Staff Handbook

Revised - 28-09-12

“DEVELOPING HIGH STANDARDS OF LEARNING AND RESPECT”

Staff Handbook 2012-2013 Contents Introduction Index Section 1 - The School Section 2 - Day to Day Routines and Information Section 3 - Student Issues Section 4 - What to do if……..

Section 5 - Communications Section 6 - Professional Issues Appendices

‘Education is what survives when what has been learnt has been forgotten.’

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Introduction

September 2012 Dear Colleague Duffryn High School is a large organisation. We have over 100 staff, and through this team we guide the education of well over 1280 students. It has been shown time and again that using individual skills, within a consistent approach, produces the best results for the students and the least stress for the staff. To allow you to use and develop your professional skills within clear frameworks is my personal vision of school leadership and management. This staff handbook is a major part of creating the consistent framework within which you can achieve professional satisfaction.

There are some re-written and totally new sections within the handbook, and the whole document needs to be read carefully and the information in it absorbed. There is, in this handbook, the framework which guides our approach to both known and unknown situations, as well as practical procedures which must be followed. It is part of your conditions of service that you follow the procedures outlined. Most problems and conflicts in the school have been caused by handbook guidelines not being followed; most questions I get asked during the year are already answered in this document. Although many sections are relevant only to teachers, this document is for all staff and as the number of non-teachers approaches the number of teachers, we are adding sections that will be of relevance mainly to non-teaching staff.

There are certain other documents referred to within this handbook which should be regarded, to all intents and purposes, as an integral part of the handbook – for example, the school policy file, the conditions of service document, departmental handbooks and school development plans. These documents can all be accessed on the RM Staff shared area.

This document is dynamic. Alterations will come via the weekly bulletin, and by replacement, or additional, pages. This is a document it is essential to be familiar with, to follow and to refer to – it is not to be filed away in a store cupboard and forgotten about. We shall review it during the course of the year and any constructive staff comments would be most helpful. My thanks to all staff who have made suggestions and asked questions that have enabled this version of the document to be better and clearer.

This year, following on recent years‟ successes, we need to ensure that all the energy and professionalism of staff is concentrated on the teaching, learning and achievements in the classroom. Teaching is about the planning, “delivery” and assessment of high quality learning. Likewise the focus of all non-teaching work is on “enabling” high standards of learning and respect.

Yours sincerely

Jon Wilson Headteacher

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Handbook Index

A Absence Recording Absence – Inset Academic Review Day Accidents ACE Room Administration Agendas Aims and Objective Appointment with Head Assembly Assertive Discipline Assessment Assistant Head Teachers Attendance (Student) ASD Centre B Behaviour Support Behaviour Office Briefing Budgets Building Problems Bulletin Bullying C Calendar and NCC Term Dates Careers Child Protection Classroom Rules Code of Conduct Code of Safe Practice Commitments – Keeping Communications Community School Conditions of Service Conduct expected (staff) Consultation (Formal) Corporate Identity Counselling Coursework Cover Curriculum Organisation D Day-to-day Routines Deadlines Deputy Head Directed Time Disciplinary Procedures (staff) Discipline Issues

2.6.2 4.16 3.5 2.12 1.6.6 2.24 5.2.4 1.2 4.14 2.5 2.10 3.2.5.1 1.6 2.6 1.6.6 1.6.6 1.6.6 5.2.6 2.2.0 4.12 5.2.1 2.11 2.13 3.2.7 3.7 2.10.3 2.10.2 App 2.

6.3.8 1.6.2/5 1.12 6.1 6.41 5.2.7 1.11 6.4.4 2.32 2.16 3.2 2 2.26 1.6 2.14 6.5 2.10

E E-mail correspondence Emergency Emergency Call Out Employment – other English as Add Lang (EAL) Equal Opportunities Equipment Loan Evacuation Routes Events Examination Procedures External Communications Extra Curricular Activities F Faculty Support Clerk Finance Fire Escape Routes First Aid G Governor List Grievance Gross Misconduct H Head Teacher appts Health and Safety Holiday Access to School Home School Agreement Homework Honesty I ID Badges Illness Improvement Plan Internal Post J Job Descriptions K Keys L Leadership Structure Leadership Portfolios Learning Devt Officer Learning Resource Centre Learning Support Assistant Learning Support Base (LSB) Learning Support Team Leave of Absence Lesson Routines Letter Style

5.2.4.2 4.8 2.10.6 6.3.9 1.6.6 6.8 4.10 2.26 2.31 2.29 5.3 2.17 2.25.2 2.20 2.26 2.12 1.10 4.6 6.4.1 4.14 2.1 4.11 1.13 2.8 6.3.4 2.24 4.3 1.4 5.2.2 1.7 4.13 1.6 1.6.3 1.6.6 2.21 2.27 1.6.6 1.6.6 4.4 2.3 1.13

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Dress Code (Staff) Duties (Including Lunch) M Management Structure Maps/Plans Marking Meetings Schedules Memos and standard Forms Misconduct Monitoring and Evaluation Monitoring N Newly Qualified Teachers Nomenclature P Parental Contact Pastoral Organisation PE Kit Performance Management Personal Behaviour Personal Belongings Phone Extensions PPA Policies Post Inspection Action Plan Post 16 Collaboration Post 16 Student Consideration Professional Behaviour Professional Duties Professional Issues PSE Punishment and use R Racial Harassment References Referral System Registration Relationships with Staff Relationships with Students Reports to Parents Reward System Rooms Rules – Classroom Rules – School S School Closure School Counsellor School Data School Improvement Plan School Overview School Rules/Procedures

6.3.6 2.7 1.6 1.0 3.2.5.2 5.2.3 5.2.5 6.4.1 2.19 3.3 6.4 1.14 4.7 3.1 3.6.3 6.7 6.3.5 2.22 5.2.5 2.30.2 1.5 App 1 1.15 3.9 6.3 6.2 6 3.2.9 2.10.4 2.11 4.17 2.10.5 2.6.1 6.3.2 6.3.1 3.4 2.9 2.15 2.9.3 2.9.2 4.18 1.6.6 1.1 1.4 1 2.9.2

Line management routes Loyalty to school SERCO Set Changes Sexism Signing Out during Day Site and Room Plans Smoking Staff Briefing Staff Bulletin Staff Cover Staff Development Staff List Staff Names and Initials Strategic Plan Strangers on Site Stress Student Council Student Issues Student List Student Planners Student Voice Subjects Subject Responsibility T Targets Teaching Group Changes Telephones Time Management Times of School Day Timetable Timetabled Activities Trips Tutor Group Changes Tutor Groups Two-Weekly Timetable U Uniform Union Issues Use of Reasonable Force V Vehicles on Site Visitors to School Visits and Trips W Weekly Pattern Weekend Access to School What to do if…

Work Quality Work Related Education

1.6.5 6.3.3 2.6.1 4.2 2.11 4.5 1.0 2.23 5.2.6 5.2.1 2.16 6.6 1.8 1.8.1 1.3 4.15 6.3.9 3.8 3 1.9 2.28 3.8 3.2.6 1.6.4 2.20.3 4.2 5.2.4.1 6.3.10 2.2 3.2.6 2.30 2.19 4.1 1.8.2 2.4 3.6 5.2.7 App 3 2.22 4.9 2.18 2.4 4.11 4 6.3.7 3.2.8

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The School Contents 1.0 1.1 1.2 1.3 1.4 1.5 1.6 1.6.2 1.6.4 1.6.5 1.6.6 1.7 1.8 1.9 1.10 1.11 1.12 1.13 1.14 1.15

Maps/Plans Basic School Data Aims and Objectives Strategic Plan 2010 – 2012 School Improvement Plan Policies Leadership and Management Structure Communications and Management Instruction Subject Responsibility Line Management Routes Learning Support Team (LST) and English as an Additional Language (EAL) Job Descriptions Staff Lists Student Lists Governor List Corporate Identity Community School Home – School Agreement Nomenclature Post 16 Collaboration

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‘It is not the answer that enlightens, but the question.’

‘Education would be much more effective if its purpose was to ensure that by the time they leave school every boy and girl should know how much they don’t know, and be imbued with a lifelong desire to know it.’

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1.1 School Data School Name

Duffryn High School

Address

Lighthouse Road Duffryn Newport South Wales NP10 8YD

Telephone

01633 654100

Facsimile

01633 654110

E-mail (administration)

post@duffryn.org

Web Site

www.duffryn.net

DfES School Number and Educational Establishment Number (EEN)

680 4020

Examination Centre Number

68358

Headteacher

Jon Wilson BA MSc

Chair of Governors

Sue O‟Brian

Clerk to the Governors

Formally: James Harris, Chief Education Officer Meeting Clerk: Vanessa Jones, NCC

(The 680 is the LEA Number)

Duffryn High School is a 1280 pupil, 11-18 mixed comprehensive serving the south and west of Newport. The school is designated a “Community School” and as such part of the Newport City Council Local Education Authority.

