for Staff Absence due to Sickness At Aston Manor Academy our policy is to ensure that pro-active measures are in place to effectively manage absence through sickness, in line with the LEA Sickness Absence Guidelines:-
• • •
• • • •
All employees are entitled to expect fair and reasonable treatment, including taking account of equal opportunities Sickness absence is managed fairly and systematically to ensure the continued provision of high quality education for students There is regard for the need to support employees who are ill and treat them with sympathy and understanding, including serious or chronic ill health problems requiring long periods of absence Measures are in place to reduce the impact of illness on other staff Staff who have been ill are assisted to make a successful return to work Staff are entitled to working environment and systems of work which do not create health problems or impose undue levels of stress All employees are aware of, and adhere to, the procedures relating to staff sickness
PROCEDURE FOR REPORTING ABSENCE DUE TO SICKNESS 1.
All staff are aware of who is responsible for managing staff sickness, which is currently: Heather Roberts. In her absence Carl Salt.
All staff are aware of the procedure for notifying school about absence and this is dealt with confidentially.
On the first day of absence the employee should notify the person identified above by 8.10a.m, stating the nature and probable duration of the illness.
Normally the employee should make the telephone call himself or herself, but in exceptional circumstances the notification can be made by someone acting on the employee’s behalf.
If the employee is absent for more than three days, the person identified above must be notified of the reason for continued absence. Notification should be by telephone, but could be by letter.
Employees who are absent due to illness for more than three working days but fewer than eight calendar days must complete a Self- Certification Form.
If the employee is absent for more than seven calendar days he/she must obtain a medical certificate / Statement from his/her doctor on the eighth day of absence and send it to Hilary Rose
In certain circumstances the employee may also be required to obtain a doctor’s statement of fitness before returning to work. Please seek advice from Hilary Rose in the first instance
RETURN TO WORK When a member of staff returns to work, it is recognised that concern should be shown about their health which can take the following forms: • • • •
After a short illness e.g. 1-3 days, a brief discussion (with their line manager) After a longer period of time e.g 4-10 days, a more detailed informal discussion which is not recorded After 10 days, a formal discussion in which details of a staged return to work are discussed as is deemed appropriate and recorded. After a long term absence, a formal absence monitoring interview in which details of a staged return to work are discussed, recorded and signed by both the head teacher and the member of staff returning to work.
STRESS Aston Manor Academy recognises that the educational environment can be stressful for all staff, making them susceptible to stress related illnesses. We aim to alleviate the effects of stress as much as possible by encouraging staff to talk to their line manager, the Deputy or the Headteacher regarding any work related problems as soon as they become apparent. MEDICAL APPOINTMENTS Medical appointments whenever possible should be made outside of working hours or at the very beginning or end of the school day. Please ensure CSA is aware of appointments in advance. SPECIAL LEAVE OF ABSENCE Any other compassionate leave including illness of husband, wife, parent, child, brother/ sister or person standing in special relationship to the employee; the breakdown of normal care arrangements for dependents giving rise to serious domestic difficulties. Birmingham City Council Leave of Absence guidelines states that the Chair of Governors or Headteacher, shall authorise a period of leave which is reasonably necessary and decide whether it should be paid or unpaid. FULL COPIES OF THE LEA POLICY ARE AVAILABLE FROM: STAFFROOM NOTICE BOARD, SUE BUNYAN AND UNION REPRESENTATIVES
IF A FIRE IS DISCOVERED: • •
Sound the fire alarm Inform the school secretary or dial 999 for the Fire Brigade. Give details if possible of the nature and location of the fire.
FIRE BELL: The signal is a long continuous bell. If the bell rings: • Appointed Fire Marshalls will assist the evacuation of the building. (see Fire Wardens list) • Pupils must be silent and listen to the teachers instructions • Pupils should be escorted out quietly in a single file • Windows should be closed if possible • EVERYBODY must leave the building by the nearest clear fire exit • Personal property should be left in the building • Doors should be closed behind you • Building site supervisor should ensure that any contractors working on site are escorted to the fire assembly point. • Visitors should leave the building with a member of the school staff and assemble at the fire assembly point.
FIRE ASSEMBLY POINT: • • • • • •
With the exception of the canteen staff, Finance office and Heads PA office EVERYBODY must assemble on the top playground Pupils must be silent Pupils should line up in forms and in register order with Year 7 nearest to the steps Form Tutors check registers and report to the Head of Year or Assistant Headteacher The canteen staff, finance officers and heads PA will assemble by the front gate: A roll call will be taken by the Heads PA. Having confirmed all persons are accounted for a telephone call will be made to the chief Fire Marshall (Mr T Power) on the top playground before re-entry into the building.
ROLL CALL: An Assistant Head is responsible for making sure that everybody on the school site is accounted for. The secretaries will bring registers onto the top playground so that you can account for pupils in your form.
NOBODY may go back into the building until a Assistant Head has given the ‘ALL CLEAR’.
