Calderstones School A Science Specialist College Liverpool L18 3HS Headteacher: Mrs E M Russell B.Ed., MAEd., NPQH
PERSONAL INFORMATION Name:
Form Room :
Form Teacher :
Person to contact in an Emergency :
Calderstones School :
Main Office Year 7 Office Year 8 Office Year 9 Office Year 10 Office Year 11 Office Year 12 Office
– – – – – – –
Tel: 0151 724 2087 Tel: 0151 724 7153 Tel: 0151 724 7166 Tel: 0151 724 7161 Tel: 0151 724 7154 Tel: 0151 724 7168 Tel: 0151 724 7167
USING THIS JOURNAL This journal is yours and it is your responsibility to keep it safe. Carry it with you throughout the school day, as you will need it for a variety of purposes. If you lose it you will have lost the only record that exists of rewards, homework, important dates etc. This journal may be replaced at cost, but its contents cannot. This journal is more than a homework diary. It is designed to help you to:
Plan your work
Record your achievements
Manage your time
This journal should be used in the following ways:
To make a brief record of your homework for each day/week of the school year.
If you are awarded a merit then given your journal to the teacher so that it may be officially recorded.
To record your Calderstones awards, Merits, Gold, Silver or Bronze for each of your subjects at the end of each term.
To record any diplomas or special awards your may receive at the end of the school year.
To record important information such as key dates, assignment details, coursework deadlines and examination information.
A well organised and detailed journal will be of great benefit to you. Please use it sensibly. Your teachers will help you with some of the details but really it is up to you to include information which is important to you. Your journal is a means of communication between you, your form tutor, your teachers and your parents/guardians. Make sure that they see this journal regularly and sign it every week. If you do lose this journal then you must replace it with another at the cost price of £2.00.
PERSONAL JOURNAL 2012- 2013 CONTENTS Personal Information ……………………………………………………………………… 1 Using this Journal ………………………………………………………………………… 2 Contents ….………………………………………………………………………………… 3 The School Day /Term Dates ……………………………………………………………. 4 Year Planner ………………………………………………………………………………. 5 Calderstones Charter ...………………………………………………………………….. 6 School Uniform ……………………………………………………………………………. 7 What to do if ……………………………………………………………………………….. 8 How to Organise Your Homework ………………………………………………………. 9 Personal Attendance Record…………………………………………………………… 10 Physical Education Key Stage 3 Assessment Levels ……………………………..... 11 Administration of Medication/Safeguarding Policy…………………………………….. 12 Absence Notes …………………………………………………………………………… 13 Records of Letters Home ……………………………………………………………….. 14 Permission to Leave Class ……………………………………………………………… 15-16 Books Issued ……………………………………………………………………………. 17 Year Calendar ……………………………………………………………………………. 18 Merit Rewards ...…………………………………………………………………………. 19-22 Extra Curricular Achievements and Experiences …………………………………….. 23 Parents’ Interview ………………………………………………………………………… 24 My Teachers ...…………………………………………………………………………… 25 Assessment Policy/School Curriculum …………………………………………………. 26 Attendance and Punctuality Policy ……………………………………………………... 27-30 Statement on Calderstones School Behaviour Policy ………………………………… 31-33 Sex and Relationships Education ………………………………………………………. 34 Bullying Policy ................................................................................................. 35-36 Code of Conduct Policy ………………………………………………………………….. 37 Mobile Phone Policy……………………………………………………………………….. 38 Discipline Policy ……………………………………………………………………………. 39 Drugs Education Policy …………………………………………………………………. 40-41 Disciplinary Policy ………………………………………………………………………… 42 Homework Policy …………………………………………………………………………. 43-44 Equal Opportunities Policy – Gender ……………………………………………………. 45-47 Challenging Racism – Promoting Cultural Diversity …………………………………… 48-49 Policy in Support of Pupils with Disability ………………………………………………. 50-51 Examinations Policy / Revision Guidance ……………………………………………… 52-54 Literacy Key Words ……………………………………………………………………….. 55 Periodic Table ……………………………………………………………………………… 56 Mathematics Tables ………………………………………………………………………. 57 Historical Dates ……………………………………………………………………………. 58-59 European and World Maps ……………………………………………………………… 60-61 Physics Equations …………………………………………………………………………. 62-63 Policy in Support of Pupils with English as an Additional Language ………………… 64 School Council …………………………………………………………………………….. 65-66 School Travel Policy ………………………………………………………………………. 67 School Food and Nutrition Policy ………………………………………………………... 68 Computing at Calderstones ………………………………………………………………. 69 Computer and Internet Agreement ………………………………………………………. 70 Seven Safe Messages ……………………………………………………………………. 71 Notes ……………………………………………………………………………………….. 72-73
The School Day 08.45 am 08.55 am 08.55 - 09.55 am 10.00 - 11.00 am 11.00 - 11.15 am 11.15 - 12.15 am 12.15 - 1.00 pm 1.00 - 2.00 pm 2.05 - 3.05 pm 3.05pm
Form Registration / Year Assembly End of Registration Period 1 Period 2 Morning Break Period 3 Lunchtime Period 4 Period 5 End of School Day
TERM DATES Autumn Term
Start: Monday 3rd September 2012 Year 7 at 10.00am Tuesday 4th September 2012 Year 8 - 11 Wednesday 5th September 2012 Year 13 Thursday 6th September 2012 Year 12 End: Thursday 20th December 2012 Half Term: Monday 22nd October – Friday 26th October 2012 Pupils return Monday 29th October 2012
Start: Monday 7th January 2013 End: Thursday 28th March 2013 Half Term: Monday 18th February – Friday 22nd February Pupils return Monday 25th February 2013
Start: Monday 15th April 2013 End: Friday 19th July 2013 Bank Holiday: Monday 6th May 2013 Half Term: Monday 27th May – Friday 31st May 2013 Pupils return Monday 3rd June 2013
There are two inset days when pupils are not in school : Friday 21st September 2012 Monday 28th January 2013 Three other inset days have already been included within other published holiday dates
Year Planner 2012/2013 Autumn Term 2012 Monday 3rd September Tuesday 4th September Wednesday 5th September th Thursday 6 September th Thursday 13 September Thursday 20th September Friday 21st September th Wednesday 4 October th Monday 22nd October – Friday 26 Oct. th Wednesday 7 November rd Friday 23 November th Thursday 29 November th Friday 7 December Tuesday 11th December th Tuesday 18 December th Wednesday 19 December Thursday 20th December
Start of Term. Year 7 start school at 10.00am Start of Term (Yr 8 - 11) Year 13 Return Year 12 Return Lower School Awards Evening Open Evening 4.30pm – New Intake Sept 2013 INSET – Pupils not in school Year 7 Parents meet with Form Tutors Half Term Year 13 Parents’ Evening Assessment Reports Years 7 & 9 Year 12 Parents’ Evening Assessment Reports Years 8 & 10 Year 10 Parents’ Evening Upper School Awards Evening Carol Service End of Term
Spring Term 2013 th Monday 7 January nd Tuesday 22 – Friday 25th th Friday 25 January th Monday 28 January st Thursday 31 January th Wednesday 6 February th Friday 8 February Thursday 14th February th nd Monday 18 – Friday 22 February th Thursday 7 March th Wednesday 13 March th Friday 15 March nd Friday 22 March th Thursday 28 March th Friday 29 March th Monday 1st April – Friday 12 April
Start of Term Year 10 Employability Interviews Year 11 Full Reports INSET – Pupils not in school Year 11 Parents’ Evening Year 12 Open Evening – 4.00pm Year 9 Reports Year 8 Parents’ Evening Half Term Year 9 Options Evening Year 9 Parents’ Evening Assessment Reports Years 7 & 10 Assessment Reports Year 8 End of Term School Closed Bank Holiday Spring Holiday
Summer Term 2013 Monday 15th April th Thursday 25 April th Monday 6 May th Monday 27 May – Friday 31st May th Monday 17 June th th Monday 24 June – Friday 5 July th Monday 18 June Wednesday 3rd July th Friday 5 July th th Monday 8 - 12 July th Thursday 18 July th Friday 19 July
Start of Term Year 7 Parents’ Evening School Closed Bank Holiday Half Term Y10 School Exams Year 10 Work Experience School Examination Week New Yr 7 Intake day and Parents’ Evening 7.00pm Year 7, 8, & 10 Full Reports Science Week School Trip Day End of Term
Leave of absence dates for Year 11, 12R, 12 and 13 to be confirmed once examination boards have finalised their dates for examination
CALDERSTONES CHARTER This charter between staff, pupils and parents is based on the traditional philosophy of Calderstones, ie. Reasonableness, Respect, Responsibility. GOVERNORS / STAFF OF CALDERSTONES 1. Will provide a first class education in a highly professional manner in a wide range of areas both inside and outside the classroom. 2.
Will prepare pupils for Key Stage 3 and Key Stage 4 of the National Curriculum of GCSE and ‘A’Level public exams and will keep parents informed on a regular basis of their children’s work and progress.
Will always be reasonable in the demands which they make on the pupils of the school.
Will respect the pupils as individuals and ensure that respect is always given to all cultures and religions.
Will accept responsibility for the academic and pastoral welfare and the safety of all pupils and will act “in loco parentis”.
PUPILS OF CALDERSTONES 1. Will always work to the best of their ability in order to make the most of the opportunities which Calderstones has to offer them. 2.
Will arrive in school and at all lessons punctually, in the proper uniform and fully equipped to play their part.
Will always behave in a reasonable way towards other members of the school and the community in which we live and work.
Will at all times show respect of all other individuals and will strive to earn the respect of others in everything they do. If asked to do something by a member of staff they will co-operate immediately.
Will accept responsibility for their own actions and recognise that they have a responsibility to their parents, their peers, the staff and reputation of Calderstones.
PARENTS/GUARDIANS 1. Will play a positive and supportive role in the education of their children, emphasising the importance of education to them. 2.
Will support the extra curricular activities of the school regarding their children’s education.
Will be reasonable in any requests they make to the school regarding their children’s education.
Will respect the staff and philosophy of the school and encourage their children to do the same.