Local Education Authority

Newport City Council Civic Centre Newport South Wales NP20 4UR

Local Education Authority Telephone

01633 656656

Chief Education Officer

James Harris (01633 232257)

LEA Link Advisers

Linda Thomas

Duffryn Family of Schools

Clytha Primary Duffryn Infants Duffryn Junior Gaer Junior Glasllwch Primary Maesglas Primary Pillgwenlly Primary St Woolos Primary

Ann Price Ruth Jones Nigel Kelland John Webb Chris Jackson Philip Harrhy Kath Bevan Heather Vaughan

265266 815032 817161 263407 266398 816047 265268 265792

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1.2

Aims and Objectives

Within a physically and emotionally safe environment and developing high standards of learning and respect, Duffryn High School aims to: 1. Enable every member of the Duffryn High School community to realise their full potential  Build upon the progress already made in Primary Education  Treat all students as individuals  Improve basic skills and raise attainment, ensuring students develop key future employment skills  Manage resources to challenge disadvantage and promote social inclusion  Encourage a „learning community‟ and develop the skills, knowledge and wellbeing of our staff  Improve communication and consultation  Educate and develop all our pupils whatever their sex, colour, origin, religion, social status, ability or disability through equality of opportunity 2. Enable every member of the Duffryn High School Community to find success  Through carefully planned programmes of work, help each child to realise his or her true potential within an environment which nurtures spiritual, moral, emotional, intellectual, aesthetic, cultural and physical growth.  Develop a flexible and challenging 14-19 phase of education, valuing both work-based and academic approaches equally  Encourage our children in their endeavours through the rewarding not only of high academic achievement, but also effort, improvement and initiative  Involve students in their own learning  Improve the quality of our buildings and the way in which we use them 3. Instil in every member of the Duffryn High School community a desire for lifelong learning  Encourage, through the learning opportunities provided, the development of skills and attitudes, to enable each individual to contribute to society in a positive way  Strengthen links between families, carers, the local community and education, best suited to their individual needs and aspirations  Promote healthy, safe living.

‘All learning begins with the simple phrase, ‘I don’t know’.’

A teacher is one who makes himself progressively unnecessary.’

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1.3

School Improvement Plan

The School Improvement Plan is a key document which lays out the current improvements that are being made to meet the aims and objectives of the school and addresses the key issues identified in the Self Evaluation document.

Departments produce their own Departmental Improvement Plan which is linked to the Whole School Improvement Plan. The Improvement Plan is based upon the School and Departmental Self Evaluation, exam results, sources of data and Inspection Reports. There are formal meetings with Line Managers to review progress.

The School Improvement Plan is a separate document which should be read together with this Handbook, as it provides the record of where we are going and our intentions for the year which is in keeping with the rest of this Handbook. This is an ongoing document which meets the needs and strategic vision of the school.

1.4

Policies

This school has policies that cover most areas of school life. These are being revised by the Governors on a cyclical basis. The „Policy‟ provides the principles and may be accompanied by appendices and notes to give guidance on the specific implementation of the Policy and the procedures that will be followed. Staff must be familiar with the policies and follow any guidance or procedures given. Various policies are also issued by the technical employer (NCC) which staff must comply with as part of their employment. Every member of staff will have electronic access to a new policies folder on the first day of term (shared area or school intranet).

It is your individual responsibility to periodically re-visit the policies folder to maintain your knowledge of current school and Newport LEA policies. New policies will be added to the folder as they are approved by the Governors or issued by the LEA.

1.5

Leadership and Management Structure

General Structure The Headteacher (Jon Wilson) has overall responsibility for the day to day running of the school as well as for the leadership of the future direction of the school. All staff are accountable for their work and conduct through the management structure to the Headteacher.

The Management Structure within the school has four distinctive parts:

Learning and Teaching: Classes and Courses where the main teaching and learning is managed



Learning and Teaching: Individuals where the focus is on supporting the child as an effective learner within the school



Support through which the staff who support teaching and learning activities are managed and engaged in working towards the school‟s aims



Leadership who act corporately, with each member of the group taking the lead in certain aspects of the school‟s life and development The Structure (Table1), along with job descriptions, is seen as dynamic rather than fixed, and management practices will evolve over time.

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1

Learning and Teaching: Classes and Courses

A departmentally-based structure (as opposed to the Faculty system) to create greater accountability is paramount in our thinking. National Curriculum boundaries clearly dominate this structure. Leisure and Tourism and Sociology have been assimilated into Geography.

Vocational subjects have been assimilated into appropriate subject departments. However, the increasing importance of these subjects prompted the formulation of a Vocational Manager.

Similarly a substantial new post has been created for coordination of Basic Skills/Essential Skills. TLRs reward directly the colleagues who hold the responsibility for pupil progress in discrete areas. There are other management roles within larger teams, or teams with special circumstances.

Even though in all areas of the school there are TLR post holders, the prime management of learning and teaching rests with the designated teacher of a class who is responsible for planning, engagement of the students (including maintenance of a work focussed environment) and assessment.

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Learning and Teaching: Individuals

Pastoral posts called „Progress Co-ordinators‟ have a vital role to play in the development of our pupils. The pastoral structure has been retained and to emphasise the importance of teaching and learning the focus is on student progress. The AENCO post has now become the responsibility of a non-teaching member of staff (Jo Llewellyn). She is responsible for the coordination of the additional needs work within the school, for dealing with external agencies, for “statements” and for advising staff over strategies and approaches to be taken to support students with Additional Needs. The teaching of students with Additional Needs and for directing individual lessons, tasks and approaches is the role of every member of staff.

The Learning Support Manager is an important post which focuses on pupils who need various levels of support, including disaffected pupils. Re-integration into mainstream learning and teaching activities and reducing exclusions are primary aims.

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Support Staff

The structure of our support staff reflects the ever changing demands of learners.

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Leadership Group

The Leadership Group of the school comprises:  Head Teacher  Deputy Head Teacher (Curriculum)  Deputy Head Teacher (Personnel)  Three Assistant Head Teachers  Learning Support Manager / Lead Behaviour Professional

The Senior Leadership Team will consist of the Leadership Group plus      

Premises Manager ICT Network Manager Bursar Head Teacher‟s PA Examinations Officer Data Manager

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‘My heart is singing for joy this morning. A miracle has happened! The light of understanding has shone upon my little pupil’s mind, and behold, all things are changed.’

Give the pupils something to do, not something to learn; and the doing is of such nature as to demand thinking; learning naturally results.’

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Table 1 Duffryn High School Staffing Structure (Teachers) September 2012 Learning and Teaching: Classes and Courses Head of English/Media Head of Maths Head of Science Head of Technology Head of Welsh Head of RS Head of PE Head of MFL Head of Music & Performing Arts Head of ICT Head of 6th Form Head of Art Head of History Head of Business Studies Head of Geography KS Co-ordinator English KS Co-ordinator Maths KS Co-ordinator Science KS Co-ordinator Technology Vocational Manager Welsh Bacc Co-ordinator I/CMusic I/C Boys/Girls PE I/C Public Services Essential Skills Co-ordinator Learning and Teaching: Individuals Learning Support Manager

Progress Co-ordinator Year 7 Progress Co-ordinator Year 8 Progress Co-ordinator Year 9 Progress Co-ordinator Year 10 Progress Co-ordinator Year 11 Progress Co-ordinator Year 12/13 Student Achievement Co-ordinator Teacher I/C ASD Centre Assistant Progress Co-ordinator

Number of Posts 3

TLR 1a (£11,828)

2

1b (£9574)

0 6

1c (£7322) 2a (£5,914)

12

2b (£4224)

3

2c (£2,535)

Number of Posts 0 1 0 0 7

TLR 1a (£11,828) 1b (£9574) 1c (£7322) 2a (£5914) 2b (£4224)

2

2c (£2,535)

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The Head‟s task of managing and leading the school is shared by the Leadership Team. This consists of two Deputy Head Teachers (Mark Tucker and Matt Sims), three Assistant Head Teachers (Neil Davies, Michayla Poulton and Jane Wilkie) and the Learning Support Manager (Paula Pippen). The Leadership Team act corporately, with each member of the group taking the lead on behalf of the leadership group in certain aspects of the school‟s life and development. These individual areas of leadership are known as their “portfolios” and are listed in the next section. Members of the Leadership Team have their own conditions of service separate to the rest of the staff. In addition to leading areas of the school life, members of the Leadership Team are also senior managers and carry out management functions within their areas of focus and across the whole school. Individual members of the leadership group are at the top of the “line management and support” structures of the school.

The effective functioning of the school from day-to-day is also the responsibility of the Leadership Team. This is chaired by the Head and made up of the Deputies, Assistant Headteachers and the Lead Behaviour Professional. The Middle Management Team is responsible for the routines and day-to-day issues of their areas of focus. The Middle Managers work under the Teachers section of the Pay and Conditions Document. They are:Heads of Department: 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17

Lucy Purcell Paul Thompson Rowan Masterton Jonathan Cahill Kerry Sexton Sarah Hawke-Williams Lee Morgan Gaynor Vaughan Joanne Lockwood James Rees Anna Knight Jennifer Howlett David Perkins Annette Chesterman Helen Morgan Nick Beynon Sian Roach

English/Media Mathematics Science Technology Welsh Religious Studies Physical Education Modern Foreign Languages Art Business Studies Geography Music and Performing Arts History ICT Essential Skills Co-ordinator Vocational Manager Welsh Bacc Co-ordinator

Most management issues should be referred through the relevant “line manager”, but all members of the Leadership Team run an “open door” policy and burning issues, advice or support can be raised or sought with any member of the Leadership Team.