Fire Exit Zones DRAFT In the Event of a Fire Fire Wardens have been appointed and they will be responsible for checking the following zones to ensure that all rooms are vacated. 2nd Floor
E14 F11 D11
E15 F12 D13
E16 LC D14
Ms K Gill
Mr C Etheridge
F1 D3 E2
F2 D4 E3
F3 D5 E4
Mr S Ruske Mrs S Coleman Mr G Lloyd
Ground Floor Stairs Doors
Mr H Fuller Mr N Beech
Mr T Newbold/ Mr I Rawlins Mr D Parkes/ Mrs M Clarke
Second Floor 1st Floor Ground Floor
Mr C Salt
Mr C Robinson Mr C Robinson Ms A Scott
Mr N Newport
Mrs H Roberts / Mrs S Bunyan 64
FIRE EXITS Teachers and classes on the Ground Floor should follow these instructions. Teachers in Classrooms E3
Should vacate the building through the E6 classroom fire exit and move around the Technology block, past the outside gym and Post 16 common room and up to the top playground _________________________________________________________________ Teachers in Classrooms E1
Should vacate the building along the corridor past the boys toilet and exit school into the quad and onto the top Playground ________________________________________________________________ Teachers in Classrooms D2
Should vacate the building past reception and exit school into the quad and onto the top playground ________________________________________________________________ Teachers in Classrooms D3, D6a Should vacate the building by the door opposite the Music and PE Block and onto the top playground _________________________________________________________________ Teachers in Post 16 block and Post 16 students Should vacate the building through the Post 16 common room, turning left to go through the gates, up the steps and onto the top playground. _______________________________________________________________ Teachers in F1, F2 Should vacate the building through fire exit doors in room F2. Walk along the outside area past the outside Gym and Post 16 Centre and onto the top playground. _______________________________________________________________ 65
Teachers in F3 Should vacate the building through the library fire exit up the steps and onto the top playground. _________________________________________________________________ Teachers in Library Should vacate the building by leaving by the rear fire exit door, turning left past the Post 16 Centre and onto the top playground. ________________________________________________________________ Teachers and classes on the 1st Floor should follow these instructions Teachers in Classrooms D14, D15, D15a, D16, D17 Should vacate the building down the maths staircase exit the building by the door opposite the music and PE block into the Quad and onto the top playground ______________________________________________________________ Teachers in Classrooms E14, E15, E16, E17, E18 Should vacate the building down the back staircase and move along the technology and library corridors into the quad and onto the top playground _____________________________________________________________ Teachers in Classrooms D11, D13 Should vacate the building down the main school staircase into the quad, go up the steps and onto the top playground. ______________________________________________________________
Teachers in Classrooms F11, F12 Should vacate the building by the joint fire exit at the rear of the classrooms, down the fire escape, past the outside gym and Post 16 common room and onto the top playground. ________________________________________________________________ Teachers in Learning Centre Should vacate through classrooms F11 or F12 and vacate the building by the fire exit at the rear of the classroom, go down the fire escape turn left and go past the outside gym and post 16 common room. Go up the steps and onto the top playground. ________________________________________________________________
Teachers and classes on the 2nd floor should follow these instructions Teachers in classrooms E23, E24, E25, E26, E27 Science prep room Should vacate the building down the back staircase. Move down the corridor past the boys toilet into the Quad and onto the top playground. _______________________________________________________________ Teachers in classrooms D21, D23, D28, Support room and offices Should vacate the building down the main staircase, into Quad. Go up the steps and onto the top playground. ________________________________________________________________ Teachers in classrooms D24, D25, D26, D27 Should vacate the building down the maths staircase. Exit the building by the door opposite the Music and PE Block into the Quad and onto the top playground. ______________________________________________________________
Teachers in Steel Band Practice room, Gym, Boys changing rooms, Should vacate the building into the Quad. Go up the steps and onto the top playground. _________________________________________________________________ Teachers in B11, B12, B21 and Music Practice Rooms Should vacate the building via the Fire Escape down the steps to the Quad. Go up the steps and onto the top playground. ______________________________________________________________ Teachers and classes below Ground Level in E Block E01, E03, E04 and girls changing room Should vacate the building through the fire exit in E03 (Dance Studio) turn left and move around the building past the outside gym and post 16 centre. Go up the steps and onto the top playground. _________________________________________________________________ Staff working in and around the Headteacher office, Heads PA, Finance Officer, Finance Assistant, Canteen staff and CRG Should exit the building by the front door of the school and assemble by the gates which lead to the main entrance. _________________________________________________________________ Reception Staff Will be responsible for bringing hard copies of the school register to the top playground so that form staff can account for all people registered present in school. ________________________________________________________________ Mr T Power (Chief Fire Marshall) will confirm that everyone has assembled on the top playground. He will then contact Ms S Bunyan (Heads PA) who will confirm that all necessary staff have assembled by the front gate If all is in order, re entry into school for everyone will go ahead
FIRE WARDENS TOP FLOOR D BLOCK
MR N BEECH
MR H FULLER
MIDDLE FLOOR E BLOCK
MS K GILL
MR C ETHERIDGE
GROUND FLOOR D BLOCK
MRS S COLEMAN
MR T NEWBOLD/MR I RAWLINS MR G LLOYD
MR C ROBINSON MS A SCOTT
MR C SALT
Educational Visits We encourage visits and trips as means of enriching the curriculum and giving our students experience outside of the school environment. Organising Trips 1. If you find an appropriate place to take students on a visit/ trip please discuss this with your Head of Faculty / Year in the first instance and then 2. Check the diary for any cover implications. Please avoid any busy periods. SEE CSA AND GL before you book anything. 3. Once you have the agreement of the Head of Faculty/ Year, establish how many members of staff will be required. The ratio is 1 member of staff to 10 students. Also establish the cost of the visit for students, and the number of students likely to be involved. 4. Please see Mr G Lloyd (GL)or Mrs K Kaila (KK) for the appropriate paperwork in plenty of time before the visit. For adventurous activities which may involve overnight stays please give at least 2 months notice. For local day visits a month is required. 5. Once you have gathered the appropriate paperwork please complete in detail, all relevant sections. Educational venues will have completed a risk assessment; it is crucial we have a copy of this to go out with paperwork. A risk assessment for transportation of students is also needed and GL or KK will help you with this. 6. All students must have parental permission in order to go on any visit. Letters which go to parents must explain i) Cost of visit ii) Purpose of visit iii) Time of departure and return to school iv) Specific medical needs of students. Letter must also provide opportunities for parents to notify school of specific needs of any students 6. Having completed stages 1-5. Please place a notice in the school bulletin providing all information so other teaching staff are aware of who is going and the implications for their teaching groups. 7. Once you have completed the required paperwork and have enough adults and students to go on your visit ensure that CSA and ES are aware of cover implications. 8. On the day of the visit always leave a list of students and adults on the visit in reception and leave your mobile number in case of emergencies. If your visit involves packed lunches arrangements with kitchen staff need to be made.
Student Voice The Student voice provides all students the opportunity to voice their feelings and thoughts on issues within the school. A clear structure exists as outlined below for this to occur. The Student Voice The student voice consists of a male and female representative from each Year Group Parliament. This will result in a Student voice of ten members. From the ten members of the student voice a president, Vice president, Secretary and Treasurer must be elected. The Student Voice will meet once each term following a Year Group Parliament meeting. Election of Officers The Student Voice President is elected by a vote open to the whole school. The candiate who receives the greatest number of votes will be elected. The president nominates the Vice â€“president, Secretary and Treasurer. Another member of the Student Voice must second these nominations for the motion to be granted. Year Group Parliament The Year Group Parliament is composed of 2 elected members from each form. Each Year Group Parliament will elect one male and one female representative to sit on the Student Voice. Within each Year Group Parliament a Chair of Parliament will be elected. Issues that are raised at a Year Group Parliament meeting are taken to the Student Voice meeting by the Year Group Parliament representatives and discussed. Year Group Parliaments will meet once each term. Decision Making The Student Voice will discuss the topical and relevant issues from the Year Group Parliament meetings. From these discussions they will make proposed decisions. The Year Group Parliament will discuss the proposed decisions from the Student Voice meeting. Their role is to accept or veto these decisions. All decisions at all levels will be made by a votes
Responsibilities Student Voice President i. ii. iii.