Will be responsible for the attendance, punctuality, uniform and equipment of their children so that they can fully benefit from the education opportunities at Calderstones.
Read and understood on behalf of the Governors by …………………………………………
Read and understood on behalf of the staff by ……………………………………………………..
Read and understood by the pupil …………………………………………………………..
(Name) ………………………….. (Form)
Read and understood by the parents/guardians ………………………………………………………….
UNIFORM LIST Most parents and pupils much prefer a rule requiring them to wear uniform becasue this solves the problem of what to wear and also limits expenses. We therefore expect you to wear uniform. We may ask pupils who, in our opinion, are not in the correct uniform to go home and change and make up the time lost. Items of Clothing 1. Black sensible leather or leather look school shoes. The following MAY NOT BE WORN: brown shoes, canvas shoes and training shoes. 2.
Black, white or grey socks â€“ single colour (NO patterned tights or socks).
Black school trousers or a black school skirt.
Tie, black and gold stripes.
Black pullover or cardigan (v-necked).
A black blazer and badge.
Other Items 1. All pupils should have pens, pencils, crayons, ruler, rubber and Mathematical equipment. 2.
A suitable bag for carrying books, belongings and games equipment.
An apron or overall for Design and Technology.
P.E. Kit â€“ Black shorts, Gold Calderstones top, black socks, swim wear.
All pupils should carry their Journal with them in school.
Jewellery, hair accessories and make up 1. Make up and jewellery should NOT be worn for school. 2.
Hair accessories should only serve the purpose of securing the hair, they should be subtle and not for decoration.
The following items must NOT be worn 1. Any item of school uniform made in denim of denim-type material. 2.
Tracksuits including hooded tops.
Headwear may be worn but must be removed once inside the school building.
The Education Authority requires us to inform parents, in writing that jewellery should not be worn by pupils.
All electrical items must be switched off whilst a pupil is inside any school building. ALL ITEMS OF CLOTHING MUST BE CAREFULLY MARKED IN MORE THAN ONE PLACE WITH THE NAME OF THE OWNER
WHAT TO DO IF ... Problem
Who and Where?
If I am late ?
Sign the late book outside your Wing Office.
If I am being bullied or know someone who is ?
Tell somebody – your form tutor, a teacher or a friend. Use the bullying website:- firstname.lastname@example.org
If I have a dental/medical appointment ?
Get your form tutor to sign your journal in registration, then sign out at your pupil support office.
If I have lost something ?
Lost property is kept in Quarry Office. All property should be marked with your name.
If I don’t understand homework ?
See your subject teacher or your form tutor or a friend.
If I have forgotten my homework ?
Confess! And explain to your subject teacher before the lesson or PE lesson if you have forgotten your kit.
If I get something confiscated ?
Arrange with the teacher who has taken it when and where it can be collected.
If I don’t feel well ?
Inform your class teacher. If it is break or lunch-time report to the nearest teacher on duty or your Wing Office. Then obtain an exeat from your pupil support secretary in her Wing Office.
CASHLESS CAFETERIA Pupils put cash into one of 3 charging units (located in the main Arts Wing foyer) to obtain credit. This may be used to purchase a breakfast, a snack at break time, or lunch. Sometimes parents provide cheques or paper currency £5, £10 or £20 notes. These should be sealed in an envelope and posted into the box located in the main Arts Wing foyer. Please label the envelope with the name of your son/daughter and their form. Cheques should be made payable to :- “Chartwells” If a pupil uses notes or a cheque for payment it must be received before 11.30 am otherwise it will not be credited to the account in time for lunch on that day. There is a daily ‘spend limit’ programmed into the system of £3.00. This can be increased or decreased for an individual pupil by making a written request to the school kitchen. At the start of each school year pupils new to Calderstones have a finger biometrically scanned. This scan generates a unique number which is recognised when the same finger is placed on the scanner next to a till in the cafeteria. The unique number is not used for any other purpose other then for making purchases in the cafeteria. The unique number data is removed from the system when a pupil leaves the school. A minority of parent/guardians may have some concerns regarding the system. Biometric scanning is not compulsory and some pupils still choose to use a “credit card type” pass. The first card is issued free. Replacement cards cost £2. 8
HOMEWORK HOW TO ORGANISE YOUR HOMEWORK What have I been asked to do for homework ? Make sure you write down clearly what your homework is. If you’re not sure, check with others in your class or ask the teacher who set it. When should I give it in ? Write in your journal when the work is due in. Check your journal every evening to make sure you have time to complete it. Who can help me ? Teachers, parents, older brothers and sisters, grandparents, friends, Librarian, etc. Any of these people could be valuable sources of information. Where else can I get information ? Books, magazines, newspapers, television, radio, computer databases and CD ROMS, the Internet etc. You could use any of these to get useful information. Where should I do my homework ? Try to find a quiet place with no distractions. This could be at home or somewhere else, for example your local library. In the KS3/KS4 Resource Centre or homework club. Remember:
Pupils who regularly complete homework are more successful in exams. Presentation is important. Always do your homework as carefully as you can.
Year 6 Summer School
PERSONAL ATTENDANCE RECORD 2012/13
Absent A am
Late am A
Physical Education Key Stage 3 Assessment Levels The table below will allow you to keep track of your current progress and targets for improvement within each sporting activity
Term 1 Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 -
Term 2 Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 Term 3 Activity 1 Activity 2 Activity 3 Activity 4 Activity 5 Activity 6 -
ADMINISTRATION OF MEDICATION Calderstones School is following the Policy and Guidance on the Administration of Medication in Liverpool Schools. Fundamentally WE CANNOT ADMINISTER ANY MEDICINES – even Paracetamol - without prior written consent for a specific period from parents. Pupil Support Secretaries have the requisite record sheets and parental consent forms, to be signed by a medical practitioner, so we can administer medication to those pupils who need regular medicines. For any further information, please contact Ms Sharon Maguire, Deputy Head (Pastoral) or the relevant Head of Year for your child.
CALDERSTONES SCHOOL SAFEGUARDING POLICY
Calderstones School fully recognises its responsibilities to safeguard and promote the welfare of its pupils. We understand that because of the day to day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore:
Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to Ensure children know that there are adults in the school whom they can approach if they are worried Include opportunities in the curriculum for children to develop the skills they need to recognise and stay safe from abuse Report all suspicions of disclosures immediately to the designated person – Mrs J McCoy
ABSENCE NOTES My child was/will be absent from (date) (date)
to for the following reason :
My child was/will be absent from (date) (date)
to for the following reason :
My child was/will be absent from (date) (date)
to for the following reason :
My child was/will be absent from (date) (date)
to for the following reason :
My child was/will be absent from (date) (date)
to for the following reason :
LETTERS HOME Issue Date
Subject of Letter
PERMISSION TO LEAVE CLASS Date
PERMISSION TO LEAVE CLASS Date
BOOKS ISSUED Subject
Title of Book
At the end of the school year or examination course, pupils must return all textbooks to their subject teachers. The full cost of a textbook will be charged if a pupil has lost a book or returned it in such a poor condition that it may not be used by others. GCSE and ‘A’ level certificates will be provided only for pupils who have returned all of their textbooks.
Signature of Pupil ……………………………………………………………………………..
Signature of Parent / Guardian ………………………………………………………………
ACADEMIC YEAR 2012 - 2013
MERIT REWARDS Date:
MERIT REWARDS Date:
MERIT REWARDS Date:
MERIT REWARDS Date:
EXTRA CURRICULAR ACHIEVEMENTS AND EXPERIENCES All pupils are encouraged to keep their certificates in their Record of Achievement folder (R.O.A.) SCHOOL ACTIVITIES AND EXPERIENCES
HOME / COMMUNITY ACTIVITIES
PROGRESS EVENING – PARENTS’ INTERVIEW Venue:
The Arts Wing Cafeteria
Appointments are of 5 minute duration. Please leave 5 minutes between appointments. Parents available for interview from ---------------------- pm until ------------------- pm 4.00
MY TEACHERS Subject
ASSESSMENT POLICY AIMS OF WHOLE SCHOOL POLICY
To enable departments to produce a system of assessment which is manageable. To help pupils evaluate their own performance in a meaningful way and provide effective feedback. Assessment should inform curriculum planning. Enable teachers to monitor the progress of pupils and judge the effectiveness of their teaching. To support the professional judgement of staff.
Individual targets are set for pupils in each subject. These targets are set as National Curriculum Levels throughout Key Stage 3 and as GCSE grades throughout Key Stage 4. These targets will form the basis of reports to parents. The purpose of an assessment policy is to ensure consistency of assessment and fairness. Pupils will receive effective feedback to support their learning. Teachers can monitor the progress of their pupils with reference to agreed standards. Teachers are aware and clearly understand what the procedures are.
SCHOOL CURRICULUM: YEARS 7-11 Years 7-9 In the first three years all pupils study the core subjects in the National Curriculum, ie. Maths, Science and English. They will also study the other Foundation subjects i.e a Foreign Language, History, Geography, Art, Music, Technology, Information Communication Technology (ICT), Physical Education (PE) including swimming in our own pool and Religious Studies. Parents / Guardian reserve the right to withdraw pupils from Religious Studies and the collective act of worship. Years 10 and 11 In Year 10 pupils start a two year course which leads to a GCSE or BTEC qualification at the end of Year 11. All pupils take Maths, English, Science, ICT, PE and Religious Studies. Some GCSE examinations take place in the summer term of Year 10 e.g. Dual Science – the Core Science examination. During years 10 and 11 pupils receive careers guidance and take part in a two week work experience programme. SIXTH FORM (i)
Two Year ‘A’ Level Course Consisting of : Four Level 3 courses (AS Level or BTEC equivalent) plus AS General Studies in Year 12 Three Level 3 courses (A2 Level or BTEC equivalent) plus A2 General Studies in Year 13
Lower Sixth One Year Course Students take a combination of GCSEs and Level 3 BTEC examinations. They may resit a subject or elect to study new subjects that may or may not be certified.
Calderstones Sixth Form collaborates with other local sixth forms to offer a wider range of courses to students (e.g. German, Psychology).