There are two main “lines” to the middle management structure of the school (Table 1)  

Learning and Teaching: Classes and Courses where the main day to day business of the school is managed.

Learning and Teaching: Individuals where the focus is on supporting the child as an effective learner within the school (pastoral support).

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Each member of staff is likely to have tasks and responsibilities in each “line”, depending on which aspect of their complex professional role they are carrying out.

Within the Learning and Teaching: Classes and Courses structure, Duffryn High School is divided into 15 Subject Departments, together with the Essential Skills and Vocational Managers. This structure is the key to most communication and consultation in the school.

Discipline and behaviour matters within teaching and learning situations are dealt with by the Department structure.

Progress Co-ordinators are responsible for “front-line” co-ordination of pastoral matters. They receive matters of concern and referrals for help from within the departmental structure after all alternatives have been exhausted within this area; liaise with parents, co-ordinate the work of outside agencies, co-ordinate the work of the form tutors, and provide advice and support for students. The work of the Progress Co-ordinator is co-ordinated by the relevant Assistant Headteacher under the direction of the relevant Leadership member. The Learning Support Manager (Paula Pippen) is responsible for the co-operation of the learning and behavioural needs of many of our pupils. She oversees the impact of the SERCO (behaviour support) system and advises staff over strategies and approaches to be taken to support students with Additional Needs. She is there to help and advise, not to take over. There are three distinct types of additional needs – General Learning Difficulties, Specific Learning Difficulties, and Emotional and Behaviour Difficulties. The teaching of students with Additional Needs is the role of every member of staff.

The management structure of the school, including the support staff structure, can be seen in Table 2.

1.5.2

Communications and Management Instruction

As part of the management structure there are both formal and informal Communication Structures within the school (these are dealt with in more detail in Section 5): On the informal side there is:  An “open door” policy amongst senior staff  Physically close teaching rooms in departmental areas  A comprehensive telephone network  A developing computer network including messaging facility (SERCO) On the more formal side there is:  A meetings structure  A weekly (Monday) staff briefing  Email for staff to check notices each morning at 8.30 am  A weekly staff bulletin and diary  Recognition and consultation with the major trade unions  Staff trays for documents (near to teaching areas)  Internal post system  Internal administration e-mail system  Reports to senior staff  Management staff supervision meetings Although each member of staff is professional in their area of expertise, we have to have for many statutory and practical reasons, a management instruction system. Some of this is totally obvious – for example notes in Staff Bulletin or a memo from the Deputy. However, there are less “obvious” instructions which will need to be followed. For example, for a teacher in their classroom work, the Head of Department in “requesting” things are done is in effect issuing a management instruction to the teacher concerned (even if they are “above” them in

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responsibility pay system!). It is the responsibility of each member of staff to understand where they fit into the management structure for each aspect of his or her work, and to follow the instructions given within the management system either verbally or in writing (including Departmental handbooks and schemes of work). Staff must consult with the relevant manager about matters concerning their teaching and professional activities – you cannot be the only person knowing about any activity being carried out in school. If you want help in understanding your own responsibility lines you should talk to the Head or member of the Leadership Group.

‘In teaching it is the method and not the content that is the message.’

‘It is the mark of an educated mind to be able to entertain a thought without accepting it.’

‘I am always doing that which I can not do, in order that I may learn how to do it.’

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Leadership Group Responsibilities – September 2012 JMW

MTS

MLT

Governing Body

Personnel

Curriculum

NAD Standards

JXW Teaching and Learning

MSP Inclusion/ Well being

PJP Respect Agenda

Finance and Budget

Performance Management

Policies and procedure

SIP/SER

Reviews Book Scrutiny

Data Target Setting

INSET/CPD

Preparation of SIP & Self Evaluation (with JMW) Overview of Attendance

Building 3 Manager

Building 2 Manager

Building 1 Manager

Learning Support

Target Setting/Data

Learning Technologies

Child Protection LAC

House System “Rewards”

Personnel

Handbook / Calendar

EV

Community

SMARTSTART

SEAL

New School Build

Student Teachers

Sports Centre / Premises Prize Night (with JEA) Literacy

Options

Cwriclwm Cymreig

Substance Mis-use

M.I.S.

ESDGC/ECO School

ARTs Days

PLCs

School Based Counselling

Publicity (with JEA)

Rotas and Duties

Essential Skills

Student Voice

PSE / Citizenship

AR&R

More Able & Talented

Transition

Welsh Bacc

Timetable

Numeracy

WHOLE SCHOOL RESPONSIBILITIES & PROFESSIONAL LEARNING COMMUNITIES MAT – M.I.S

RMG – Numeracy KSG - ECO Schools GFV – (ITT, NQT) SRH (ESDGC)

AML (Literacy) SBR - Welsh Bacc

HJM – Essential Skills JLE - Data

JAR – Peer observation KAS – Cwriclwm Cymreig/Student Voice

JRH – SEAL

LINE MANAGEMENT MLT, MTS, JCB, SAR, JEA, MAT, AIH, ALK, NAD, LDM

LJW, KSG, GFV, PDT, SJC, JML, MSP

PJB, PWC, AML, NPB, JRH, SBR, JXW, SHW

DEP, JTC, ANC, HJM, (LEO, LMI, DPT, DLR, CMS, AIG), DXS

LEP, JAR, RSM, KAS,

PJP, SEM, ATS, JLD, AThomas, Ceri Jones, James Edwards (LEO, LLI, DPT, DLR, CMS, AIG)

JAB, BSOs, CLC

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1.5.4

Subject Responsibility

For each course or subject within the school there is a member of staff who carries management responsibility for that course. This includes ensuring that there are appropriate schemes of work, that each student has equal opportunities to access the curriculum that homework and support work is set for each student and that the work within the course is monitored. Most important, is that the Head of Department is responsible for ensuring good Health and Safety in all the activities undertaken as part of the course, and that appropriate activity risk assessments are contained within the scheme of work and followed.

The following table gives the management responsibility for each subject/course in the school Subject/Course Art Essential Skills Business Studies Control/Systems Music & Performing Arts English Food Girls‟ PE Geography Graphics History ICT Mathematics

1.5.5

Responsibility Joanne Lockwood Helen Morgan James Rees Jonathan Cahill Jennifer Howlett Lucy Purcell Jon Cahill Julie Hyde Anna Knight Jonathan Cahill David Perkins Annette Chesterman Paul Thompson

Media Studies MFL PE/Adventurous Sports PSE RE/RS/Citizenship/ESDGC Resistant Materials Science Technology Textiles Vocational Manager Welsh Welsh Bacc

Lucy Purcell Gaynor Vaughan Lee Morgan Progress Coordinators Sarah Hawke-Williams Jonathan Cahill Rowan Masterton Jonathan Cahill Jonathon Cahill Nick Beynon Kerry Sexton Sian Roach

Line Management Routes

Line Management routes within a professional organisation where each colleague is trusted as, and has responsibilities as, a skilled professional are fraught with difficulties. However, for professional accountability, communication, support and challenge a tree or “line management” structure can make the professional aspects of the job easier and clearer. For this reason, whilst trusting the professionalism of staff, the following structure is in place which links all aspects of employment tasks at the school to the Head. Clearly, there will be changes to this structure upon the return to work of JMW. 

Deputy and Assistant Head Teachers are managed and supported by JMW

TLR1a posts  PDT is managed and supported by MTS  RSM is managed and supported by JXW  LEP is managed and supported by JXW TLR1b posts  JTC is managed and supported by NAD  PJP is managed and supported by MSP  KAS is managed and supported by JXW TLR2a posts  JRH is managed and supported by MLT  LDM is managed and supported by JMW  SRH is managed and supported by MLT  GFV is managed and supported by MTS

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TLR2b posts  ALK is managed and supported by JMW  JML is managed and supported by MTS  ANC is managed and supported by NAD  DEP is managed and supported by NAD  JAR is managed and supported by JXW  JEA is managed and supported by JMW  Key Stage Co-ordinators are managed and supported by their Head of Department  RLE is managed and supported by LEP  WMT is managed and supported by PDT  SRG and TCN are managed and supported by RSM  NPB is managed and supported by MLT  AJW is managed and supported by JRH  SBR is managed and supported by MLT TLR2c posts  JAH is managed and supported by LDM  KAH is managed and supported by JXW  HJM is managed and supported by NAD  ATS is managed and supported by MSP Teacher  Teachers as a Subject Teacher are managed and supported by the Head of Department  Teachers as Form Tutors are managed and supported by the relevant Progress Co-ordinator School Support Staff  JCB and SAR are managed and supported by JMW  PJB is managed and supported by MLT  CMM, IWP and CJW are managed and supported by JCB  TKW, KEW, DAS, ECD, LME, JAN, CGW, HIH and AEP are managed and supported by SAR  LJW is managed and supported by MTS  SJC is managed and supported by MTS  MAT is managed and supported by JMW  Technicians are managed and supported by SJC  The ICT technician (ROJ) is managed and supported by MAT  JLL is managed and supported by MSP  Learning Support Assistants are managed and supported by the AENCO (JLL)  HMS and JAW are managed and supported by PJP  SEM and JAB are managed and supported by PJP  Caretaker (ALF) is managed and supported by PJB  Sports Centre staff are managed and supported by PJB  Cover Assistants (CSB and LLR) are managed and supported by LJW  The ASD team is managed and supported by ATS

1.5.6

Learning Support Team (LST)

Learning Support Our AENCO, Mrs Jo Llewellyn, is responsible for co-ordinating support for students on the AEN register. This support may be allocated in-class or in the form of small group withdrawal sessions for literacy, numeracy and social and emotional literacy. The team of LSAs/NNEBs provide this support. Support is allocated to individual students and not to whole classes. IEPs are drawn up by Jo Llewellyn and the LSAs/NNEBs with input from form tutors. Targets are reviewed and amended on ARTS Days and as necessary at other times of the year.