To equally and fairly represent all students of Aston Manor School To ensure the Student voice is a democratic organisation To liaise with Mr Fuller, the Deputy Headteacher and the Headteacher.
Student Parliament President i. ii. iii.
To work closely with the Student Voice President To make informed decisions for the benefit of the Year Group To liaise with the Head of Year and discuss relevant issues.
Student Parliament Representatives i. ii. iii. iv.
Listen and be aware of issues within their class. Advise on issues relating to their Year Group Attend all Year Group Parliament Meetings Liaise with their Form Tutor and Student Parliament President.
Student Voice Structure Student Voice President Vice President Treasurer Year 7 x2 Reps
Secretary Year 8 x2 Reps
Year 9 x2 Reps
Year 10 x2 Reps
Year 11 x2 Reps
_____________________________________________________________________ Year Parliament Year Parliament President Year 7 Year Reps
Year 8 Year Reps
Year 9 Year Reps
Year 10 Year Reps
Year 11 Year Reps
Prefects Prefect Selection In the summer term of Year 10, all Year 10 students will be given the opportunity to apply for the position of school prefect. Applicants are required to complete an application form and obtain one confidential reference from a teaching member of staff. The member of staff completing the reference must then return it to Chris Etheridge. A shortlist will be drawn up from the applications. The selected students will each be interviewed by the 4 Heads of Year and Chris Etheridge. Eight male and eight female prefects will be chosen to begin their duties in September of the next academic year. Head Boy & Head Girl / Deputy Head Boy & Girl Following the selection of the prefects a residential weekend will be organised for September. Following the weekend all prefects will have the opportunity to vote for a Head Boy / Head Girl/ Deputy Head Boy /Deputy Head Girl. The SLT and 4 Heads of Year will have an input in the selection process. Training for School Prefects All prefects will receive the following training: • A 3 day team building residential • A 6 x 1 hour mentoring course • A First Aid training course Prefect Duties / Expectations • • • • • • • •
To act as role models and leaders within the school To meet every half term with Chris Etheridge. Each prefect will be attached to a house form, at the discretion of the head of year to assist both students and form tutors Two prefects will be in charge of recording lates at the school reception Two prefects will be in charge of equipment sales To assist and support school functions e.g. Parents Evening, open Evening, Awards Evening etc To undertake one breaktime duty each week To act as guides for visitors, guests and prospective parents/ students
Heads and Deputies Duties / Expectations • • • •
To liaise and work closely with the School Governors, Headteacher, Deputy Headteacher and Key Stage 4 Manager To lead and organise the team of prefects To represent the school at formal occasions and deliver speeches/ readings as necessary To compile a duty rota and supervise its effective running To attend all School Council Meetings and liase with all representatives from all year groups.
ETHOS Our behaviour policy is a statement of good practice, incorporating all aspects of the school, that contribute to the development and maintenance of good behaviour and positive ethos.
AIMS 1. To encourage adherence to an agreed set of principles of behaviour by pupils, based upon common expectations and consequences. 2. To support effective teaching and learning, by following the schools code of conduct: ‘Positive Discipline for Learning’. 3. To contribute to mutual respect. 4. To gain the agreement and support of teachers, non-teaching staff and parents.
Our behaviour policy incorporating ‘Positive Discipline for Learning’ will be introduced following consultation with teaching staff, non-teaching staff, pupils and parents.
A copy of the policy will be sent home and parents asked to sign as an indication of support.
The ‘Expectations for Learning’ – steps to success are a set of guidelines drawn up following consultation with pupils and staff to ensure effective learning. These guidelines will be displayed in classrooms and other areas of the school as appropriate.
These expectations are designed to be brief and easy to learn. They will include only those which our school will enforce. The reason for each expectation will be obvious.
Positive Discipline for Learning is designed to encourage pupils to develop responsibility for their own behaviour.
Details of the school behaviour policy and all aspects of ‘Positive Discipline for learning’ are included in the pupil planner.
CLARIFICATION OF PUPIL RESPONSIBILTIES AT ASTON MANOR ACADEMY
Respect for others, through good manners, tolerance of differences, and ability to work cooperatively with and alongside other pupils and staff.
Respect for property, the school and the wider community, through care for the environment, personal possessions and school equipment
Honesty and fairness in relationships with pupils and staff, and contributions to the community.
Good attendance and punctuality
Pride in appearance
Good personal organisation
Effort and commitment towards academic achievement, and constructive participation in all aspects of school life
Effort and commitment towards the development of positive social and working relationships with staff and pupils in school, and in the community
In summary, the School Behaviour Policy aims to:
Promote self-discipline and proper regard for authority; encourage good behaviour and respect for others
Help pupils develop confidence in their skills and abilities; foster in pupils the organisational skills they will need in order to apply their abilities effectively
Encourage pupils to work hard, and show effort and persistence with work which is difficult; and
Develop pupil’s social and inter-personal skills, and enable them to get along well with their peer’s and with adults
In order to safeguard each pupil’s happiness and well being, and ensure the highest standards of personal achievement for all.
Aston Manor School aims to provide the highest quality education in disciplined caring environment. Where the actions of a pupil hinders the achievement of this fundamental aim this could result in the exclusion of the pupil(s) concerned.
As a sanction for inappropriate behaviour
To remove a child from school to protect other children/ staff
To reinforce the high standards of the school
To improve a pupil’s behaviour
Exclusion is a serious sanction and should have a salutary effect on the other pupils as well as the offender
Wherever appropriate, external agencies may be involved to support a pupil
Exclusion from school is most effective when:
Pupils are excluded to work (work will be provided)
Parents support the exclusion with sanctions at home, for example, withdrawal of privileges, grounding during the exclusion period
Where a situation is ‘developing’ all possible measures should be taken to resolve matters without having to resort to a permanent exclusion.