ATTENDANCE AND PUNCTUALITY POLICY INTRODUCTION Calderstones School is committed to educate pupils of all abilities to a maximum of his or her potential so that every boy and girl can enjoy a high quality of life and contribute responsibly and fully to the life of the community. It is of vital importance therefore that every child attends school regularly and promptly. This information is for all those concerned to achieve the best for each child in our school. For Pupils Most children think school is important. Why ? To learn more To enjoy making and doing things. To share what we can do. To get good exam results. To get a good job.
To find out more about the world. To be happy with friends. To work together with others. To get to college or university
If you do not attend every day, this is what happens : You donâ€™t know how to do the work. You get left behind. You lose touch.
A morning off school = 3 hours missed
You feel a bit left out. You have to make friends again.
An afternoon off school = 2 hours missed
A day off school = 5 hours missed
Days off school soon add up. Missing lessons makes it hard to catch up and you have to work harder when you come back. Being on time matters as well. Being late puts you at a disadvantage. You miss notices
You interrupt lessons Missed lessons = missed opportunities Being on time shows you are reliable
It shows you are organised.
It shows you know school matters. Employers want good time-keepers !
For Parents Attendance The law states that parents have the prime responsibility for ensuring that their child attends school regularly and stays in school.
Parents should also ensure that their child arrives at school on time, properly dressed and in a condition to learn. Parents must also make sure that pupils complete homework on time and keep to school rules about behaviour. Absence Parents and carers can explain absences but they cannot authorise them. Only the school can decide whether explanations about absence are acceptable and can be authorised.
Holidays During Term Time Following Government guidance, it is only under exceptional circumstances that the Headteacher may consider giving permission for a child to be absent from school for a maximum of 10 days in any one school year. We will not authorise any such absence from school. A check-list for parents:
He or she is too ill to go to school. It is a special day for religious observance. It is a special family occasion (but the school must give permission first).
Your child may have to be absent from school for medical or dental treatment. The school must be informed, but if possible, please arrange appointments out of school time. We ask that you inform school by telephone on the FIRST day of absence and send your child into school having completed a note or an Absence slip which is in the pupil’s Personal Journal.
Be Aware If your child has frequent days off for minor illnesses (eg. tummy ache, feeling sick etc), it may be a sign that there is a problem at school. Contact the school and discuss the problem. A happy child = a child who attends regularly
First Day Response If your child is absent from school with no explanation, your pupil support secretary will telephone you. You will also be contacted should there be no note to cover an absence. Punctuality Pupils are late to registration if they enter the form room after the register has been called. If pupils are late they have to sign the Lates Book on their immediate arrival in school. Each of the Year teams will operate a regular Lates Detention System. Any pupil who misses the once weekly morning assembly for their year group (usually in Quarry Bank Hall but sometimes in the school cafeteria), will receive an automatic detention. This usually takes place during lunchtime Truancy Checks Form Teachers, subject teachers and Heads of Year work hard on a daily basis to follow up any suspected truancy from lessons and our computerised registration system for every lesson enhances this work. 28
Parents are contacted immediately about their child’s truancy from lessons. No pupil is allowed to leave the school site without permission. Please provide a note to explain the reason why your son/daughter needs to leave the school premises before the end of the school day. An exeat will be issued to every pupil who leaves the school premises during a school day. If a pupil is found out of school without an official exeat the police or truancy officer will return him/her to school. Rewards The first requirement of Calderstones Code of Conduct is to arrive on time to lessons. ALL pupils, regardless of ability, can achieve their reward every lesson just by achieving that. At the beginning of each academic year there is a Rewards Assembly for each year group. We also monitor each form’s attendance record and at the end of each half-term the percentage attendance records of the best three forms in each year group are announced – the form achieving the best attendance record is awarded a certificate for display in their form room. For Parents and Pupils Here are some of the things that parents and pupils do to get good attendance. Have a regular bedtime. Have their own alarm clock. Get kit ready the night before. Have a regular study time.
Record late T.V programmes. Get a friend to call for your son/daughter. Get up at the same time every day.
It also helps if …………
Parents take an interest in school work. Work with the school. Praise their children’s efforts. Parents/Guardians check personal journals daily and sign weekly.
Support available to help you: Heads of Year and Pupil Support Secretaries are readily available on direct lines.
Year 7 Year 8 Year 9 Year 10 Year 11 Year 12
724 7153 724 7166 724 7161 724 7154 724 7168 724 7167
The Deputy Head (pastoral) Sharon Maguire is available on 724 2087 The Assistant Headteacher (student support) Paul Ellis is available on 724 2087
Learning Mentors also offer particular support in school to pupils experiencing difficulties in attending and we all work very closely with Mrs Pat King, the Education Welfare Officer who is available on: 0151 233 3916. Calderstones Team Around the School (TAS) consists of representatives from many external support agencies who can work with a child having difficulties attending school and their parents/carers.
The school also has access to the Education Psychology Service, both for educational and behavioural concerns. The school issues other policy documents which support your childâ€™s progress in school: Homework Policy Policy to Combat Bullying
Challenging Racism: Promoting Cultural Diversity. Equal Opportunities Policy.
STATEMENT ON CALDERSTONES SCHOOL BEHAVIOUR POLICY Calderstones School is concerned that the partnership between Home and School should be established on the basis of shared aims and values. For this reason we are issuing this statement on Calderstones School Behaviour Policy along with our copy of Calderstones Charter which we invite you to discuss at home and with us. A copy of the charter will be signed by your child’s form teacher during his/her first week in school and we will then invite you and your child to sign it and return it to school. Aims and Objectives of Calderstones School The aim of the school is to educate pupils of all abilities, each to a maximum of his or her potential, so that every boy and girl can enjoy a high quality of life and contribute responsibly and fully to the life of the community. To achieve this general aim we are concerned: i)
ii) iii) iv) v)
to provide a range of courses, the quality of teaching and the climate for learning necessary for the individual to develop skills, abilities and interests to the full, thus maintaining the school’s tradition of excellence; to provide the staff with the support and training to achieve the aims of the school; to promote an orderly, caring community in which truth, integrity, courtesy and respect for the needs of others are valued; to foster good relationships between parents, teachers and pupils; to enhance the pupils’ learning and development through the provision of a wide range of extra-curricular activities.
Calderstones Charter This charter between staff, pupils and parents is based on the traditional philosophy of Calderstones i.e. REASONABLENESS, RESPECT, RESPONSIBILITY. This charter between home and school is signed by all concerned at the start of each pupil’s education at Calderstones School. Calderstones Code of Conduct Calderstones introduced the assertive discipline procedure in September 1993. This is fundamentally a rewards system, encouraging and supporting pupils in the school who make the positive choice to behave in lessons. There are 6 Rules, 6 Rewards and 5 Sanctions. The aim is to allow staff to deliver well-prepared lessons in a positive learning environment free from distractions and diversions caused by unacceptable behaviour. Care of Pupils Outside Lessons Regarding behaviour in corridors, pupils are instructed to walk on the left, walk not run, talk not shout and line up outside classrooms in single file against the wall. All teachers are required to do break duty two days a week. There is a team of staff on duty each lunchtime. Discipline Policy Discipline problems outside the Code of Conduct system in class are handled initially by individual staff via Inappropriate Behaviour Reports. Staff would refer repeated ill-discipline to the pastoral team of Heads of Year and Deputy Pastoral Head. Ultimately a pupil may be brought before the Governors’ Pupil Support Panel.
Calderstones School Discipline Policy Ensuring good behaviour in schools – Searching pupils Calderstones School reserves the right to examine the contents of clothing and bags of any pupil suspected to be in possession of any illegal substance (if the pupil is under age for it’s purchase) or any item which contravenes the rules of the school. The Department for Education guidelines, April 2012, state that: The Headteacher and staff authorised by the Headteacher (DHT/AHT/HOY/(A)HOY/Learning Support Mentors), have the power to search pupils or their possessions, without consent, where they suspect the pupil has a “prohibited item”. Prohibited items are:
knives and weapons alcohol illegal drugs stolen items tobacco and cigarette papers fireworks pornographic images any article that has been or is likely to be used to commit an offence , cause personal injury or damage to property any item banned by the school rules which has been identified in the rules as an item which may be searched for (including any item(s) of stock considered to be for sale to other pupils)
There will always be two members of staff present. One of whom will be the same sex as the pupil to be searched. Should a member of staff reasonably believe that there is a risk that serious harm may be caused to a person if a search is not carried out immediately a teacher of the opposite sex may conduct the search. http://www.education.gov.uk/aboutdfe/advice/f0076882/ensuring-good-behaviour-inschools/searching-pupils
The Headteacher has the authority to exclude pupils for fixed periods or permanently. All of the school policy statements are published in the pupils’ personal journal with the exception of the Sex Education Policy (Year 9) and Special Educational Needs Policy. All pupils are provided with a personal journal at the start of the academic year. It is essential for every pupil to retain their copy and if it is lost or destroyed a new one must be purchased. The school follows the LEA policies on Drugs and Child Protection. The school has circulated to all staff Section 550A of the Education Act 1996: The use of force to Control or Restrain Pupils. Discussion on this issue took place in November 1998 during a staff INSET day. Information and discussion on the school’s expectations about behaviour involve Governors, Parents, Staff and Pupils through the following means: Governors Meetings Parents Association Meetings School Prospectus Calderstones Charter Staff Meetings/INSET Days School Profile on DFES Termly Newsletter
Staff Handbook Parents’ Evenings School Policies sent home School Assemblies Form Tutor Time PSHE Lessons Parents Survey at Parents’ Evening
As well as the policy documents listed above the school will provide parents with a Prospectus on request, a Year 7 Information Pack once a place has been granted, one report per year detailing academic progress, a Year 9 Option Booklet prior to the end of Key Stage 3, a Sixth Form Option Booklet prior to the end of Key Stage 4. Copies of the full policy on Special Educational Needs are also available from school. All parents are expected to complete our Admission Form, up-date us immediately with changes of address and telephone numbers including those of emergency contacts, to inform us by telephone if a child will be absent on the first day of absence and to confirm the period of absence in writing on return. If it is unavoidable that holidays are taken during term time, parents will request leave of absence well in advance. We also request information on changes in personal circumstance and medical problems. The Lodge The government is keen to reduce the number of pupil exclusions and all schools have received extra funding in order to do so. Calderstones has established the ‘Lodge’ in response: a specialist teaching area run by senior staff in school which pupils will attend for fixed term exclusions as a result of disciplinary problems. The pupils will follow their normal timetable lessons, with the exception of some practical elements. There will also be the opportunity, where appropriate, for support and counselling from one of our four Learning Support Mentors.