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ASD Centre Mrs Angela Stephens manages the Autism Resource Base (ASD Centre) and co-ordinates support for students, allocated by the LEA in consultation with the school, who are on the Autistic Spectrum. Transition plans for these students are also Angela‟s responsibility. Support for students working at the ASD Centre is provided by the team of designated teachers/LSAs/NNEBs and includes in-class support and withdrawal sessions for literacy, numeracy and social and emotional literacy. Lessons are provided at the base on a regular basis for these students.

Learning Support Base Miss Stacey Martin manages the Learning Support Base (LSB) and co-ordinates support for students who struggle to access certain aspects of the curriculum. The main barrier to learning for many of these students may be their inappropriate behaviour. For others, it may be poor basic skills. Support is provided by members of the support staff team as well as external agencies. Referrals to this facility can be made by HODs via the Progress Co-ordinators. Referral forms are located in both staff rooms. PJP must approve all referrals in consultation with PCs and SEM.

Behaviour Support Alternative Compulsory Education (ACE) Room John Batcock manages the Alternative Compulsory Education (ACE) Room. This targets students who are at risk of exclusion. When serious incidents occur e.g. verbal abuse to staff, threatening behaviour, fighting, bullying and intimidation, vandalism - any act that would normally incur a fixed exclusion – students are referred via Assistant Headteachers only to PJP and they serve their exclusion internally. JAB is responsible for the smooth running of this facility and for providing suitable work for the students to complete whilst there.

The students work in complete silence and they take their breaks at a different time to the rest of the school.

Behaviour Office The Behaviour Office is situated in B2 and is managed by a team of two behaviour officers (Helen Shergold and Jayne Wheatle), who work individually. While one remains at the office to counsel students, record incidents and take emergency calls, the other patrols the corridors, supporting teaching and learning by responding to emergency calls. All Assertive Discipline procedures must be followed, including Sector Removal, before such a call is made, except in extreme cases where the health and safety of staff/students is jeopardised.

Learning Development Officers James Edwards is the youth worker and provides support and counselling for referred students. Referrals are made via Progress Co-ordinators, AENCO and the Learning Support Manager. Form tutors may refer via the Progress Co-ordinator. Some students are seen on a 1:1 basis and others in small groups. Work is done on e.g. anger management, self-esteem, smoking, abuse, bullying etc. Students often self-refer.

School Counsellor A School Counsellor works at the school one day a week. Counselling and support is provided for students, parents and staff. Referrals are made via Progress Co-ordinators and AENCO but they can also be made directly to the Counsellor.

English as an Additional Language (EAL) The EAL is situated in B1 and is managed by Ann Thomas who leads a team of staff who support the integration of a number of EAL students. Some students work on a 1:1 basis or in small groups, however, the main aim is to integrate students into all lessons. Over 20% of Duffryn‟s Students come from homes where English is not the main language spoken. Support for these students is provided by the EAL Department, which is staffed by GEMMS (Gwent Education Minority-Ethnic Service). Numbers of teachers vary from year to year, depending on the needs of schools in Newport and the former Gwent counties, but there are typically 3 FTE teachers and a number of Home Language Support Workers whose languages include Arabic, Bengali, Czech, Georgian, Polish, Russian, Somali and Urdu. The Head of Department is Ann Thomas, and the Department works very closely with Duffryn staff. MSP line manages EAL. 20

Revised - 28-09-12

Students new to English (WAG stages A and B – see information in the Staff Shared Area – EAL Whole School Information) are prioritised for support in the classroom and may be withdrawn for extra English teaching. Other prioritised groups are Years 10 and 11, as well as Year 7. Students new to English are provided with a home language dictionary, if appropriate. They also provide teaching staff with resources and ideas. Suitable students are prepared for GCSE and A Level examinations in their home languages. There is no formal referral route for students; the Department can be contacted in person or by email or by phone (4152) at any time. The EAL Department is based in Room 116.

1.6

Job Descriptions

Job descriptions are essential. They define a person‟s role and accountability. Without a job description it is not possible for a person to properly commit to, or be held accountable for, a role. Clarity is vital. People and employers need to have a clear, mutual agreement about the expectations for the job, and the job description is a key instrument by which this is achieved. That said, job descriptions are not operating manuals. All job descriptions have been revised in the light of the changes in management and responsibility structure triggered by the workforce reform during 2005 – 2006. All staff should have a signed copy of their job description, kept in their Professional Development Portfolio.

21

Revised - 28-09-12

1.7

Staff List

Title

Surname

Mr Mrs Mrs Mrs Mrs Mr Mrs Mr Miss Mr Ms Ms Mr Mrs Mr Mrs Miss Miss Mrs Mrs Mr Mrs Ms Mr Mrs Ms Mrs Ms Miss Miss Mrs Miss Ms

Allen Andrews Ashworth Barrett Barry Batcock Berry Beynon Bouillot Brustad Byron Byron Cahill Carney Chaplin Chesterman Clark Clarke Clayton Coleman Cook Coombs Cranshaw Davies Deakin Donaghey Downton Edmunds Edmunds Edwards Edwards Emery Enos

Used Forename Lee Sylvia Jan Jane Christine John Louise Nick Clemence Jim Georgia Tracy Jonathan Ina Paul Annette Hannah Samantha Deb Tina Charles Sarah James Neil Emma Janet Melissa Tracy Diane Lisa Danielle Johanne Rosemarie

Staff Initials LAA SMA JEA JCB CSB JAB LMB NPB CXB PJB GRB TMB JPC IEC PWC ANC HXC SLC DLC TLC CLC SJC JAC NAD ECD JAD MKD TLE DME LME DAE JLE RCE

Main Department

English

Behaviour Business

Technology

ICT Art

MFL Technology

Geography Mathematics MFL Mathematics Autism Unit

Responsibility Teacher (UPS) Learning Support Assistant Level 2 Student Achievement Co-ordinator (TLR 2b) Senior School Support Officer/Bursar PO1 Cover Supervisor Level 3 Behaviour Support Manager Level 4 Vocational Manager (TLR 2b) Foreign Language Assistant (French) Premises Manager (PO1) Cleaner Cleaner Head of Technology (TLR1b) Learning Support Assistant Behaviour Level 3 Education Welfare Officer (EWO) Head of ICT (TLR2a) Teacher (NQT) Learning Support Assistant Level 1 Learning Support Assistant Level 3 Resource Support Officer Technician Level 2 Learning Support Assistant/Outdoor Pursuits L3 Resource Support Officer Technician Level 3 Teacher (UPS) Assistant Head Teacher School Support Officer/Receptionist Level 2 Cleaner Teacher Learning Support Assistant Level 3 Teacher (UPS) School Support Officer Teacher (TMS) Teacher (UPS) Learning Support Assistant Level 2

Tutor Group 10LAA

Tutor Base 136

Tray

11JEA

111

1

7NPB

312

2

12JPC

318

1

1 3 1 9HXC

225

9JAC

222

2 3

8MKD

214

2

7DME

414

2

7DAE

215

2 2

22

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Title Mrs Miss Mr Mrs Mrs Mr Mr Mr Miss Ms Mr Mr Mrs Mrs Mrs Mrs Mrs Mrs Mrs Mrs Miss Mrs Mrs Mrs Mr Miss Miss Mrs Mrs Mr Mr Mrs Ms

Surname

Used Forename Evans Karen Evans Rachel Geeves Simon Gibbons Pam Gibson Kate Gilmore Vincent Glover Phil Gregory Robert Groombridge Sarah Gummer Lyndsey Haggett Paul Hancock Mark Harries Alison Harris Michelle Harrison Pam HawkeSarah Williams Healan Helen Healey Lynette Heath Wendy Hickman Zoe Hocken Lisa Hollister Rosemary Hopkins Kim Hopkins Kathryn Howells Klay Howlett Jennifer Humphreys Rhian Hyde Julie Iannetta Llinos Inker Michael James Rhys Johnson Hannah Jones Lorraine

Staff Initials KLE RAE SRG PJG KSG VRG PTG RMG SCG LCG WPH MNH AIH MAH PJH SRH HIH LAH WJH ZAH LXH RMH KSH KAH KCH JRH REH JAH LMI MAI ROJ HRJ LDJ