It is not always possible to follow a range of sanctions. Serious situations, albeit a first time offence for a pupil, could result in a permanent exclusion
All exclusions are governed by circular 10/99
We know that we have failed when we permanently exclude a pupil
Aston Manor’s Exclusion Categories
2 3 Fixed Term Exclusion
4 Permanent Exclusion
Pupil excluded from school
To remove pupil from school roll
Repeated failure to conform in the classroom. Disruption of teaching and Learning
Violent Behaviour. Repeated defiance, treats to safety of pupils, staff or property. Damaging Teaching & Learning. Stealing
Severe examples of violent or abusive behaviour or repeated examples of unacceptable behaviour, especially involving threat to safety
By Letter (and telephone if possible)
By telephone and 2 letters (Copy in hand, copy in post
Removal from the classroom to support room Pupil sent to Support Room to complete evaluation of removal incident
Fixed term removal to support room (1,2 or 3 day) Pupil sent to Support Room to complete academic work in isolation
Example of Incident
Repeated failure or refusal to comply with instructions
Subject Teacher, HOD, HOY
Information and communication
Support room record. Pupil file. Pupil Planner
Length of term
Interview with Headteacher and School Governor
Nature of Exclusion
HOY or AHT
Headteacher decision proceed by AH Headteacher decision
Pupil planner, Pupil file, staff briefing
Subject teacher. HOD. Form Tutor
By telephone. Letter delivered by attendance officer
Staff bulletin; attendance officer, form tutor, staff briefing. Pupil file
Up to 5 days in one term: 45 days in year ( any child over 15 days = CAF)
Yes. In longer term F.T.Ex’s (governors)
Staff bulletin. Staff briefing pupil file
Meeting with governor Discipline committee within 15 school days. Daily report with specific targets monitored daily. Possible SEN provision
Daily report with specific targets monitored daily. Likely ‘school action’ or ‘school action plan’ involving outside agencies Children at ‘School Action Plus’ status on the SEN Register, may be placed at a BSS Behavioural Support Centre for a 3 or 6 week period, to receive specific support to enable the child to succeed in school.
Alternative provision where appropriate if possible. N.B. VIOLENT OR ABUSIVE BEHAVIOUR TO EITHER PUPILS OR STAFF WILL LEAD TO EITHER FIXED TERM OR PERMANENT EXCLUSION.
ASTON MANOR’S EXPECTATIONS FOR LEARNING
Steps to Success 1.
BE READY – arrive on time with the required equipment and in full uniform. Listen carefully and follow instructions.
BE POSITIVE – Show positive attitude. Be creative, independent and reflective. Work with others positively, take risks in your learning.
BE RESPONSIBLE – Value all learning. Contribute to school life and help others. Always do your best.
BE REPECTUL – Respect yourself. Respect others and respect your surroundings.
Each pupil will be assessed in each lesson concerning his/her performance in relation to the 4 ‘Expectations for Learning’. Pupils are expected to achieve a ‘good’ assessment in all areas of performance (including behaviour and work completed) which will result in a subject commendation stamp being issued at the end of the lesson. Failure to achieve this level will result in a stamp appropriate to the level of performance. (See ‘Positive Discipline for Learning’).
THERE ARE THREE SCHOOL RULES 1. TREAT OTHER PEOPLE COURTEOUSLY 2. BE SENSIBLE AND SAFE AT ALL TIMES 3. LOOK AFTER PROPERTY AND SURROUNDINGS PLEASE NOTE: No pupils will be allowed to jeopardise the welfare, happiness or education of other pupils.
1. TREAT OTHER PEOPLE COURTEOUSLY: a) b) c) d) e)
Remember your manners. Help younger pupils and visitors. Walk on the left in corridors - never run. If you need staff help and they are busy, wait sensibly. Leave classrooms and the dining room tidy
2. BE SENSIBLE AND SAFE AT ALL TIMES: a) Pupils MUST NOT bring fireworks, matches, lighters, laser tubes, knives, scissors, glass bottles, pins or any other item detrimental to pupils’ safety onto school premises. Possible consequence - FIXED TERM EXCLUSION. b) Ball games are only allowed on the upper playground. c) Pupils are not allowed to leave the school premises at any time, unless signed out by a senior member of staff. d) Pupils are to remain outside the building before school, during break and at lunchtime, except when supervised by a teacher or during bad weather. e) Pupils must not run inside the building. f) Windows must not be opened without a teacher’s permission. g) Pupils should wait quietly outside room until told to go in by a teacher. 3. LOOK AFTER PROPERTY AND SURROUNDINGS: a) Always treat books, notice boards, other people’s work and school property with care. b) All your property should be marked with your name. c) Coats and bags etc are not to be left in school at the end of the day. d) Expensive electrical items such as MP3 players, games consoles should not be brought into school. e) Pupils must not use mobile phones on school premises. School will take no responsibility for mobile phones being lost or damaged. f) Money and valuables should be left in desks and cloakrooms. During P.E valuables should be handed to the teacher in charge. g) Litter is to be put into the bins provided. h) Do not chew gum or eat sweets in school. i) The following areas are OUT OF BOUNDS - car parks, rear of the gymnasium, side of the craft block, area around the staff room, kitchen, stage and the banked area are unless permission is granted. ASTON MANOR ACADEMY PRIDES ITSELF ON THE SMART APPEARANCE OF ITS PUPILS. WE EXPECT FULL SCHOOL UNIFORM TO BE WORN AT ALL TIMES
Details of the requirements in the following aspects of school life are written in the pupil planner. Both parents and pupils are asked to read them to familiarise themselves with them:
Problems and help
Illness and accidents
Morning and lunch-breaks
Food and drink
Jewellery, hairstyle, body piercing
Fighting / play fighting
Rule for the corridor
Rule for verbal abuse
Bullying: A charter of pupilâ€™s rights and responsibilities.
CONSEQUENCES Statement Pupils have a right to expect fair and consistently applied consequences for poor behaviour, which make a clear distinction between serious and minor infringements within Positive Discipline for Learning. An appropriate consequence is one which is designed to put matters right and encourage better behaviour in future. It is inappropriate to punish whole groups for the misdemeanours of a few, or to impose a consequence which is designed to humiliate a pupil or pupils.