SEX AND RELATIONSHIPS EDUCATION Calderstones School believes that sex and relationships education is an entitlement of all pupils and an integral part of preparing for each pupil’s emergence into adulthood. We aim to :
Provide information for young people and their parents. Encourage young people to make responsible decisions about the relationships they form with others. Develop skills of assertiveness and communication. Explore feelings and attitudes such as love, anger, trust, respect, sadness and grief. Help young people to examine their own attitudes and values. Foster self-esteem, positive self image and confidence which are important aspects of decision making.
To achieve our aims the content of the sex and relationships education programme will be as follows : Key Stage 3
Key Stage 4
Stereotypes and body language Emotions Puberty Personal hygiene Flirting, romantic and sexual signals Pregnant people and families Coercive relationships Contraception and making love Sexually transmitted diseases including HIV Sexuality Support Agencies
Sexually transmitted diseases inc HIV/Aids Contraception Safe sex Sex and the law Support agencies Sexuality Abortion Marriage, separation and divorce Different faiths and cultures
Sex and relationships education will be taught during PSHE and RE lessons. Under the 1993 Education Act parents have the right to withdraw their children from all parts of the sex and relationship education programme outside the National Curriculum. This allows parents to withdraw their children from the programme delivered through PSHE lessons but not that delivered through the Science and RE curriculum. The full Sex Education Policy, ratified by the Governing Body, is circulated to all pupils / parents in Year 10 prior to the delivery of a programme of work by our approved team of subject specialists. If you have any concerns over the Sex and Relationships Education programme and would like to study our policy, schemes of work and the resources we use, you are welcome to contact Mr Lancaster to make an appointment.
BULLYING POLICY INTRODUCTION Calderstones School is committed to the protection of the individual rights of each pupil by fostering an atmosphere of mutual respect, co-operation and consideration for others, particularly within the school community. This approach encompasses not only race, religion, gender and disability but also the rights of individuals to pursue their own interests be it in sport, music, fashion or life-style. Any behaviour which is threatening to this atmosphere, which makes an individual feel uncomfortable, unhappy, intimidated or persecuted in school, on the way to and from school, will not be tolerated. FORMS OF BULLYING Bullying involves both the mental and physical abuse of an individual. Bullying affects everyone, not just the bullies and the victims. It also affects those other children who watch, and less aggressive pupils can be drawn in by group pressure. The following are some examples of bullying which hurt and threaten and will not be tolerated:•
Calling names (teasing/taunting), making a person the butt of jokes/comments, homophobic name calling, sending inappropriate text messages.
Setting someone up/getting a person into trouble
Leaving someone out of a group deliberately – isolating/excluding someone
Extorting money/sweets etc
Damage to property and/or theft
Any form of unwarranted physical contact i.e. pinching, pushing, punching, kicking etc
Fighting – including the alleged “toy fighting” / “only messing”
Organising the intimidation physical or mental, of an individual, EVEN IF NOT DIRECTLY INVOLVED.
Being a member of a group known to intimidate other pupils.
Calling names ….. text messages, using phones / cameras and computer technology to intimidate others in any way.
WARNING SIGNS TO PARENTS Bullying places an individual under enormous pressure. If your child has displayed the following behaviour, try to find out why; of course, it may just be a part of his/her normal adolescence – but CHECK • • • • • •
Reluctance/refusal to go to school Truancy Apparent symptoms of sickness/pains Change in behaviour patterns Lack of money Marks on body 35
LISTEN to your child; DON'T accept false excuses. CONTACT school to discuss your suspicions/concerns. Speak to Heads of Years by telephone or write to us. Make an appointment to speak to us. ADVICE TO PUPILS: What can you do if you are being bullied? REMEMBER that your silence is the bully’s greatest weapon!
Tell yourself that you do not deserve to be bullied and that it is WRONG
Be proud of who you are. It is good to be individual
Try not to show you are upset. It is hard but a bully thrives on someone’s fears
Stay with a group of friends/people. There is safety in numbers. Be near staff on duty at breaks/lunchtimes.
Be assertive – shout “No!” Walk away confidently. Go straight to a teacher or member of staff.
Fighting back may make things worse. Talk to a teacher or your parents about this first.
TELL someone you trust if you are being bullied - REPORT ALL INCIDENTS. WHO CAN YOU TELL? •
Go and tell any teacher - a subject teacher, your form teacher, Head of Year, Deputy Head, Headteacher.
If you have a close friend, tell him/her and ask if they will come with you to tell a teacher.
Tell your parents, ask them to tell the school what is going on. They can come into school to talk to a teacher, or they can telephone us with the information.
There is also an internet contact: email@example.com
WHAT WILL HAPPEN? You can be sure that: • All your allegations will be taken seriously and be fully investigated. •
We will deal with your allegations in complete confidence.
We will consult with you over the action we advise.
You can be sure that we will take appropriate action.
A report on what has happened will be written and recorded in the file of a pupil who has been found to be bullying.
Bullying is unacceptable within school and will be dealt with in the same way as any other breaches of discipline.
In extreme cases, bullying can be a matter for Police involvement.
REMEMBER School must be a safe, supportive environment for all its pupils. We can only achieve this if we all work together and share information! 36
CODE OF CONDUCT POLICY INTRODUCTION Calderstones introduced its assertive discipline system in September 1993, and it has been subject to recent review. The aim is to allow staff to deliver well-prepared lessons in a positive learning environment free from distractions and diversions caused by unacceptable behaviour. All pupils have a choice as to how they will behave in a lesson. There are six simple rules of behaviour which all pupils can achieve. There are five sanctions increasing in severity which allow pupils to know at any time where they stand. There are six rewards available to pupils, culminating in a Diploma of Excellence and/or Special Award. There will be a Rewards Assembly at the beginning of the year when the Chair of Governors will present certificates to pupils, along with a W H Smithâ€™s voucher appropriate to the number of Special Awards achieved in the previous academic year.
RULES 1. Arrive on time to lessons and enter the room quietly.
2. Come to lessons properly equipped with PENS, PENCILS ETC and Pupil Journal.
3. Listen to and follow instructions first time given.
4. Raise your hand before answering or speaking.
5. Treat others, their work and equipment with respect.
6. Remain in your seat unless asked to move other than in practical or creative subjects, where you must follow laboratory, workshop or changing room rules.
REWARDS 1. 2. 3. 4. 5. 6.
Merit Sticker Bronze Award Silver Award Gold Award Diploma of Excellence Certificate Special Award Certificate SANCTIONS
1. 2. 3. 4.
Name on board 5 minute detention 10 minute detention 30 minute lunchtime detention. Parents informed A pupil in receipt of 6 or more 30 minute detentions during a school term will be asked to serve their detentions after school
5. Sent to Referral Room Parents informed Parents may be invited into school Isolation MOBILE TELEPHONES AND ELECTRONIC DEVICES Calderstones School recommends that mobile telephones and electrical devices such as iPod's and MP3 players should not be brought to school and as such we take no responsibility for them. We understand that some parents/carers prefer their children to have mobile phones with them to use on the way to and from school, but we do expect them to be switched off and out of sight throughout the school day. If a mobile phone is out during a lesson, it will be confiscated by the classroom teacher for the rest of the lesson. The Head of Year will be informed of this via email. The mobile telephone will be returned to the pupil at the end of the lesson. A failure to surrender the mobile phone and in order to prevent further disruption to teaching and learning will result in the pupil being sent to the referral room. If the same mobile phone is confiscated more than once during the school day it may be confiscated by the Head of Year. It will then be kept securely within the wing office until the end of the school day. Parents/carers will be informed.
Calderstones School Discipline Policy Calderstones Code of Conduct is fundamentally a Rewards system to support and encourage all pupils to achieve success in the classroom. There are 5 sanctions within this system available to staff. However, there are occasions when these sanctions fail to achieve success or other disciplinary problems arise. Such disciplinary problems are handled initially by individual staff prior to a possible referral to a Head of Year and/or Deputy Head Pastoral. The school reserves the right to examine the contents of clothing and bags of any pupil suspected of being in possession of any illegal substance or of any legal substance if they are under age for its purchase. This would only be undertaken by a senior member of staff. Action taken to deal with problems will vary according to the pupil’s individual need but may involve some or all of the following alternatives:
Detentions – to be reasonable and proportionate to the offence – 24 hours notice will be given in writing should the detention be required after 3.05pm and is no longer than 15 minutes.
Telephone calls home to parents.
Letters home to parents.
Parents invited into school to meet Head of Year or Deputy Head Pastoral.
Contact with Head of Year/Deputy Head.
Contact with EWO; Educational Psychologist; C.A.M.H.S (Child and Adolescent Mental Health Service); any other relevant outside agency.
Exclusion – short term. A pupil will continue to attend Calderstones School. However he/she will attend lessons in a separate building ‘The Lodge’. All lessons will be supervised by members of the school pastoral team.
Referral to Governors’ Pupil and Student Support Committee – Review – Contract with Governors.
Exclusion – permanent.
DRUGS EDUCATION POLICY Aims of Drug Education Calderstones School believes that drugs education is an educational entitlement of all pupils and an integral part of each pupil’s emergence into adulthood. We aim
to provide accurate information about legal and illegal substances to increase understanding about the implications and possible consequences of use and misuse to enable pupils to make healthy, informed choices by increasing knowledge, challenging attitudes and developing and practising skills to widen understanding about related health and social issues.