Main Department History English Science Technology Science Technology Mathematics

Sports Hall Mathematics

RE/Citizenship

Business Studies

English English Autism Unit PE Performing Arts Music PE Welsh Sports Hall

Responsibility Teacher 2nd in English (TLR2b) KS3 Science Co-ordinator (TLR2b) Teacher (UPS) Teacher (TLR2c) Eco Cleaner Teacher (UPS) Teacher Learning Support Assistant Level 1 Cleaner Recreational Assistant Cleaner Head of 6th Form Learning Support Assistant Level 2 Learning Coach Level 4 Head of Religious Studies /Citâ€&#x;ship (TLR 2a) ESDGC School Support Officer Level 2/Reprographics Teacher (Part Time 0.6) (UPS) Teacher (EPD1) Finance Clerk Level 1 Teacher (NQT) Teacher (UPS) Learning Support Assistant Level 2 Teacher I/C Public Services TLR2c Sports Centre Supervisor Head of Music & Performing Arts (TLR2a) Teacher (EPD1) Girls PE Co-ordinator (TLR 2c) Progress Co-ordinator Year 8 (TLR 2b) Recreational Supervisor ICT Technician Level 3 Teacher (UPS) Cleaner

Tutor Group

Tutor Base

Tray

10RAE 11SRG 10PJG 12KSG

120 113 133 325

1 1

12PTG 7RMG

319 413

1 2

8SRH

224

1 2

7WEP

314

10LXH 10RMH

122 131

1

8KAH

232

2

8JRH 9REH 7JAH

231 237 411

2

1

2

2 2

23

Revised - 28-09-12

Title

Surname

Mr Mrs Mr Mrs Mrs Ms Miss Mr Mrs Mrs Ms Miss Ms Miss Mr Mrs Mrs Mrs Mrs Mrs Ms Miss Mr Dr Miss Mrs Mrs Mrs Mrs Mr Mrs Ms Miss Mrs

Kelly Knight Laity Lewis Llewellyn Llewellyn Lockwood Logan Maidment Marasco Martin Masterton Medhurst Morgan Morgan Morris Newhouse Nicholas Norman Ogilvie Olaopa Pace Perkins Perkins Pickles Pippen Pollard Pope Poulton Price Price Prince Purcell Rees

Used Forename Peter Anna Andrew Andrea Ann Jo Joanne Alan Vanessa Sarah Stacey Rowan Anita Helen Lee Claire Sue Toni Jane Louise Susan Danielle David Philip Abigail Paula Lorraine Avis Michayla Ian Wendy Sandra Lucy Debbie

Staff Initials PTK ALK ABL AAL AML JLL JML AFL VAM SJM SEM RSM ACM HJM LDM CMM SHN TCN JAN LEO SBO DHP DEP PSP AXP PJP LHP AEP MSP IWP WBP SLP LEP DLR

Main Department Technology Geography Business Studies

Art

Science Science Technology PE Autism Unit Science Art History History Science IT History

Behaviour LRC

English PE

Responsibility Teacher (UPS) Head of Geography (TLR2b) Teacher (UPS) Technician Level 2 Learning Support Literacy Co-ordinator Level 4+ AENCO Level 4 Head of Art (TLR 2b) Caretaker Level 2 School Support Officer/Data Manager Level 4 Teacher Learning Support Base Manager Level 4 Head of Science (TLR1a) Cleaner Essential Skills Co-ordinator (TLR2c) Head of PE (TLR 2a) School Support Officer/Finance Level 4 Learning Support Level 1 Teacher School Support Officer/Receptionist Level 2 Progress Co-ordinator Year 11 (TLR 2b) Cleaner Teacher (EPD1) Head of History (TLR2b) Teacher (TMS) Teacher (NQT) Learning Support Manager (TLR 1b) Learning Support Assistant Level 2 School Support Officer Level 2/Reprographics Assistant Headteacher School Support Officer Level 3 Learning Support Assistant Level 2 Numeracy Co-ordinator Level 3 Head of English (TLR1a) Progress Co-ordinator Year 7 (TLR 2b)

Tutor Group 12PTK 8ALK 13ABL

Tutor Base 316 216 324

Tray

8JML

223

2

12SJM

323

11RSM

114

10HJM

137

1 1

8TCN

226

2

1 2

2 11DHP 11DEP 9PSP 10AXP

124 125 236 128

2 2

1

1 10LEP

121 2 24

Revised - 28-09-12

Title

Surname

Mr Mrs Mrs Ms Mr Mrs Ms Ms Miss Miss Mrs Miss Mrs Miss Mr Mr Ms Mr Ms Miss Mr Mrs Mr Mr Mr Miss Mrs Mrs Mr Mr Miss Mrs Ms Mrs

Rees Roach Roberts Robling Rogers Russell Salter Saunders Selway Sexton Shand Sharpe Shergold Shergold Shinton Sims Stephens Stoilov Sulway Summers Temby Thomas Thomas Thompson Thorne Timmins Tolton Trott Tucker Underwood Vaughan Waller Walliker Waters

Used Forename James Sian Samantha Carron Ian Lydia Laura Rhianydd Julie Kerry Debbie Lauren Helen Jayme Craig Matthew Angela Orlin Julie Kate Warren Ann David Paul Mark Gail Alyson Jane Mark John Gaynor Karen Lucy Cherie

Staff Initials JAR SBR SAR CLR IRR LLR LMS RSS JEW KAS DAS LAS HMS JLS CMS MTS ATS OGS JCS KLS WMT AXT DPT PDT MAT GJT AET JXT MLT JCU GFV KEW LJW CGW

Main Department Business Studies History Welsh/Drama

Welsh English

Mathematics Autism Unit Autism Unit Autism Unit Mathematics EAL PE Mathematics

English PE Science MFL

Responsibility Head of Business Studies (TLR 2b) Welsh Bacc Co-ordinator (TLR 2b) Senior Support Officer Level 4+ Headâ€&#x;s PA Teacher (TMS) Technician Level 2 Cover Supervisor Level 3 Learning Support Assistant Level 2 Learning Support Assistant Level 3 Head of Welsh TLR 1b School Support Officer Level 4 Teacher Behaviour Support Officer Level 3 ASD Base Level 1 Progress Co-ordinator Year 9 (TLR 2b) (EPD1) Deputy Head Teacher Teacher I/C ASD Base (TLR 2c) Resource Support Officer Technician Level 2 ASD Teacher (UPS) Learning Support Assistant Level 3 2nd in Maths (TLR2b) Progress Co-ordinator Year 10 (TLR2b) Head of Mathematics (TLR1a) ICT Strategic Manager (SO1) Student Support Officer/Learning Coach Level 4 Teacher (UPS) Cleaner Deputy Head Teacher 6th Form Assistant Progress Coordinator (TLR2c) Head of MFL/Student Training School Support Officer/Attendance Level 3 Examinations Officer/Cover Level 4 School Support Officer/Staff Support Level 2

Tutor Group 13JAR 11SBR

Tutor Base 313 126

Tray

9CLR

233

2

2 1

2 11LAS

123

3

1 8WMT

213

7PDT

412

2 1 1 2

11AET

130

1

230

3 1 2

9GFV

25

Revised - 28-09-12

Title

Surname

Mrs Ms Mrs Mrs Ms Ms Mr Mr

Watkins Watts Wheatle Wilkie Williams Williams Williams Wilson

Used Forename Theresa Stacey Jayne Jane Cynthia Sandra Alun Jon

Staff Initials TKW SAW JEW JXW CJW

Main Department

AJW JMW

Music History

Mathematics

Responsibility School Support Officer/Deputiesâ€&#x; PA Level 3 Cleaner Behaviour Support Officer Level 3 Assistant Headteacher Cleaning Supervisor Cleaner In Charge of Music (TLR 2b) Head Teacher

Tutor Group

Tutor Base

Tray

2

9AJW

227

2

The school is supported by the Gwent Education Multicultural Support Services (GEMSS) which leads the English as an Additional Language work. EAL is based in 111, and has a tray in Building 1. The GEMMS EAL teacher is: Ann Thomas. In addition, we have a total of 5 days home language support in Bengali, Arabic, Somali, Polish, Russian and Czech. Some of these staff could be changed on a termly basis.