Aims To maintain a consistent pattern of consequences which are known, understood and agreed to, by all members of the school community. To support ‘Positive Discipline for Learning’
CONSEQUENCES OF BREAKING ‘EXPECTATIONS FOR LEARNING’ a) b) c) d) e) f) g) h) i) j)
Reminder Informal warning ‘YOU CAN DO BETTER’ stamp Formal Warning (This means a ‘NIL’ stamp) Removal from classroom to ‘Support Room’ Fixed term isolation in ‘Support Room’ (1, 2 or 3 day) Pupil sent home to return with parent the following day Fixed term exclusion (up to 5 days) Placement at Holte LSC Burlington Centre – meeting with governors Permanent exclusion
CONSEQUENCES OF FORGETTING PLANNER: a) b) c)
Reminder Detention Letter parents- parental meeting, Exclusion
In addition, individual staff can impose a ten-minute detention on the day, or in liaison with the HOD or HOY, impose a one-hour detention giving 24 hours notice by formal letter to parents. Additional contact with parents by HOY will be made, if there are any further concerns. Heads of Year / Assistant Headteachers 1. 2. 3. 4. 6.
Punishments appropriate to the misdemeanour e.g clearing up litter or removing graffiti. Putting pupils on report Sending letters home Arranging meetings with parents ‘Fixed Term Exclusion,’ confirmed by the AHT in consultation with the Headteacher
Headteacher Permanent exclusion, confirmed by the Governor
REWARDS Pupils who perform well within the ‘Expectations for Learning’ will gain TRICS stamps in their planner. Certificates will be awarded every term for TRIC stamps. Pupils who have good attendance, punctuality and stamps will receive vouchers for school trips. Postcards and letters will also be sent home to parents to praise positive contributions at school.
Statement We consider it is important that praise and rewards should have a considerable emphasis within school, and pupils will achieve recognition for a positive contribution to school life. Such a contribution includes sound academic work and effort, good behaviour and adherence to our system of Positive Discipline for Learning. It is expected that good standards of behaviour will be encouraged through the consistent application of ‘Positive Discipline for Learning,’ supported by a balanced combination of rewards and punishments. It is important to develop and maintain consistency in the application of the reward system.
To motivate and encourage positive attitudes by all our pupils. To develop and maintain consistent pattern of rewards, which are known, understood and agreed to by all.
To support Positive Discipline for Learning.
Rewards for Positive Attitudes to School and Learning Some examples: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11.
Awarding of TRICS stamps and house points Certificates for attendance and punctuality Certificates for subject achievements Verbal and written praise Letters/ postcards sent home, phone calls to parents Celebration of achievements in assemblies School Awards Evening Reductions in costs of school trips Displaying of pupils work both in school and in other public places Celebration of success in school newsletter and on the school website Residential activities organised for pupils who consistently deserve to be rewarded.
This is not a definite list. We very much believe that pupils respond well to praise and encouragement, and that all staff should be involved in rewarding pupils.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING INFORMATION FOR STAFF – SEPTEMBER 2011 Aston Manor’s system of Positive Discipline for Learning was introduced in September 1995. It arose out of Staff’s concerns that the learning atmosphere in classrooms was often unsuitable for children to make appropriate progress and that levels of attainment were therefore often affected. Inappropriate behaviour by individual pupils was identified as a major factor in affecting the quality of teaching and learning. In response to this major concern, and in an effort to raise the levels of pupils’ achievements in the classroom, staff in communication with School Governors, Pupils and Parents developed our six “Rules for the Classroom”, which describe a clear expectation of pupils’ conduct which will allow teachers to teach and pupils to learn with a minimum of distraction and disruption. In 2003 our 4 “Expectations for Learning” replaced the “Rules for the classroom”.
After consulting with pupils and staff in 2011 we have reviewed our expectations and they have now become our ‘steps to succes’. These ‘steps to success’ are designed to encourage pupils to contribute to class activities and become more engaged in the process of learning whilst maintaining a disciplined atmosphere in the classroom.
EXPECTATIONS FOR LEARNING- OUR STEPS TO SUCCESS 1. BE READY – arrive on time with the required equipment and in full uniform. Listen carefully and follow instructions. 2. BE POSITIVE – Show positive attitude. Be creative, independent and reflective. Work with others positively, take risks in your learning. 3. BE RESPONSIBLE – Value all learning. Contribute to school life and help others. Always do your best. 4. BE REPECTUL – Respect yourself. Respect others and respect your surroundings.
Our system for Positive Discipline for Learning is based on our steps to success which are intended to be fairly and consistently applied in a supportive manner in all classrooms. Staff will need to assess pupils’ ATTITUDE (involving behaviour, work and co-operation) in each lesson. Children who do well will receive commendation stamps which needs to be valued by pupils, parents and teachers as evidence of achievement. We intend, therefore that the pupil’s planner becomes an effective, detailed, daily communication with each parent of each child. Teaching staff need to identify pupil targets at the beginning of each lesson and remind pupils of these as appropriate, so that expectations are met and commendation stamps achieved. If pupils fail to demonstrate the necessary attitude, then the appropriate consequence will apply.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING CONSEQUENCES Pupils must be aware of these: Regular recapitulation will benefit. Progression through the consequences should be clearly identified as a child moves from one level to another. It is important that there are no surprises and that the system is used as a tool to help pupils succeed rather than as a weapon to punish. It must be clearly understood though, that extreme disruption can immediately lead to a jump down the list of consequences as appropriate. Consequences of breaking “Expectations for Learning” a)
Reminder This is the basic level of managing pupils in the classroom enabling them to conform with requirements and will, hopefully, be “the norm” for most lessons. This level will not need to be identified until consequence ‘b’ looms. It may well be that: a look; calling a pupil’s name; instructing: “Please get on, David”, etc. will suffice. This remains flexible to ‘remind’ any number of pupils any number of times at the discretion of the teacher. If the member of staff feels that the learning atmosphere is not as required despite reminders, then consequence ‘b’ should be considered.
Informal Warning This will establish that the attitude of the pupil (or pupils?) is unsatisfactory and a more serious view of the situation is taken; e.g. “David, I must give you an informal warning if you fail to do as you are asked” then: “This is an informal warning: you are breaking expectation 2, let’s avoid further problems, or: David, this is now an informal warning: Look, I really want you to achieve your stamp but if you don’t do as I ask then you will run the risk of losing it”.