Other school policies which have relevance to drugs education are –
Equal Opportunities Child Protection Bullying Discipline
Moral and Values Framework Pupils will be encouraged to consider the importance of the following values, which are derived from the school’s value system – respecting and valuing themselves and others understanding and sensitivity towards the needs and views of others responsibility for their own actions responsibility to their own family, the school and the wider community Content Drugs education provides knowledge and encourages the acquisition of skills and attitudes which allow pupils to manage their lives in a responsible and healthy way. The following topics will be included in the programme – Key Stage 3
Information about legal/illegal substances, their effects and associated health risks School rules relating to legal/illegal substances Alcohol Tobacco Decision making and assertiveness skills First aid Attitudes and beliefs about drugs and drug users Attitudes towards drugs and the law Acceptance of responsibility for one’s actions
Key Stage 4
Information about legal/illegal substances including status, effects and appearances. School rules relating to legal/illegal substances. Personal, social, financial, biological and psychological effects of drugs misuse. Dangers associated with particular drugs. Legal responsibilities and rights. Identifying and assessing risks. Communication with peers, parents and professionals. Decision making and assertiveness skills. Social and cultural influences on young people. Attitudes towards drugs, drug users and misusers. Laws relating to drugs. Individuals’ responsibility for their own actions.
Delivery is through planned aspects within the PSHE, Science and PE curricula. A variety of teaching approaches are used to:
Provide pupils with relevant information. Enable attitudes to be explored through discussion. Acquire appropriate skills.
Confidentiality Pupils will be made aware that some information cannot be held confidential, and will be made to understand that if certain disclosures are made, certain actions will ensue. Calderstones has signed a protocol with Addaction who have the expertise to educate and counsel pupils at risk from involvement or with direct involvement already in drugs. The organisation will also serve as a source of information for parents.
Disciplinary Procedures The school recognises the need for a progressive response to a drug related incident and will handle each case individually, recognising that the future of the pupil(s) involved could be affected by the decision and subsequent action employed. The school reserves the right to examine the contents of clothing and bags of any pupil suspected of being in possession of any illegal substance or of any legal substance if they are under age for its purchase. This would only be undertaken by a senior member of staff. With this in mind the following hierarchy of disciplinary procedure will be referred to. Substance/Offence Tobacco – possession/consumption
Reaction Confiscation, talk to pupil and inform parents.
Alcohol – possession
Confiscation, talk to pupils and inform parents.
Alcohol – intoxication
Attend to pupil, administer first aid if necessary. Talk to pupil, inform parents and arrange counselling and support. Remove pupil from school if under the influence.
Solvents – possession
Confiscation, talk to pupil and inform parents.
Solvents – consumption
Attend to pupil, administer first aid if necessary. Talk to pupil, inform parents and arrange counselling and support.
Class C drugs e.g. cannabis – Possession/consumption – 1st offence
Confiscation, inform police. Remove pupil from school if under the influence. Talk to pupil, inform parents. 3 day exclusion and agreed school contract. Arrange counselling and support.
Class C drugs e.g. cannabis Dealing
Confiscation, inform police. Talk to pupil, inform parents. Long exclusion, 10 days/permanent exclusion. Arrange counselling and support.
Class A drugs e.g. Heroin. Possession/consumption/dealing
Confiscation, inform police. Talk to pupil and inform parents. Permanent exclusion.
Following court proceedings, the school would consider reinstating the pupil subject to consideration of the following:
The court decision and recommendations Parental attitude Pupil attitude Other pupils’/parents’ attitudes
If it is deemed inappropriate to reinstate the pupil the school will assist in finding an alternative school placement.
HOMEWORK POLICY WHAT IS HOMEWORK ? A definition of “homework” has to cover a range of possibilities but recognises the common features. Such a definition refers to learning that :
Is relevant to teachers’ curricular objectives. Takes place outside formal classroom teaching. Is primarily the responsibility of the learner.
WHAT IS THE PURPOSE OF HOMEWORK ? “Learning out of School” suggests a range of different purposes for homework which include :
Allowing practice and consolidation of work done in class. Allowing preparation for future classwork. Developing skills in using libraries and other resources. Providing opportunities for differentiated work. Developing good habits and self discipline. Providing opportunities for parental co-operation and support. Fulfilling the expectations of parents, pupils and teachers.
WHAT TYPE OF HOMEWORK WILL BE SET ? There are many different ways in which homework is set. Usually it will contain a written element but this is not always the case. Reading, a learning exercise, preparation for a test or research are just some examples of the variety of tasks that may be provided for homework. HOW MUCH TIME SHOULD BE SPENT ON HOMEWORK ? There is no set time for a homework assignment but on average the homework for any given subject should last approximately 40 minutes. As pupils approach their final GCSE examinations we would expect their time spent on homework, particularly revision, to increase. HOW DO PARENTS / GUARDIANS KNOW WHAT HOMEWORK IS SET AND TO WHAT STANDARD IT HAS BEEN COMPLETED ? By consulting the copy of a pupil’s personal subject/homework timetable parents/guardians know which night homework is set for every subject. For every subject each pupil will record a brief description of their weekly homework, the date given and the date it is due in. The class teacher will record a mark for every homework. This record will be kept in a file, homework book or at the back of a pupil’s classwork book. Parents/Guardians will be able to monitor homework by regularly viewing their son / daughter’s personal journal. All homework is also on FROG. Pupils should log on to check the homework set and parents/guardians may also access this information by using their son/daughter’s log in password.
If we are to expect pupils to complete coursework for GCSE and practice written questions for GCSE then it is important that we instil an expectation of homework from Year 7. Pupils who expect and complete tasks at home can progress to exam classes with the discipline necessary for success. It is inconsistent and illogical to deny pupils homework for a long time and then suddenly given them important work and expect worthwhile commitment. The vast majority of parents welcome homework as long as it does not involve unrealistic amounts of time each evening.
FROG FROG is the name of Calderstones School Virtual Learning Environment. All pupils will be provided with a password so they can access FROG from home or whilst they are in school. All kinds of valuable information will be available to them and each pupil will be able to store their own work on the system as well as being able to send it to their class teacher to mark. We hope to provide Parents/guardians with a password. Parents/guardians will then be able to view information on their child including their attendance and punctuality, progress reports and homework record. Set homeworks and course content will also be available to assist parents/guardians to monitor and support their child’s learning and progress. The learning platform already contains a significant amount of useful information for example revision guides and electronic copies of text books. Year on year the information will be updated and increased providing an essential learning platform. WHAT HAPPENS IF A PUPIL DOES NOT COMPLETE THE SET HOMEWORKS? When we set regular homework it is reasonable to expect it to be completed. On those occasions when pupils are unwilling to work at home parents need to be informed. The following sequence of events will take place following a pupil’s failure to produce homework. Whenever possible the class teacher will record the fact that homework has not been completed in the pupil’s personal journal. On the third occasion when a homework is not completed the class teacher will send a standard letter (with a reply slip) home from the department. The pupil’s Head of Year is informed of this. Having recorded a number of homeworks outstanding from one or more departments, the Head of Year will send home a standard letter with a reply slip. If the reply is unsatisfactory or the problem continues, the parents / guardians are invited into school to discuss the problem. The Head of Year will co-ordinate this. Pupils who consistently fail to produce homework will then be asked to complete a weekly homework log sheet / book. This will be monitored by the form tutor and / or Head of Year and parent / guardian.
EQUAL OPPORTUNITIES POLICY This school belongs to its students, their families, staff and the whole community. We aim to make this school a place of which all its members and the community it serves can be proud and a place where everyone is valued. The school community consists of pupils, parents/guardians/carers, governors and all staff. Every member of the school community has the right to feel comfortable, safe, secure, equally valued and respected. Every member of the school community has the right to grow and change, free from prejudice, stereotyping, harassment / bullying and negative discrimination. Every pupil in the school community has the right to equal access to a curriculum that meets their needs. Learning is the entitlement and responsibility of every member of the school community. Every member of the school community has the right to object to and / or to reject language or behaviour, which is offensive and / or intimidating. Every member of the school community has the responsibility to treat others with respect. Every member of the school community has the responsibility to report any incidents of disrespect within the school community.
The UK is a diverse and multicultural community made up of women and men, black and white; people of African, American (North and South) Asian, Australasian, British, Caribbean, Irish and European background; who are lesbian, gay, bisexual, transgendered and heterosexual; from a range of different socio-economic groups; different ages; different families; differently abled and able bodied; with a wide variety of languages, beliefs, religion, political and social ideals. This school is very proud of this diversity which enhances our lives and the education process. Therefore the school commits itself fully to equal opportunities for all and seeks to address and challenge all forms of prejudice, stereotyping, harassment / bullying and negative discrimination. This commitment will inform all aspects of the school life. Such a commitment is an essential part of the provision of high quality education for all members of the school community and empowers all those within it. We are aware that some groups or individuals may suffer negative discrimination both within the school and outside. We have therefore developed this policy in order to eliminate such oppression and negative discrimination, so far as is possible, and to teach effective strategies for survival and build an inclusive environment.