26

Revised - 28-09-12

1.7.1 Mr L Allen Mrs S Andrews Mrs J Ashworth Mrs J Barrett Mrs C Barry Mr J Batcock Mrs L Berry Mr N Beynon Mr J Brustad Mr J Cahill Mrs I Carney Mr P Chaplin Mrs A Chesterman Miss H Clark Miss S Clarke Mrs D Clayton Mrs T Coleman Mr C Cook Mrs S Coombs Mr J Cranshaw Mr N Davies Mrs E Deakin Mrs M Downton Miss D Edmunds Ms T Edmunds Mrs D Edwards Miss L Edwards Miss J Emery Mrs R Enos Mrs K Evans Miss R Evans Mr S Geeves Mrs P Gibbons Mrs K Gibson Mr P Glover Mr R Gregory Miss S Groombridge Mrs A Harries Mrs M Harris Mrs P Harrison Ms S Hawke-Williams Mrs H Healan Mrs L Healey Mrs W Heath Mrs Z Hickman Miss L Hocken Mrs R Hollister Mrs Kim Hopkins Mrs Kath Hopkins Miss J Howlett Miss R Humphries Mrs J Hyde Mrs L Iannetta Mr R James Mrs H Johnson

Staff Names and Initials from Sept 2012 LAA SMA JEA JCB CSB JAB LMB NPB PJB JPC IEC PWC ANC HXC SLC DLC TLC CLC SJC JAC NAD ECD MKD DME TLE DAE LME JLE RCE KLE RAE SRG PJG KSG PTG RMG SCG AIH MAH PJH SRH HIH LAH WJH ZAH LXH RMH KSH KAH JRH REH JAH LMI ROJ HFJ

Mr P Kelly Mrs A Knight Mr A Laity Mrs A Lewis Mrs A Llewellyn Miss J Llewellyn Mrs J Lockwood Mr A Logan Mrs V Maidment Miss S Martin Mrs S Marasco Miss R Masterton Ms H Morgan Mr L Morgan Mrs C Morris Mrs S Newhouse Mrs T Nicholas Mrs J Norman Mrs L Ogilvie Miss D Pace Mr D Perkins Dr P Perkins Miss A Pickles Mrs P Pippen Mrs L Pollard Mrs M Poulton Mr I Price Mrs W Price Ms S Prince Miss L Purcell Mrs D Rees Mr J Rees Mrs S Roach Mrs S Roberts Ms C Robling Mr I Rogers Mrs L Russell Ms L Salter Miss R Saunders Miss J Selway Miss K Sexton Mrs D Shand Miss L Sharpe Mrs H Shergold Miss J Shergold Mr C Shinton Mr M Sims Mrs A Stephens Mr O Stoilov Ms J Sulway Miss K Summers Mr W Temby Mrs A Thomas Mr D Thomas Mr P Thompson

PTK ALK ABL AAL AML JLL JML AFL VAM SEM SJM RSM HJM LDM CMM SHN TCN JAN LEO DHP DEP PSP AXP PJP LBP MSP IWP WBP SLP LEP DLR JAR SBR SAR CLR IRR LLR LMS RSS JEW KAS DAS LAS HMS JLS CMS MTS ATS OGS JCS KLS WMT AXT DPT PDT

Mr M Thorne Miss G Timmins Mrs A Tolton Mr M Tucker Mr J Underwood Miss G Vaughan Mrs K Waller Mrs L Walliker Mrs C Waters Mrs T Watkins Mrs J Wheatle Mrs J Wilkie Mr A Williams Ms C Williams Mr J Wilson

MAT GJT AET MLT JCU GFV KEW LJW CGW TKW JEW JXW AJW CJW JMW

27

Revised - 28-09-12

28

Revised - 28-09-12

1.7.2

Tutor Group Staff (Sept 12) KS3 Year 7 Progress Coordinator – Mrs D Rees

7 7 7 7

DAE RMG JAH WJH

215 413 411 314

Mrs Danielle Edwards 7 NPB 312 Mr R Gregory 7 PDT 412 Mrs J Hyde 7 DME 414 Mrs W Heath Year 7 Non Form Tutors: Year 8 Progress Coordinator – Mrs L Iannetta

Mr N Beynon Mr P Thompson Miss Diane Edmunds

8 8 8 8

ALK MKD (JLE) JML JRH

216 214 223 231

Mrs A Knight 8 KAH 232 Mrs M Downton 8 SRH 224 Mrs J Lockwood 8 TCN 226 Miss J Howlett 8 WMT 213 Year 8 Non Form Tutors: Year 9 Progress Coordinator Mr C Shinton

Mrs K Hopkins Mrs S Hawke-Williams Mrs T Nicholas Mr W Temby

9 9 9 9

AJW CLR GFV JAC

227 233 230 222

Mr A Williams 9 PSP 236 Miss C Robling 9 REH 237 Miss G Vaughan 9 HXC (HRJ) 225 Mr J Cranshaw Year 9 Non Form Tutors: WJH KAS HRJ

Dr P Perkins Miss R Humphries Miss H Clark

LSA - SUPPORT KS4 Year 10 Progress Coordinator – Mr D Thomas 10 10 10 10

RMH LAA PJG HJM

131 136 133 137

Mrs R Hollister 10 AXP (LDM) 128 Mr L Allen 10 LXH (ANC) 122 Mrs P Gibbons 10 LEP 121 Miss H Morgan 10 RAE 120 Year 10 Non Form Tutors: Y11 Progress Coordinator – Mrs L Ogilvie

Miss A Pickles Miss L Hockin Mrs L Purcell Miss R Evans

11 11 11 11

DEP RSM DHP LAS

125 114 124 123

Mr D Perkins 11 SRG Miss R Masterton 11 AET Miss D Pace 11 JEA Miss L Sharp 11 SBR Y11 Non Form Tutors:

Mr S Geeves Mrs A Tolton Mrs J Ashworth Mrs S Roach

113 130 111 126

KS5 Head of Sixth Form – Mrs A Harries Sixth Form Assistant Progress Coordinator – Mr J Underwood

12 SJM 12 JPC 12 KSG

323 318 325

Mrs S Marasco Mr J Cahill Mrs K Gibson (KLE)

13 ABL

324

Mr A Laity

Year 12 12 PTG 12 PTK

319 316

Mr P Glover (LAH) Mr P Kelly

Year 13 13 JAR

313

Mr J Rees 29

Revised - 28-09-12

1.8

Student Lists

A list of the correct names of current students is available on SERCO. Student changes are notified on the staff bulletin. It is important that on formal documents, such as reports, the correct name registered by the parent is used, so staff are encouraged to check with SERCO that this is the case.

1.9

Governor List

The Governors of the School meet termly. There are three committees which meet to carry out most of the business. These are:   

Finance, Staffing and Monitoring Curriculum and Policy Development Committee

The Governors also have the statutory panels to deal with disciplinary, pay and appeal matters.

The Chair of Governors is Sue O‟Brian.

Staff who wish to contact the Governors should first discuss the matter with the Headteacher.

LEA Governors: Mrs Jan Atkinson Mr Tom Bond Cllr Ibrahim Hayat Cllr Debbie Wilcox Mr L Boswell

Parent Governors: Mrs Ruth Jones Mr Matthew Gray Mr Jonathan Williams Miss Rachel Harley Mrs Amanda Goom Teacher Governors: Miss Johanne Emery Miss Kerry Sexton Staff Governor Mrs Jane Barrett Community Governors: Mrs Sue O‟Brian Mrs Kath Bevan Mr Robert Lynbeck Mr David Whittaker Mr Derek Wood Mr Trevor Watkins Head Teacher: Mr Jon Wilson 30

Revised - 28-09-12

The Deputies and Assistant Head Teachers may attend and advise at other Governor meetings relevant to the portfolios they hold.

1.10 Corporate Identity The image the school presents to its students, their parents and the local community is significant in raising the community perception of the school. To aid this external process and to give an identity to all that is done within the organisation, we have a limited number of corporate identifiers which should be used as appropriate on all internal and external communications. These are:  The School Name – Duffryn High School  The typeface (Arial, usually 11 pt), and “open block” style used on written communications  The use of positive, helpful and engaging language  Uncluttered visual presentation  The ensuring of a high quality communication “product” Some brief guidelines on some of these are:  Where the words Duffryn High School are used they should always be in Upper and Lower case  The logo, where used, should normally be on the top left corner of the page The office staffs have clear guidelines on the presentation standards of letters and other standard documents and all official documents should be processed by the office to ensure that these standards are maintained. All documents going out of school are required to be read and approved by a member of the leadership team other than the originator of the letter. There are more detailed guidelines in section 5.3.

No document that forms part of official school material, internal or external (this includes minutes, memos, notes etc), must be produced outside the above guidelines. (Copies of the memo blank, minutes blank and agenda blank are available in RM Shared Area). Staff should follow corporate identity guidelines in the preparation and presentation of their written work, including worksheets, and bear in mind the expectation of high quality in verbal communication.

1.11 Community School The development of community focused schools in Wales in not just a short term project but a real opportunity for schools and communities to work together in new ways for the benefit of children, young people and adults. The community focus of the school is a vital aspect of our work and to achieve this we work closely with our family of primary schools, the Friends of Duffryn and Duffryn Community Link as well as with Governors and other partners. The school aims to provide a growing community resource, not just in school hours, but out of hours and in vacations as well to support our learning focused community.

Community focused schools are central to delivering the five outcomes of Every Child Matters:  To be healthy  To stay safe  To enjoy and achieve  To make a positive contribution  To achieve economic well-being They also play a vital role in fulfilling the seven aims of the Welsh Assembly Government for children in Wales – that is to ensure that all children:  Have a flying start in life  Have a comprehensive range of education, training and learning opportunities 31

Revised - 28-09-12

    

Enjoy the best possible health and are free from abuse, victimisation and exploitation Have access to play, leisure sporting and cultural activities Are listened to, treated with respect, and have their race and cultural identity recognised Have a safe home and a community which supports physical and emotional wellbeing Are not disadvantaged by poverty

The new sports hall and climbing wall are now open and this heralds the beginning of an exciting new phase for Duffryn as a community focused school. Much of this year will see the school developing new links with both the local and wider community and Newport Leisure as we work to secure better resources and facilities for sport and a suitable programme of events for the future. We have already established a wide variety of new sporting opportunities and the creation of new partnerships across the community. The Premises Manager will play a vital role in overseeing the development and co-ordination of these initiatives.