‘You Can Do Better’ Stamp’ We need to maintain attainable high expectations of our pupils. The ‘You can do better’ Stamp is a result of a pupil applying himself / herself less well than required. It demonstrates an inappropriate attitude relating to behaviour or work or both. It reflects that the teacher has a higher opinion of the pupils’ potential performance than has been reached. It should be used formatively during the lesson in a positive way.
Formal Warning This will mean the loss of the commendation stamp and the recording of a ‘NIL’ stamp. Consequence: 10 minute detention in form base at the end of the day. Subject staff should record and communicate to Heads of Department. Form staff will monitor to enable appropriate support from the SENCO and/or Head of Year. The ‘NIL’ stamp should be recorded at the end of the lesson. Again, no surprises: Pupils creating problems need reminding of the “Expectation for Learning” being broken; e.g. “David, this is a formal warning which means you have lost your commendation stamp. Let’s avoid more difficulties by following expectation 2 and doing as you are told”.
Support Room The removal of a pupil must be achieved in as supportive a way as possible (difficult) not “Get out! Get to the Support Room!”, but “David, I cannot keep you here, take this slip and report to the Support Room”.. Please note that all stamps should be recorded at the end of the lesson, ideally with the class seated with Planners open. Pupils removed to the Support Room will receive the “Support Room” stamp at the end of the hour in attendance.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING When issuing a stamp other than a commendation stamp, look to be supportive in your hope that: “I want to be able to give you your commendation stamp next lesson”. Subject Staff need to ensure that they allow sufficient time for the stamping process to take place in a quiet, well-ordered manner. It is very easy to experience a rush from consequence c to e. Any form of management to create a form of ‘cooling off’ or ‘time out’ effect in the classroom to avoid more serious consequences, would be of considerable advantage.
Removals To Support Room Pupil should be issued with a slip to take to Support Room or if preferred send with a second pupil following removal. The retained section should be completed for the interview with the pupil at the end of the day. This should be taken with you to the HOY office at the end of the day. The pupil will complete an evaluation sheet in the Support Room. He/she will meet with the member of staff who removed him/her at the end of school (3.20 p.m.) Pupils sent to the Support Room will spend the remainder of that lesson in the Support Room, at the end of which the member of staff on duty will ascertain whether or not the pupil is ready to return to the classroom. In the Support room, pupils complete an Evaluation Sheet, using a pencil supplied by the Support Room, and then complete appropriate work based on recorded levels of prior learning. Support Room staff will check the Evaluation Sheet and sign it before returning it to the pupil, who will present it to the removing member of staff at the end of the day. If the information supplied on the evaluation sheet is sloppy or inadequate, the pupil should be asked to repeat the task. Some pupils will require assistance to complete the evaluation sheet. Extended stays or fixed term removals to the Support Room will be made only by Senior Staff. Work will be provided for these circumstances only. Pupils removed from the classroom 3 times will attend an interview, accompanied by parent, with the A.H.T. Pupils removed 5 times will be excluded from school for parents and pupil to appear before School Governors to account. They will also attend a two hour improving behaviour session on Saturday morning with Senior member of staff.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING Commendation Stamps & “You Can Do Better” Stamps It is very important that the commendation stamp retains its value. It must be earned by pupils showing a POSITIVE ATTITUDE in that lesson. If a pupil has performed less well than the teacher requires, then a “You Can Do Better” stamp is available. This identifies that the pupil has not created problems of any particular note but that he/she has not shown the attitude in the lesson to merit a commendation stamp. Teaching staff need to remind pupils of expectations (in detail, these will differ from child to child), so that recording of a “You Can Do Better” stamp will not be a surprise. The ‘good effort’ required matches the effort grade 4 within the School Assessment Policy. Pupils consistently achieving commendation stamps in a subject should achieve a good effort grade (4) in end of year report, or be in line with end of term / year targets. End of term assessments which illustrate under performance should have seen a number of stamps issued during the term / year to indicate this.
The use of extra stamps (used sparingly to maintain high standards!), is an excellent means of motivating pupils. This will suggest that excellence in terms of effort, has been reached. No surprises: “David, you worked really well last lesson: You need to match that effort today so that I can give you your stamp”. Or: “David, I know that you can do better: How can I help you to make sure you receive your stamp?” Subject staff will need to monitor the performance of all children in their teaching groups and communicate with Heads of Departments. A user-friendly way of doing this would be to colour-code the attendance marks in the Registers at the back of the teacher planner as appropriate. This would maintain an on-going record for pupils in all teaching groups as far as the issue of “You can do better” stamps, ‘NILS’ or Removals is concerned. Procedures Please note that all stamps should be issued at the end of the lesson, ideally after work has been cleared away and the class are sitting in silence with Planners open. This process can be brisk and can draw the lesson to a very well-ordered close. Pupils sent to the Support Room will receive the Support Room stamp at the end of each hour in attendance (See Support Room Notes for Guidance). When using the “You Can Do Better” or, ‘NIL’ stamps it can be helpful to adopt a supportive: “Look David, you can do so much better than this!” and advise how he can achieve his commendation stamp in your next lesson.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING FORM TUTORS Form Tutors will monitor the number of the following each week: Late arrivals (am) Complete days of commendations stamps “You Can Do Better” stamps ‘NIL’ stamps Uniform Stamps No Equipment Stamps
The Recognition of Achievement This is central to the idea of “Positive Discipline for Learning” and is an essential feature of daily life in school. All children respond well to praise, and opportunities to recognise pupils’ achievements must not be missed. Contacting parents by phone or through praise postcards is an excellent way of encouraging pupils to do their best in school and rewarding positive actions.