This policy requires the full commitment of each member of the school community and the acceptance of a code of conduct which : a. encourages respect for both the individual and diverse communities and groups. b. encourages collective and individual action to challenge prejudice, stereotyping, harassment / bullying and negative discrimination and the structures which perpetuate them; c. recognises and challenges stereotyped images, and, in their place promotes positive images; d. declares as unacceptable any language, action or belief that is prejudiced or which encourages prejudice in others; e. recognises and challenges institutional and organisational structures which have prejudicial or discriminatory effects. It is the responsibility of all members of the school community to uphold this policy even where it may be in conflict with their own beliefs. This policy underpins all aspects of school life and needs to be embedded in all other policies, procedures and practices. Tackling homophobic bullying Homophobia is like other forms of bullying but it is specifically directed at a person’s perceived sexual orientation. These can include: 1. Name calling. 2. Using homophobic language. For example using the word ‘gay’ as an insult. 3. Spreading rumours. 4 Teasing. 5. Isolating someone from the social group. 6. Hitting or any other physical attack. 7. Threatening looks or staring. 8. Sexual assault. 9. Publicly ridiculing someone. 10. Creating an environment where people who are not heterosexual feel afraid to be themselves or to ‘come out’. What you should do if you experience or are aware of homophobia. 1. Tell anyone that you trust who will be able to help. This could be your Head of Year, form tutor, a teacher that you get along with, a mentor or maybe a parent or friend inside or outside school who could intervene on your behalf. 2. If possible deal with it yourself. For example if you hear someone (maybe a friend) using homophobic language point it out to them and try to explain why it’s offensive. Don’t take risks and get into a dangerous situation. This would only make a small offence escalate into something much bigger. 3. Make sure you don’t take part in isolating someone from the group or behaving unkindly by staring or sneering at someone. If you are being isolated ask for help. 46
4. If you hear rumours about a person’s sexual orientation, don’t spread it further. Just say ‘so what’. If it’s about you – ask for help. 5. Don’t tease people about their sexual orientation. If you hear others doing it and you think that it’s causing hurt – tell someone you trust and ask them to intervene. 6. If you see a physical attack, of any kind – get help. If you experience or hear about one report it. 7. Remember – just ignoring homophobia or going along with it is a big part of the problem. If we all work together on this, Calderstones can lead the way in eliminating this painful form of bullying forever. Tackling Sexist Bullying Sexist bullying is any behaviour and / or attitude that discriminates against and / or belittles people on the grounds of their gender Sexist behaviour can include : 1. Making assumptions about people’s roles on the grounds of their gender. 2. Using sexist language e.g. name calling or making offensive remarks. 3. Making or voicing judgements about a person’s capabilities / abilities on the grounds of their gender. 4. Limiting or inhibiting people’s opportunities on the grounds of their gender. 5. Sexual assault and physical harassment. 6. Ignoring or going along with sexist attitudes and/or behaviour. 7. Not respecting appropriate boundaries or personal space e.g public displays of overt sexual behaviour. What to do if you experience or are aware of sexist behaviour or attitudes. 1. Be aware of the way you present / represent yourself to others. 2. Don’t make any assumptions based on stereotyped ideas about gender; actually boys can be midwives and girls can be engineers. 3. Sexual assaults are extremely serious and you must act if you have been assaulted, or know someone who has. Tell a trusted person who will be able to help. 4. Don’t allow yourself to be touched or spoken to in ways that you are not comfortable with – others can pressure you into behaviour that might be damaging to you. 5. If you witness sexist behaviour or attitudes towards others, if possible challenge it yourself, if not, report it. 6. Don’t ignore sexism or be intimidated into keeping quiet because it’s not seen as ‘cool’. Remember – women and men are equals; treat people with respect, as you would want to be treated yourself.
LIVERPOOL a FAIRTRADE city
Challenging Racism: Promoting Cultural Diversity Introduction Calderstones School emphasises the importance of challenging all forms of racial discrimination and harassment. We are committed to promoting equality of opportunity and good race relations across all areas of activity. We believe it is important that all pupils are taught to appreciate and understand the multi-racial society in which we live. Racist behaviour Examples of the types of racist behaviour which are unacceptable at Calderstones School are as follows :
Exaggerating and ridiculing cultural and religious practices such as dress, diet, accent, pronunciation / spelling of names, skitting others, excluding pupils from your group (ostracising them).
Using expressions, or imitating accents, which are unwittingly insulting and hurtful.
Racist name-calling and racist jokes.
Allowing racist literature, posters or badges to be produced, carried or displayed.
The encouragement of pupils to join racist groups.
Physical attacks or threats of physical violence.
Inciting others to racist behaviour.
Procedures for dealing with racist behaviour The Stephen Lawrence Inquiry Report recommended a new definition of a racist incident as : “A racist incident is any incident which is perceived to be racist by the victim or any other person”. In the first instance therefore, if a pupil feels the victim of such an incident, he/she should report the matter immediately to any teacher and / or Head of Year. As with all allegations of misbehaviour, the incident will then be fully investigated and the following actions will be taken where appropriate – counselling, cautioning, early contact and interviews with parents and exclusion, depending on the seriousness of the offence. All such incidents will be reported to and specifically recorded by the pastoral Deputy Headteacher who will monitor the future behaviour of the pupils involved.
In some instances, the process of investigation may reveal that a particular incident may have been wrongly perceived as being racist â€“ but the important point is that no perceived racist incident should be dismissed or ignored at the outset without investigation into the circumstances and evidence and information obtained from those involved. Curriculum Statement Calderstones School aims to provide a curriculum which is appropriate for all pupils in the school. All departments are committed to offer a broad and balanced curriculum which reflects the history, contributions and achievements of black and minority ethnic groups. The resources and materials used are visually and verbally acceptable in terms of language and imagery. The curriculum also offers pupils opportunities to challenge stereotypes, prejudice, bias and ignorance related to people from black and other minority groups. We also emphasise the importance of the PSHE curriculum and school assemblies in highlighting these issues, together with the use of displays and posters around the school. Positive role models amongst the school staff and black and other minority representatives come into school to talk to pupils at crucial times in their school career. Monitoring and Review The pastoral Deputy Headteacher Ms Sharon Maguire holds overall responsibility for monitoring and review of racial issues and the specific statistical monitoring required by the school and external agencies, including collating evidence on the attainment of black and other minority pupils. Earl Jenkins, Diversity & Community Leader and Specialist Learning Support Mentor also monitors all racial issues/incidents. This policy was reviewed and modified in May 2002 in the light of the Race Relations (Amendment) Act 2000 and the CRE Statutory Code of Practice on the duty to promote Race Equality 2002. It was presented to the Governing body for approval in January 2002. The policy was reviewed during the academic year September 2003 â€“ July 2004 by staff, pupils and parents. This policy is enhanced by the Positive Action Plan for Calderstones School discussed and approved by staff and governors in July 2003, a copy of which is available in school.
POLICY IN SUPPORT OF PUPIL WITH DISABILITIES Calderstones School endorses the goal of creating “a society where all disabled people can participate fully as equal citizens”. Disability Rights Commission New duties which came into effect in September 2002, extend the Disability Discrimination Act 1995 to cover every aspect of education. The Special Educational Needs and Disability Act 2001 amends the Disability Discrimination Act Part 4 to prevent discrimination against disabled people in their access to education. Chapter 1 of the new Part 4 of the Disability Discrimination Act sets out the requirements on those providing school education. The duties make it unlawful to discriminate, without justification, against disabled pupils and prospective pupils, in all aspects of school life. The principle behind this legislation is that wherever possible disabled people should have the same opportunities as non-disabled people in their access to education. This Code of Practise (Code) applied to all schools and local education authorities (LEA) in England and Wales, and to all schools and education authorities in Scotland (EA). It explains the new duties and it shows the responsible bodies how they might meet the duties that apply to them. Calderstones School has a copy of the DRC Code of Practice for Schools to which pupils, parents and staff have reference. This document is written to highlight the main changes in the new legislation and to raise awareness of their implications for Calderstones School amongst pupils, parents, staff and governors. There are three main sources of support available to disabled pupils in school. These come from different parts of the legislation. Support is available through:
The disability discrimination duties The planning duties, and The Special Educational Needs (SEN) framework
Disability Discrimination Duties There are two key duties involved in ensuring that schools do not discriminate against disabled pupils. These are:
Not to treat disabled pupils less favourably, and To take reasonable steps to avoid putting disabled pupils at a substantial disadvantage. This is known as the reasonable adjustments duty
Planning Duties Support for disabled pupils comes from the planning duties in Section 28D and 28E of the Act. These Sections set out requirements on local education authorities and schools in England and Wales to draw up accessibility strategies (LEAs) and accessibility plans (schools) to improve access to education at schools over time. The strategies and plans have to address three distinct elements of planned improvements in access for disabled pupils:
Improvements in access to the curriculum Physical improvements to increase access to education and associated services Improvements in the provision of information in a range of formats for disabled pupils.
SEN Framework The duties in the Disability Discrimination Act are designed to dovetail with existing duties under the SEN framework. The main purpose of the SEN duties is to make provision to meet the special educational needs of individual children. To the extent that disabled children rely on special educational provision to have their needs met, equal opportunities for disabled children are dependent on the quality of the provision made through the SEN framework. Children with a disability The definition of SEN is widely understood as being primarily about children with learning difficulties, because of the wording in the legislation. It is important to recognise that the definition of children with learning difficulties includes children with a disability where any special educational provision needs to be made. It means that children with a disability have special educational needs if they have any difficulty in accessing education and if they need any special educational provision to be made for them, that is, anything that is additional to or different from what is normally available in school in the area. The SEN framework makes an increasing assumption that children with special educational needs will be educated in mainstream schools. As a result Calderstones School can expect an increase in applications from pupils with various disabilities. Our improved school buildings will cater far better for those pupils with physical disabilities, though there will remain some limitations. All staff of the school have had an opportunity to discuss these issues and are aware of the need to be flexible in their approach. Details of pupils’ medical and educational difficulties are already circulated to teaching staff and specific information is available on particular health issues when necessary to support individual pupils. Calderstones School will continue to welcome all pupils, whatever their disability and will work to achieve their fullest integration into our school life. The Head of Learning Support in school is Mrs P McDermott and she together with the Deputy Head (Pastoral) Ms Sharon Maguire are available to discuss any specific queries.
Calderstones Examinations Policy Public examinations provide vital summative assessment, generally at the end of a key stage. This assessment gives information to students, parents, other education institutions, local authority and government agencies and employers, about knowledge, understanding and skills achieved. Calderstones participates in the administration of these examinations in the best interests of the students and the school. In addition other internally set and marked examinations may take place at other stages in a student’s progress through the school in order to both prepare for public examinations and check student learning. The exact nature of summative assessment will be determined by the Head of Year within the rationale and purposes of this policy and other related school policies. The cost of internal examination papers is the responsibility of the subject departments. All policies related to examinations and appeals are available on request.
REVISION GUIDANCE Before you begin the process of organised revision it is important to : (i) (ii) (iii) (iv)
know when your exams are; know what sort of questions you will be asked; know what materials you are required to bring to each exam; be in the right frame of mind to revise.
Taking the last point first, any impediments to sound, regular revision should be removed, e.g. finish off any projects and assignments now so that such tasks do not interfere with your programme, e.g. decide that you are going to do well because you want to and that you are prepared to sacrifice some lesiure time to achieve this aim. (i)
Ensure you know the date and time of your examinations.