We have incorporated a new RISE learning centre into the sports hall and this provides a new post 16 learning resource which will extend to incorporate other school facilities for evening and weekend usage. There is the opportunity to combine this with the development of additional courses for students as part of the new 14-19 Learning Pathways. As well as this, we are planning to run additional alternative education and vocational courses working with partners across Newport. We hope to add further facilities for this within the school grounds.

Our local communities include five Community First Partnership Boards and the school is working very positively with these boards to support our local communities and to develop the role of Duffryn High School within the wider community we serve.

The school already operates clubs throughout the week after school as well as hiring out facilities for local voluntary and sports group such as Brownies, Guides, local football and cricket squads. This continues to raise the positive profile of the school and allows us to forge new partnerships to improve the school facilities and operate successfully as a Community Strategy Group which is comprised of representatives from school, our Governors, the Community and Newport City Council.

The Learning Resource Centre and other key facilities are being increasingly used for twilight sessions and as a conference and community learning venue. We are hoping to develop our community facilities to include greater evening and weekend usage, including greater opportunities for all our learning community. Any issues and ideas relating to Community links and Community use of schools should be referred to Neil Davies.

1.12 Home-School Agreement We have tried to word our Home School agreement so that it lays out clearly how each party can contribute towards the success of the school. The text is shown below: Introduction At Duffryn High School we recognise that students will achieve more when our school and our parents are working together. This partnership is a cornerstone of our whole approach.

It will be based upon trust, mutual respect, communication and understanding.

We as a school will honour our responsibilities in the sure knowledge that parents will be more effective helpers in their child‟s education if they know what the school is trying to achieve and how they can support those aims.

32

Revised - 28-09-12

For its students the School will:        

Provide a rich, stimulating, secure and safe learning environment in which there is opportunity for all to achieve success and to develop their full potential Give access to a broad and balanced curriculum Provide high quality teaching and extra support where needed Ensure equality of opportunity for all students to participate in school activities Keep students regularly informed as to their progress and will set realistic targets for improvement Treat students as individuals and will recognise that they have individual needs Listen, take seriously any concerns properly reported and act upon them Provide effective pastoral support and will listen and act upon students‟ concerns

For its parents the School will:    

Communicate regularly to inform parents about their child‟s educational progress, attendance and welfare Acknowledge, investigate and respond to any concerns within three working days Keep parents informed of the activities of the school particularly noting any changes to existing practices Actively seek the views of parents about how the school can improve

Headteacher……………………………………………

Senior Teacher………………………………………..

Date ……………………………….

Date ……………………………….

The School expects our parents will:        

Work with the school to achieve its aims Make sure your children attend regularly, on time, properly equipped and wearing school uniform Support the school policies, especially the Behaviour and Discipline Policy Notify the school on the first day of your child‟s absence and inform the school of any circumstances which may affect your child‟s progress Attend as many of the school‟s activities as possible Attend Academic Review and Target Setting (ARTS) days and Parents‟ evenings Encourage your children with homework and other learning opportunities Support the school in its local community

Parent ………………………………………………….

Date ……………………………….

The School expects its students to:        

Show respect to each other, all staff, visitors and members of the local community Arrive promptly, regularly and with the appropriate equipment ready for work Wear full school uniform Play an active role in your learning Observe the school‟s Code of Conduct Complete all homework and schoolwork to the best of your ability within the specific time Co-operate fully with any reasonable request made by someone in authority Take advantage of the many extra-curricular opportunities

33

Revised - 28-09-12

1.13 Nomenclature      

Our Year groups are labelled by National Curriculum Years – (eg Year 7 for those in their first year in the school). Year groups and tutor groups should always be spoken about in this way. Students in Key Stage 5 can be referred to as „sixth formers‟ Pupils in the school should generally be referred to as „students‟ The term „staff‟ applies to all employees and volunteers involved in the work of the school – they all have equal status Timetable codes and notation can be found in a separate section We have Heads of Department Our pastoral leaders are Progress Co-ordinators not Heads of Year or Senior Tutors.

1.14 Post 16 Collaboration The school is in collaboration with Bassaleg School, Newport High School, St Joseph‟s RC School and Coleg Gwent to provide post-16 students in all five institutions with a greater choice of courses post-16, and to economise on “uneconomic” courses. We have worked closely with all institutions to provide our students with an ever increasing range of options.

We will continue to work towards developing further opportunities to enhance the provision for all students.

The school is entering an exciting phase of collaboration within the LEA. There are now more courses available for students and all transport costs between institutions is funded by the LEA. We have worked ceaselessly to provide students with the greatest range of options we have ever offered and will continue to work towards developing further opportunities to enhance the provision for all students.

An identified group of students follows the exciting opportunities offered by the Welsh Baccalaureate and the school is home to the first Welsh Business School as part of the Aspire Wales initiative.

34

Revised - 28-09-12

‘Education has produced a vast population able to read but unable to distinguish what is worth reading.’

‘In a completely rational society, the best of us would aspire to be teachers and the rest of us would have to settle for something less, because passing civilisation along from one generation to the next ought to be the highest honour and the highest responsibility anyone could have.’

‘I’ll make the work interesting and the discipline will take care of itself.’

‘The pupil, who is never required to do what he cannot do, never does what he can do.’

‘Education is a progressive discovery of our own ignorance.’

35

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Day-to-Day Routines and Information Contents 2.1 2.2 2.3 2.4 2.5 2.6 2.7 2.8 2.9 2.10 2.11 2.12 2.13 2.14 2.15 2.16 2.17 2.18 2.19 2.20 2.21 2.22 2.23 2.24 2.25 2.26 2.27 2.28 2.29 2.30 2.31 2.32

Health and Safety Responsibilities Time of the Day Lesson by lesson routine Two weekly timetable Assembly Attendance and Registration Duties Homework Rewards System Discipline Issues Bullying, Sexism, Racial Harassment Accidents / First Aid Calendar Directed Time Rooms Staff Cover Extra Curricular Activities Visits and Trips Monitoring, Evaluations and Targets Finance and Spending Learning Resources Centre Personal Belongings, cars etc Smoking ID badges Administration and Deadlines Evacuation Routes and Procedures Classroom Assistants Student Planners Examination Procedures Timetabled Activities Events Coursework ‘Getting it wrong is part of getting it right.’ 36

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2.1

Health and Safety Responsibilities

It is vital that all staff are aware of their responsibilities under the Health and Safety policy, and are at all times working to improve the Health and Safety of the environment of the school and the practice within the school.

As employees, you are directly and personally responsible for the care of yourself and others. The Governors therefore instruct you to:      

Actively and daily consider and, if necessary, report via email to the Premises Manager (PJB) any aspect of the passive working environment that is an actual or potential hazard Actively, and lesson-by-lesson, consider the activities carried out by yourself and students in respect of Health and Safety issues Carry out, and be able to demonstrate that they have been carried out, risk assessments for the passive environment and within teaching activities as required by a level of professional competence or because of management direction Cease, or not start, any activities that has an unacceptable level of risk or for which relevant safety equipment is not available or not being used Work with colleagues to identify and reduce Health and Safety Risks within the school (if in a post of management responsibly) monitor the work for those for whom you are responsible and advise and instruct on Health and Safety issues

All staff must have read and follow the guidance in the School‟s Health and Safety Policy, the LEA‟s Health and Safety Policy and have a copy of and follow the HSE‟s Five Steps to Risk Assessment. These are available from PJB.

2.2

Times

The times of the school day are as follows:Staff on site Preparation time in tutor rooms to read emails and receive tutor group Registration/Tutor Period or Registration/ Assembly Lesson 1 Lesson 2 BREAK Lesson 3 Lesson 4 LUNCH Registration – staff in tutor rooms to receive tutor group Lesson 5 Students Leave Bus Duty (one per week)

8.30 8.30 – 8.40 8.40 – 9.00 9.00 – 10.00 10.00 – 11.00 11.00 – 11.20 11.20 – 12.20 12.20 – 1.20 1.20 – 2.05 2.05 – 2.20 2.20 – 3.20 3.20 3.20 – 3.35

Non form tutors should check with the Progress Co-ordinators and if not needed to help move students in to buildings for morning and afternoon registration.

Students should be hurried along to their lesson so that we can ensure a minimum of onehour‟s quality teaching time in each lesson.

On Mondays, from 8.30 to 8.40 there is a whole staff briefing in Hall 3. This is not optional.

Staff are reminded that “directed time” starts from arrival in their place of duty, not onto the site. For days except Mondays this is the form room.

During busy examination periods it is necessary to split the school day into 3 periods, lunch, then 2 periods.