Pupils Forgetting Planners Form Tutors will check planners and equipment each morning. Pupils with no planners will be issued with a planner sheet (signed by Form Tutor) which MUST be collected in at afternoon registration. The Form Tutor will then transfer stamps from the planner sheet to the child’s Planner the next day. Pupils who fail to be equipped with planner on a regular basis should be referred to the Head of Year.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING MERIT AWARD SYSTEM Pupils will be assessed termly in relation to their performance against end of term / year targets. REMOVALS FROM THE CLASSROOM This is a very serious consequence of major disruption. The pupil will take the removal slip to the Support Room (within two minutes) with basic details recorded (see Support Room Notes for Guidance). The retained portion of the Removal Slip should be completed and given to the Head of Year after interview at the end of the day. The procedure at the end of the day is that the Subject Teacher will meet with the removed pupil at 3.20 p.m at the HOY office. To discuss the events of the lesson to enable the pupil to participate in the next lesson in the appropriate manner to achieve a commendation stamp. The subject Teacher can arrange for the Head of Department to attend this meeting. The Subject Teacher will complete the retained portion of the removal slip and give it to the Head of Department following the meeting with the pupil. After Departmental processing, this document will need to be placed in the pupils records in the appropriate A.H.T’s office. The consequence for a pupil being removed from the classroom to the Support Room is an hour detention, during which time any work missed in the lesson from which the removal took place, can be completed. The support room teacher will give a letter to the pupil to take home to inform parents of this. Counselling after withdrawal from a class does not exist in isolation. The outcome will, to a large extent depend on pre-cursors: 1)
Your relationship with the pupil normally.
The way in which the pupil was sent out.
The sounder, more positive these are, the easier and more obvious the style of ‘post-withdrawal’ counselling.
ASTON MANOR ACADEMY POSITIVE DISCIPLINE FOR LEARNING If the pupil knows that the teacher has concern for him/her, then the counselling will be based on this concern. e.g. Pupil knocks and enters the classroom: T: “How are you?” P: Non-committal : “OK” T: “What went wrong today?”
“That was a bit disastrous today, wasn’t it?”
“Look today was a mistake but I’m not worried, so long as you feel you can avoid it again.”
“Look, today was really worrying. Is there anything wrong other than the lesson?”, etc The aim is: 1) 2) 3) 4) 5)
To show concern. To get pupil to feel safe enough to admit a problem. To look at solutions – “What would you do if that happened again?” To remain positive, caring and optimistic for resolution of problem. To establish standards; not by ‘finger wagging’ or criticism, but by implication or at most by statement: “Look, I must have respect; and I must be able to show my pupils respect!” OR “I must have quiet so that everyone can get on”. OR “I can’t let anyone affect anyone else’s work (safety; welfare; progress), etc.
ALWAYS BASE STANDARDS ON WELFARE OF OTHER PUPILS AND THE PUPIL CONCERNED. *
Ref: Andrew McLauchlin “One to One with Pupils”.
N.B. The removing Teacher should read the Pupil’s Evaluation Sheet at the outset of the meeting. If there are any concerns about meeting a removed pupil, the Subject Staff should notify the Head of Year or a Senior Member of Staff for support ranging from advice to speaking to the pupil beforehand, or sitting in on meeting, or taking meeting. If, at any stage of the meeting, the member of staff feels that a proper conclusion is unlikely or the mood of the pupil is averse to appropriate responses, then an immediate close should be considered: “David thank you for coming to see me: I don’t think we are going to make any progress this afternoon. You may go home; we will continue tomorrow”. The Assistant Headteacher should be notified of this unsatisfactory situation so that appropriate follow-up can be planned first thing on the following day. After the meeting the removing teacher must inform the Head of Department about the removal and of any ongoing concerns or requirements for further action.
Pupils who arrive in the classroom after the Form Tutor has called the first name in the Register (i.e. late!) will be marked late in the Register and will do a ten minute detention at the end of the day. The Form Tutor will stamp the pupil’s planner with the “arrived late” stamp during afternoon Registration for the detention itself.
Pupils who arrive late to school after 9.00am will receive their late marks from the secretary. Form Tutors will identify these pupils from their Register during afternoon Registration and use the “arrived late” stamp as appropriate at this time. Pupils will be regularly reminded that if they arrive late and fail to obtain a mark in the Register – consequence: immediate referral to the Assistant Headteacher.
Regular lateness will require parents to attend a meeting in school possibly with School Governors to meet a solution to the problem.
CHILD PROTECTION The Handbook outlines the core values of respecting children and treating their safety and well-being as of paramount importance; this is in line with the Children Act. It also defines child abuse and outlines procedures involved in making a referral, the stages of an investigation, what happens at a case conference and the role of the Child Protection Register. Outlined below are the essential points that concern all staff, teaching, administrative, technical and education assistants. 1.
Each school has to designate one person to co-ordinate action within the school, and to liaise with external agencies. Gareth Lloyd (GL) is the link person for the school (in his absence Sandra Coleman (SC). Gareth will liaise with the “Children and Families” team at Social Services. Where the alleged abuser is an employee, the head will be informed. All incidents are recorded.
School staff are particularly well placed to observe outward signs of abuse, or unexplained changes in behaviour or performance, which may indicate abuse. Such signs can do no more that give rise to suspicion, but all staff should be alert to them. If you have cause for concern, discuss the matter with Gareth. Any report of child abuse (this includes neglect), or any suspicion that abuse is likely to occur or may be occurring, must be reported to Social Services. The guidelines leave no discretion in this matter. If you are in doubt this should be resolved by reporting the incident rather than by not reporting it.
If you suspect abuse, or if a child reveals it to you directly, remember that this is a confidential matter. Conversations can easily be overheard, and rumours can do untold damage to a child already in an extremely vulnerable position. However, do not offer confidentiality to the child, as you may have to share information with other agencies.
In the case of a child speaking to you directly about abuse, do not question the child. Allow the child to talk, but listen only. As soon as possible, tell the child you will have to get help, but ensure the child meets a sensitive and caring response and knows the disclosure is believed. Contact Gareth immediately. Swift action is vital, but ignorance of the procedure to follow can do great harm. In a recent case, Police charges against a perpetrator had to be dropped because a well- meaning teacher has asked the child leading questions. The child should not be asked to relive unpleasant experiences more than once, so the least number of questions should be asked by the least number of people. Make accurate notes of what was said, but do not probe. Leave the interview to the experts - Child Protection Office and the Social Services team.
You may feel it is most unlikely that a child would confide in you, but the reasons why a child may choose a particular member of staff are complex, and you must be prepared. You may also feel the need for support and wish to talk through your role. REMEMBER - It is our duty to protect the child, and act in his/her best interests. There are three areas of child protection. • • •
Neglect Physical Abuse Sexual Abuse
The Designated Member of Staff (DMS) is Gareth Lloyd who will deal with suspected child abuse issues. If you have any worries or concerns about this issue, please refer to the disclosure flowchart below, or contact Gareth.