PRE-EXAMINATION REVISION SESSIONS On the day of the written examination in GCSE subjects an hour “revision and examination advice” session takes place. If the examination is a.m. the revision session begins at 8.30am (a free breakfast is offered to pupils who wish to have breakfast beforehand in the school cafeteria). If the examination is p.m. the candidates attend a session starting at 11.15a.m. instead of having their usual timetabled lesson for period 3. Pupils are encouraged to attend these sessions. Those that do have spoken very positivity about how useful they were: - “often focus on topics that are on the examination paper which they had not revised in enough depth” - “provided good advice about the manner in which to answer questions” - “I felt settled and calm ready to focus on the examination 52
REVISION PROGRAMME Now that you have decided that you want exam success and are prepared to work to this end it is essential that you revise constructively. (a)
(i) (ii) (iii)
Get yourself a small notebook or some sheets of A4 notepaper. Write down all of the days from today to the date of your last exam. Write in the dates of your written papers; practical; orals.
Decide to begin revision tomorrow, if you have not already done so. At present you should try to complete at least one hour per day. During the Easter vacation you should be ready to attempt at least three hours per day and after this vacation your effort must be maintained. Today, write in a revision diary a subject next to each date you are prepared to study over the next seven days’ – one hour blocks. Rotate your subjects. Be honest with yourself !!!
(ii) (iii) (iv)
CONCLUSION Success is achieved by a combination of factors – the common denominator is YOU. No-one else can make you work ! YOU MUST WANT TO DO WELL. YOU MUST BE PREPARED TO ORGANISE YOUR STUDYING / REVISION. YOU MUST ALLOW OTHERS TO HELP – PARENTS / GUARDIANS, BROTHERS / SISTERS; FRIENDS; TEACHERS – YOU ARE NOT ALONE. YOU MUST BE HONEST WITH YOURSELF BY FOLLOWING THE GUIDELINES AND YOUR PROGRAMME TO THE END. ACHIEVING YOUR REVISION PROGRAMME It is all very well drawing up a revision programme – the hard work comes in achieving successful revision. Here is some advice about how, when and where to study. Remember! A little regularly is better than a lot infrequently. HOW TO STUDY At the begining of each week, decide what you want to revise during the coming week. 1. Set yourself a TARGET to master during the session. 2. Follow the rule about a maximum time for each session – 40-50 minutes. 3. Never memorise anything that you do not understand. It is a total waste of time and very boring. You will never reproduce it in the exam nor be able to use the information to help answer a question. 4. Ask yourself, “Where does this piece of work fit into the topic as a whole “? 5. Concentrate on UNDERSTANDING. 6. Do not merely read through notes since you will forget most of the work in the near future: -
Get other people (friends, parents, brothers and sisters) to listen to you explain a particular concept, event etc. Summarise your notes using coloured pens, capitals and underlining. Construct summary diagrams of important topics. It is amazing how many pages of notes on a particular topic can be reduced to one simple diagram made up of pictures, key words, arrows, lot of colour etc.
At regular intervals go back and revise your revision notes. Obtain examples of exam questions from your teachers and attempt them or plan answers once you are confident that you have mastered the topic. 53
WHEN TO STUDY Suggestions: 1. Ensure that you leave sufficient time each day for the work that you intend to do. This means giving your studying a priority for the next few months. 2. Avoid working late at night – you will be too tired and the qulaity of the final product will be poor. 3. The ideal time for any single lesson before you have a break is probably somewhere between 40 and 50 minutes. After this time, the actual benefit that you receive from your sacrifice of lesiure time is rapidly declining and can even become negative, i.e. you are doing yourself some harm. Therefore, set a maximum time limit – e.g. 1 hour. Then ensure that you have a break of at least 15 minutes.
Watch television Listen to some music Have a chat with a friend or relative Make a drink
During the holiday or at the weekend you might decide to do a lot of work on a particular day. Even so, break the day up. 4.
Set yourself a target to achieve during your limited session. A History essay 8 Maths problems To learn a certain amount of vocabulary. Read a chapter of a novel for Literature 5. Do not overdo the total work period on any one day. N.B It is better to attempt one hour for six days than six hours on one day. WHERE TO STUDY Anywhere, as long as :-
Distractions are minimised or eradicated altogether. You are comfortable and warm, lighting is good.
Thus, the lounge with the television blaring out its message, little brother playing with his toys or the dog begging for attention, is definitely NOT the place. In such an environment, you will probably be able to do little positive work. Use such a room for a break between sessions of study or the place to retire to when you have finished work for the day. Most people do not have the luxury of a palatial study or library in their own home. Almost any room where there is likely to be some quiet and which fits the conditions of minimum distractions, warmth and good lighting will suffice. One such room used by many people is the bedroom. Though each individual is different in his / her approach to studying, most find that it is an advantage to have a solid surface to work on and to spread references out on. A small table or desk is most certainly preferable to laying books and notes out on the bed. If it is not possible to acquire these facilities in your home, do not despair. Liverpool has many splendid public libraries which possess all of the necessary characteristics. Find out what time your local library is open until, and fit your work schedule around these hours. You may also stay after school and revise in the KS3 or KS4 Recource Centre. REMEMBER The time to revise is NOW – NOT the week or night before the exam ... N O W !! 54
LITERACY â€“ KEY WORDS Please try and learn both the meaning and the spelling of all the words provided. You will also see these words displayed around school to encourage you to use them in your written work. Drama Play Scene
English Adjective Consonant
MFL Language Adverb
Design & Technology Brief Ingredients Pattern Template Tool Production PE Referee Athletics
Art Still life Perspective
Geography Migration Urban
History Chronology Revolution
R.E Judaism Sikhism
Music Glockenspiel Texture
Science Cell Compound
Communication Recruitment 55
Co-operative Organisation Calderstones School
Maths Perimeter Multiplication Parallel
Information Technology Software Hardware Network Input Business Studies Business Motivation Liability Product Mix
THE PERIODIC TABLE OF ELEMENTS
WHERE AND WHEN IN EUROPEAN HISTORY Here are some important events in European History. 1.
Beginnings of Greek Civilisation.
Foundation of Roman Republic.
Rome invades Britain.
Visigoths invade Spain and Gaul then overrun Rome.
Angles, Saxons and Jutes begin settlement of Britain.
Alfred, King of Wessex halts Danish advance on England.
Battle of Hastings, Norman conquest of England.
Magna Carta, King John makes concessions to English Barons
100 Years War between France and England begins
Battle of Agincourt, English bowmen defeat the French
Martin Luther outlawed, beginning of Protestant Reformation.
Henry VIII breaks with the Pope, Church of England established.
English Civil War begins, Charles I executed in 1649.
“Glorious Revolution” brings constitutional monarchy to UK.
Act of Union between Scotland and England.
French Revolution begins.
Napoleon defeated at Waterloo.
Crimean War between England and Russia ends 1856.
Germany’s naval building programmes – start of “world policy”.
Anglo French Entente Cordiale.
First Revolution in Russia.
Assassination of Archduke Ferdinand in Sarajevo triggers the start of World War I after mounting international tension.
Revolution in Russia.
Germany defeated, Armistice signed at 11 o’clock on the 11th day of November (the 11th month) 58
Versailles Peace Conference – Germany forced to pay reparations.
League of Nations formed (with HQ in Geneva)
Mussolini seizes power in Italy.
Germany falls behind on reparations.
France marches into Ruhr Valley.
Stalin takes power in Russian after Lenin’s death.
The Dawes Plan formulated.
Reparation payments resumed.
Treaty of Locarno stabilises European boundaries.
Germany joins the League of Nations.
The Kellog-Briand Pact.
Japan invades Manchuria.
Collapse of banks across Europe: beginning of recession.
Disarmament Conference in Geneva.
Japan and later Germany leave the League of Nations.
Hitler made Chancellor of Germany.
Conscription introduced in Germany.
Italy reached capital of Abyssinia having invaded with little opposition from the League of Nations.
Spanish Civil War begins.
Germany occupies Austria and Czechoslovakia – Munich agreement between Chamberlain and Hitler.
World War II begins after German invasion of Poland.
Defeat of Germany, suicide of Hitler.
Formation of NATO (North Atlantic Treaty Organisation)
Death of Joseph Stalin.
Treaty of Rome – beginning of EC.
East Germans build Berlin Wall. 59
CALDERSTONES POLICY ON SUPPORTING PUPILS WITH ENGLISH AS AN ADDITIONAL LANGUAGE Mission Statement Calderstones School believes that all young people should be able to achieve their potential, whatever their ethnic or cultural background. To this end the school aims to provide a quality education which equips students for life, both by promoting academic success and by providing all pupils with the opportunity to develop personal and social skills. Values and Principles of the School EAL Policy The School adopts a Whole School Approach to EAL pupils Calderstones aims to ensure that the full potential of each bilingual child is reached by promoting a true equality of opportunity which will permeate both teaching and learning to meet the needs of individual pupils whatever their cultural, racial, linguistic or religious background. Strategies to achieve this include :
Communicating high expectations to minority ethnic group pupils Raising achievement of minority ethnic group pupils by developing innovative and challenging teaching which is responsive to their cultural and linguistic needs. Developing the self-esteem and confidence of minority ethnic group pupils by valuing their language skills and their contribution to our culturally diverse and multi-faith society.
Teaching Fifteen hours of curriculum time is allocated to a ‘beginners’ class. Language Diversity Farsi, Urdu, Bengali, Somali & Chinese predominate in Calderstones School where more than 13 different languages are spoken by bilingual pupils. Identification of EAL pupils EAL pupils, including those in need of support, are identified from:
Ethnic monitoring conducted by the school on admission Information from Primary Schools Information from EMTAS Information from HOD/HOY
CALDERSTONES SCHOOL COUNCIL Calderstones School Council was established in 2004 and since then has grown in strength and determination. Each year pupils participate in a democratic voting procedure to elect representatives from their peers. School councillors work with the senior management team and governors to initiate positive change in many areas of school life as well as developing exciting projects for the benefits of their fellow students. What are school councils ? School councils enable pupils to become partners in their own education and to make a positive contribution to the school environment and ethos. What do school councils achieve ? School councils make a positive contribution to every aspect of the school community. They : Improve academic performance Reduce bullying and vandalism Reduce school exclusions Improve teacher-pupil relations Developing life skills School councils provide a basis for active learning of important life skills, such as speaking and listening skills, teamwork, emotional literacy, problem-solving, moral reasoning skills, selfesteem and self confidence. School council experiences provide a dynamic foundation for learning about citizenship. Young people and children acquire skills which help them to become resilient to negative experiences. School and class councils enable pupils to have a voice and to understand that their opinions count. Liverpool Schools Parliament As part of our commitment as a school council we are also active members of The Liverpool Schools Parliament. The Parliament provides a ‘voice’ for the young people of Liverpool and has representatives from across the city. It is an official committee of Liverpool City Council and Liverpool City Council discusses all resolutions passed by Parliament. Calderstones School representatives continue to be at the forefront of this committee attending international conferences and winning successful elections to influential ministerial positions each year including the role of Prime Minister.
Success Stories So Far ….. Calderstones School Council has had many success stories and has initiated change in many areas of our school, some of these include: Fairtrade Project – gaining fair-trade school status for 3 years on the run. Anti-Bullying Project - Successfully establishing firstname.lastname@example.org as our school anti-bullying email address and working in a consultative role with Liverpool City Council on an anti-bullying quality assurance kite mark for all school. School Meals – taking the views of the school forward to the Governors to improve the quality of food in our cafeteria. School Facilities – campaigning for new facilities in school such as benches and sporting equipment. Young Leaders of Tomorrow – undertaking training to provide support and gain the skills necessary to provide a first class service to peers. Afri-Twin – working on an exciting project to twin our school with schools in South Africa. Peer Mentoring – working on the recruitment, selection and training of peer mentors. Homophobic Bullying – working with staff to help write a new policy to combat all types or bullying in our school. Championing Children – Participation Matters – leading the way in a debate with the Children’s Commissioners for England, Northern Ireland, Scotland and Wales to ensure the voices of all young people are heard. Young People Against Racism – representing our school and our city in a conference to promote equality. And so much more …..
CALDERSTONES SCHOOL ANNUAL TRAVEL POLICY The overall aim is to encourage everyone working in Calderstones School to seek alternative methods of travel to and from school other than by means of a motor car. Car sharing will help but it is hoped that there will be an increase in use of other means including public transport, bicycle and by walking. The overall objectives include :
To reduce the amount of traffic travelling to and from school in order to try and improve road safety and reduce road congestion caused by the “school run”.
To promote healthy lifestyles by encouraging pupils to partake in more physical activity through walking or cycling to and from school.
There are cycle shelters on site providing security and shelter for 200 pupils and 24 staff bicycles. All pupils intending to cycle to school will be offered cycle training to National Level 3 standard. All pupils cycling to school will be encouraged to achieve this required standard. On receipt of a parent / guardian letter some pupils may be allowed to cycle to school without this qualification. However, all pupils cycling to school must have a signed agreement placed on the school file. The rules of the contract include :
Bicycles are not allowed to be ridden on the school site other than to the designated cycle provision accessed only via the school gate on the corner of Harthill and Calderstones Road.
Pupils may not ride more than one per bicycle.
Pupils may not ride on pavements or in a manner that may cause harm to themselves or others.
Bicycles must be maintained in a road worthy condition.
Bicycles must be locked to a cycle station within the designated area for cycle storage within the school grounds.
Although every effort will be made to ensure the security of bicycles, Calderstones School will not be responsible for the theft of unsecured items left on the bicycles e.g. lamps, drink bottles, air pumps etc.
Parent / Guardians are encouraged not to drive pupils to and from school. However on occasions that you do please arrange for pupils to be dropped off or picked up away from the busy Harthill Road (eg Calderstones Road by All Hallows Church). This will reduce the risk of accidents to pupils as they travel to and from school.
CALDERSTONES SCHOOL FOOD AND NUTRITION POLICY Calderstones School recognises the important connection between a healthy diet and a pupil’s ability to learn effectively and achieve high standards in school. Calderstones also recognises the role a school may play as part of the wider community to promote family health. The school aims to : Improve the health of pupils and staff, and their families by helping to influence their eating habits through increasing their knowledge and awareness of food issues, including what constitutes a healthy diet, hygienic food preparation and storage methods. Ensure pupils are well nourished whilst at school through the provision of a safe and comfortable cafeteria which delivers a variety of tasty and nutritious food. Present consistent informed messages about healthy eating through all school practices. Ensure that food provision in school meets government regulations and reflects the medical and official requirements of all who use the cafeteria ie. medical, allergenic, religious, ethnic and vegetarian needs. Ensure pupils have access to a source of drinking water throughout the school day. The school will work towards these aims in partnership with parent / guardians. Food and nutrition education forms part of the formal curriculum through science, PSHE and Citizenship, Geography, RE and DT. PACKED LUNCHES Pupils may bring their own packed lunches into school which may be eaten in the cafeteria. It is hoped that parent guardians will support the Government and School Policy of promoting “healthy eating”. Guidance on the suggested content of “healthy eating” a lunch box may be found on the school website. Fizzy drinks (Coca Cola and Dr Pepper etc) and chocolate bars are not banned from the cafeteria. However, their inclusion in lunch boxes does not support our ‘healthy eating’ policy and we encourage parents not to include them in daily lunch boxes. WATER PROVISION A number of water stations are located around the school site from which pupils may access cooled filtered drinking water. Pupils are encouraged to carry water with them in clear bottles no larger that 500 ml. Pupils are encouraged to drink water as they move between lessons (5 minutes travelling time) and during break and lunchtime. Occasionally pupils may have a drink from their bottle during lesson time. Pupils will not normally be allowed to sip water frequently from their bottle as they sit in a lesson. Any bottle with holes made in the lid will be confiscated. This is because the bottle is likely to leak on pupils’ work, or used to squirt water. For Health and Safety reasons there are a significant number of teaching rooms where drinking will not be permitted these include all laboratories and ICT rooms. Teachers will inform pupils if drinking is not allowed in their teaching area. Pupils will be advised to have a drink before entering the room.
Computing at Calderstones Before you can access the computing system at school you need to read, understand and sign the agreement on the next page. Your parents/guardians need to do the same. We want you to benefit from our computer facilities but we need you to understand that you need to act in a responsible manner when accessing the Internet in school. Keep your password secure. You shouldn’t be accessing or attempting to access any inappropriate websites. You need to learn to respect copyright and not to plagiarise (copy) other’s work. We have a system in school which monitors all of your activity when you are on our network (not just using the internet). This system detects keywords, phrases or images associated with swearing, bullying, racism and internet grooming and alerts us. We can then access this for further investigation. You should be aware that we may well impose sanctions on your network access if we decide that you have broken our internet use agreement. The sanctions will vary from a letter home to your parents and a short term ban from the network to a permanent ban for severe breaches of the agreement. This could also be the case for repeat offenders. Please don’t put yourself at risk of one of these sanctions-behave in a sensible and responsible manner. Remember to always stay safe online. Jennie McCoy (Mentor) is our e-safety officer and you can speak to her anytime if you feel concerned about anything to do with computers/mobile phones. She is based downstairs in the Resource Centre. You will be taught about e-safety during your PSHE lessons but for more info. go to: www.thinkuknow.co.uk
Easylink You can access your school work at home on a computer with broadband internet access. You will need to save the work onto your computer and then upload it back into your school workspace. You will also be able to access learning resources where teachers have placed information which will help you with homework & coursework. You will need your normal school log in details but then go to: https://external.calderstones.co.uk
E-Portal This is the system where we store your personal information such as school reports, assessments, code of conduct information etc. Your login details will have been given to your parents/guardians but you will need to go to: http://remote.calderstones.co.uk/eportal We have made a video featuring some of the features of e-portal. It is located at: www.calderstones.co.uk/eportalvideo If you have any technical difficulties with the above then please e-mail: email@example.com
COMPUTER AND INTERNET USE AGREEMENT By signing the agreement you have agreed to the following:
I will only access the system with my own user name and password, which I will keep secret. I will not install, or attempt to install, programs of any type on a machine or store programs on the computers without permission. I will not damage, disable or otherwise harm the operation of computing equipment, or intentionally waste resources. I will not access other people’s files or damage their work and data. I will not use the school’s ICT resources to publish defamatory material. I will only use the Internet when I have permission and a member of staff supervises me. I will only use the Internet for activities and work set by the school, e.g. homework, class work research for a school project. I will only e-mail people my teachers have approved. I will only take part in NEWSGROUPS or CHAT, which have been approved, by the school. I will not give personal information such as my address or telephone number to anyone I contact through e-mail. I will respect the privacy of others. I will not publish their names addresses or phone numbers. I will not use work from the Internet or CD-ROMs as if it was my own. I will not try to find or use unacceptable material from the Internet. I will report to my teacher any unpleasant material sent to me. I understand this report will be confidential and will help protect other pupils and myself. I will not use school resources to subscribe to any goods or services, nor buy or sell using the Internet. I will not download software or music from the Internet. I will not bring in floppy disks, CDs or any electronic data from outside school unless I have been given permission. Any items brought in will have to be checked before use. I will not send unsuitable e-mail messages. The messages will be polite, responsible and signed by me. I will not send anonymous messages. I will not take part in any electronic activity, which goes against school rules or government legislation. I understand that the school may check my computer files, e-mail messages and may monitor the Internet sites I visit and I agree to this. I understand that any breaches of the above may result in my access to the school network being withdrawn.
Pupils Signature ……………………………………………………. Date …………………………..
Parent / Guardian Signature ………………………………………. Date …………………………..
CALDERSTONES SCHOOL A Specialist Science College
Seven Safe Messages
1. You have a right to feel safe. 2. Your bodies belong to you. 3. You can refuse touches that don't feel right, and should never be forced to accept those that feel wrong ('yes' and 'no' feelings). 4. Some secrets should never be kept. 5. You should beware of strangers. 6. It is ok to say â€˜noâ€™ to someone asking you to do something wrong. 7. Always tell a trusted adult if something is worrying you.