DISCLOSURE Child wants to tell you something personal
Donâ€™t ask questions. Just let them tell you in their own time
Contact Head of Year or Gareth Lloyd if it is a concern
Tell the child you will have to pass on if it affects their well being or safety. Always keep a record of the conversation
Donâ€™t promise to keep it to yourself
Contact Gareth Lloyd if you feel it is a Child Protection issue
Social Services contacted by Gareth Lloyd
Parents contacted if appropriate
Referral madePolice involvement
Tutor/ Head of Year monitor situation
Feedback to School via Social Services
SEPTEMBER 2011 MONDAY
31 August Eid –Al-Fitr
1 School Closed in lieu of twilight sessions
2 Staff Training Day
5 School opens 6 8.45a.m –Y7 10.00a.m – Y8 - 13 Y12/13 Induction Day
8 Pastoral Meetings
12 Open week
14 Open week Sixth Form Induction visit to “Go Ape”
15 Open week
16 Open week
21 Open Week Twilight Training - Teaching and Learning HPV Vaccination Y8
22 Open Week
23 Open Week
28 Year 11 Geography Trip to Carding Mill Valley
29 Curriculum Board /Pastoral Leaders Guns & Knifes presentation assemblies
13 Open week Open Evening Y6 pupils/ parents
19 Open Week
20 Open Week
27 Y13 Business Studies trip to Bank of England
Departmental Tracking Y11
30 Deadline for departmental tracking entries for Y12/13
OCTOBER 2011 MONDAY
3 Natural High Extended Assembly Y7 8.45 -10.00a.m
4 Twilight Training Performance Management
6 Teaching and Learning Inset
10 Subject IAG Week 1
12 End of Year /Key Stage Targets submitted for all Years
13 Departmental Tracking – Y11
18 Challenge Day
19 Y10 Assessment Data Deadline
20 Interim Parents’ Evening (all years) 6th Form Open Evening
21 Training Day on Well-being
24 Half Term
25 Half Term
26 Half Term Diwali
27 Half Term
28 Half Term
NOVEMBER 2011 MONDAY
31 October School opens 8.45a.m
3 Departmental Meetings
9 Twilight Training â€“ Teaching and Learning HPV Vaccination Y8
10 Curriculum Board/Pastoral Leaders
11 Deadline for Sixth Form Applications
13 Remembrance Sunday
15 Science Core modules
17 Departmental Tracking Years 11/12/13
Awards Evening 21 Mock Exam Week Yrs 11/12/13
24 Teaching and Learning Inset
DECEMBER 2011 MONDAY
1 Pastoral Meetings
Y13 Business Studies Trip to Star City
5 6th Form Interview week
8 Christmas Concert
12 6th Form Interview week
14 End of Term Assessment Data Y710 HPV Vaccination Y8
15 Y11 Reports due
16 Break up for Christmas Holiday
19 Christmas Break
20 Christmas Break
21 Christmas Break
22 Christmas Break
23 Christmas Break
24 Christmas Eve
25 Christmas Day
26 Boxing Day
27 Christmas Break
28 Christmas Break
29 Christmas Break
30 Christmas Break
31 New Year’s Eve
1 New Year’s Day
JANUARY 2012 MONDAY
3 Queen’s Jubilee day off
4 School Opens 8.45a.m
5 Pastoral Meetings
9 Y9 Exam Week
12 Departmental Tracking Y11
19 Y11 Parents’ Evening
24 Biology Additional Exam
26 Curriculum Board/Pastoral Leaders Chemistry Additional Exam
30 Physics Additional Exam
6th Form exams start
FEBRUARY 2012 MONDAY
2 Teaching and Learning Inset
3 Y9 Reports Due 4
8 Challenge Day
9 Departmental Tracking Y11-13
Y10 Assessment data deadline
13 Half Term
14 Half Term
15 Half Term
16 Half Term
17 Half Term
20 School Opens 8.45a.m
23 Year 9 Parentsâ€™ & Options Evening
Y10 exam week
MARCH 2012 MONDAY
Teaching and Learning Inset
Science Core Modules 5
8 Pastoral Meetings AS/A2 results
12 Subject IAG Week 2
15 Departmental Tracking Y11/12/13
16 Years 10/12/13 Reports Due
22 Curriculum Board/Pastoral Leaders HPV Vaccination Y8
28 Years 10/12/13 Parentsâ€™ Evening
29 Departmental Meetings
30 Break up for Easter holiday
APRIL 2012 MONDAY
2 Easter Holiday
3 Easter Holiday
4 Easter Holiday
5 Easter Holiday
6 Easter Holiday
7 Easter Holiday
8 Easter Sunday
9 Easter Bank Holiday
10 Easter Holiday
11 Easter Holiday
12 Easter Holiday
13 Easter Holiday
16 Moderation Day Y11 Rewards Visits
17 School Opens 8.45a.m
19 Departmental Meetings
23 Mock Exam Week Y12/13
26 Departmental Tracking Y11
MAY 2012 MONDAY
3 Pastoral Meeting
4 Deadline for Y12/13 departmental tracking
7 May Bank Holiday
8 Year 7 Exam Week
10 Curriculum Board/Pastoral Leaders
15 Science Core Modules
17 Teaching and Learning Inset
24 Pastoral Meetings
30 Year 10 Assessment data deadline
31 Departmental Meeting
JUNE 2012 MONDAY
1 Break up for Half Term
4 Half Term
5 Half Term
6 Half Term
7 Half Term
8 Half Term
11 School opens 8.45a.m Year 7 Reports Due
14 Teaching and Learning Inset
18 Subject IAG Week 3
20 Y9 End of KS3 Final Teacher Assessment Deadline
21 Challenge Day Year 7 Parentsâ€™ Evening
28 Year 11 Prom
29 Moving Forward Day
Year 8 Exam Week
JULY 2012 MONDAY
2 New Staff Induction Day
Y6 Open Evening
4 Year 8 Reports Due Summer Term Assessments Submitted (Yrs 9/10)
5 Curriculum Board / Pastoral Leaders
6 Deadline for Y12 Assertive Mentoring
Y6 Open Day 9
11 Y7/8/10 end of Year final assessments
12 Year 8 Parentsâ€™ Evening
19 Departmental Meetings
20 Break up for Summer
Ramadan Starts 23
AUGUST 2012 MONDAY
16 AS/A2 Results
19 Eid-AL -Fitr
23 GCSE Results Day
24 6th Form Enrolment
6th Form Enrolment 27