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2.3

Lesson by Lesson Routines

The standard of behaviour for students is outlined in the Behaviour and Discipline Policy.

In addition, to ensure the high quality of every lesson staff should:          

Follow the Teaching and Learning policy.

Be in the room prior to the lesson bell going (except for period 2 and 4 when they should be there as soon as practicably possible if they have to move rooms from a previous teaching lesson).

Supervise the arrival of students as they arrive, by standing close to the door.

Start the lesson formally, with all students quiet.

Register their classes using SERCO, or manually if the system is unavailable at the beginning of the lesson.

Set homework (when required) as an integral part of the lesson, not as a tag on at the end (see also Section 2.8).

Ensure the lesson is ended just before the movement bell and that students are ready to leave within a minute of the bell ring. DO NOT line up students to leave before the bell goes.

Supervise the formal departure of students from the lesson by standing close to the door.

Supervise the immediate corridor while waiting for the next lesson.

Any student arriving late must sign the Punctuality Sheet so that the issue of lateness can be dealt with at a later time.

All students should be in lessons at all times. There is no need for any to leave the room during the lesson. There should be no messages sent, apart from in an emergency.

Students should not be allowed to go to the toilet in lesson time, except where there is a known medical problem of which the Progress Co-ordinator has made you aware. Should there be an emergency reason for a student to be out of lesson, then they must carry the large coloured “Out of Lesson” card with your name on it and you must ensure that you have this returned to you.

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2.4

Two weekly timetable

The School operates a two-weekly timetable to allow appropriate curriculum time. The weeks are labelled Week 1 and Week 2. Periods are referred to by week, day and period e.g. 1 Mon 4 is period 4 on a week 1 Monday. The week number will be published on the bulletin each week and shown at various strategic places in each building.

Autumn Term Week 1 2 1 2 1 2 1 2

Date 3 September 10 September 17 September 24 September 1 October 8 October 15 October 22 October

HALF TERM 1 5 November 2 12 November 1 19 November 2 26 November 1 3 December 2 10 December 1 17 December CHRISTMAS BREAK

2.5

Spring Term Week 2 1 2 1 2

1 2 1 2 1

Date 7 January 14 January 21 January 28 January 4 February

HALF TERM 18 February 25 February 4 March 11 March 18 March

EASTER HOLIDAYS

Summer Term Week 2 1 2 1 2 1 2

Date 8 April 15 April 22 April 29 April 6 May 13 May 20 May

HALF TERM 1 3 June 2 10 June 1 17 June 2 24 June 1 1 July 2 8 July 1 15 July SUMMER BREAK

Assembly

Assembly is a vital, ordered start to the day for students. All year groups should have two assemblies and three tutor periods per week. Under no circumstances should any assembly be cancelled, without prior permission from the Head Teacher.

The nature of assemblies will be as follows: Hall 2: Week 1/2

Assistant Heads/Progress Co-ordinators/Form Tutor Assembly

Hall 3: Weeks 1/2

Leadership Assembly on a rolling programme (JMW, MLT, MTS, NAD, MSP, JXW and PJP)

In addition, some Family/Special Assemblies could replace some of the above.

Hall 2

Hall 3

Monday

Year 11

Year 12/13

Tuesday

Year 10

Year 8/9

Wednesday

Year 9

Year 7

Thursday

Year 8

Year 10/11

Friday

Year 7

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On non-assembly days, form tutor time is to be used mainly for Thought for the Week and teaching issues from PSE programme as designated by the Progress Co-ordinators. Whilst some tutor group administration and general pastoral support is necessary, this should take up no more than one-third of the available time in any one week. Form tutor time is subject to the same monitoring processes as other teaching activities. Under no circumstances should students ever be fruitlessly employed, or sitting round chatting during this time – tutor time sets up the learning approach for the day and if it is wasted affects every subsequent teacher as the students are probably in the wrong frame of mind.

‘Education is a progressive discovery of our own ignorance.’

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SUMMER TERM 3

SPRING TERM 2

AUTUMN TERM 1

THOUGHT FOR THE WEEK

Wk No 1 2 1 2 1 2 1

Page No 11 12 13 14 15 16 17

Date

Thought for the Week (September 2012) Hopes & Beginnings Prizes st Peace (International Day of Peace 21 ) Languages Learner & Learned Excuses Tolerance & Difference (Anti-slavery Day th 18 ) Future HALF TERM

03-09-12 10-09-12 17-09-12 24-09-12 01-10-12 08-10-12 15-10-12

2

18

22-10-12

1

19

05-11-12

2 1 2 1 2 1

20 21 22 23 24 25

12-11-12 19-11-12 26-11-12 03-12-12 10-12-12 17-12-12

2 1 2

26 27 28

07-01-13 14-01-13 21-01-13

1 2

29 30

28-01-13 04-02-13

1

31

18-02-13

2 1 2 1

32 33 34 35

25-02-13 04-03-13 11-03-13 18-03-13

2 1 2 1 2 1

36 37 38 39 40 41

08-04-13 15-04-13 22-04-13 29-04-13 06-05-13 13-05-13

2

42

20-05-13

1

43

03-06-13

„Your‟ Thought for the Week HALF TERM Travel & the World

2 1 2 1 2 1

44 45 46 47 48 49

10-06-13 17-06-13 24-06-13 01-07-13 08-07-13 15-07-13

Goals & Dreams Teamworking & Sharing Strength & Bravery Experience Generosity Endings

Memory & Remembrance (Armistice Day th 11 ) Respect Parliament Week Quarrels & Disagreements Sacrifices Dependence & Independence Gifts & Blessings CHRISTMAS HOLIDAYS Resolutions Ambition Prejudice & Discriminations (Holocaust th 27 ) Motivation & Encouragement Energy & Light HALF TERM Spring & New Life Lent/Hunger Science, Truth & Universe Humour & Laughter Justice EASTER HOLIDAYS Friends & Family Relations Charity & Giving Health & Sickness Culture Honesty Environment

Citizenship (ESDGC) Themes

Choices and Decisions Identity and Culture Choices and Decisions Identity and culture

SEAL Themes

Standards (School Ethos)

Choices and Decisions Choices and Decisions Choices and Decisions Choices and Decisions

Remembrance & SelfRegulation

Choices and Decisions

Identity and Culture

The Natural Environment

Beginnings & Change (selfawareness)

Compassion & Empathy

Identity and Culture

Health Identity and Culture The Natural Environment and Climate Change

The Natural Environment Choices and Decisions Choices and Decisions

Social Skills

Heroes & Inspiration (Motivation)

Wealth and Poverty

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2.6

Attendance and Registration

Registering students at school is a legal requirement and also essential in helping ensure students achieve their full potential. We have an on-line attendance monitoring system with a computer in each classroom and staff entering the register directly into SERCO class registration. It is essential that staff follow these instructions for registration explicitly and accurately. These instructions are part of your normal conditions of service.

2.6.1

Basic Principles for using SERCO Attendance

These notes apply to morning and afternoon registration and lesson by lesson.

SERCO portal using the Desktop Icon.

Open

Log on using your username and password.

Select Main Menu.

Select this Session.

Enter code for each student

l N L

FORM = Present = Absent = Late

I N L

CLASS = Present = Absent = Late

When completed enter “Submit Values”.

If you need to make a change - select “Reset Values”.

Make appropriate change.

Select “Submit Values”.

More detailed information is available in a document entitled “e-Portal – A Basic Guide”.

You can contact MAT for a copy.

If the SERCO system fails It is critical that we have accurate marks for morning and afternoon registration. You have tutor group lists provided at the start of the year or the lists are available in the building pastoral office. Please complete and date a registration list and return the registration document to Main Reception immediately.

Staff who are unable to access the system should complete a report form as soon as possible and return the form to the Student Support Officer (DAS) if you are based in B1. If you are based in B2 forms should be returned to main reception in B3.

2.6.2

Absence Recording

An important part of an effective registration system is the explanation of any absences that occur. The law requires us to distinguish between “authorised” absence (illness, study leave, etc) and unauthorised absence. It is part of the tutor‟s duties to record the reasons for absence. Staff are reminded that it is the school, not the parent, who can authorise an absence.

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Any letters/notes provided by parents should be sent to the Attendance Officer (LME). The date, full student name and form should be added to the letter if not already present.

On receipt of an absence note from a parent the reason should be entered. This should be done at the earliest opportunity and students chased for any outstanding absence notes. If an absence is still unexplained after two weeks it should be referred to the Progress Coordinator.

Please note in particular the following:       

Be accurate in the reading of notes – a medical appointment (doctor/dentist/hospital) should be coded M whilst illness or convalescence is C (authorised absence) Any phone messages from parents will already have been entered and will NOT appear on the list – but may still appear and you will still need to have a note if it is multiple day absence when the parent only phoned on the first day Any students late should be coded L Do not use E – exclusions will be entered centrally Do not use H – holidays will be entered centrally Trips, visits, work experience, study leave, “buddy” reading participants etc will be entered centrally and should not appear on the absence lists. If they do, raise the issue with the Attendance Officer (LME) Student holidays in term time can only be authorised if a formal request is submitted and permission granted. A holiday request form must be made via the Holiday Form available from main reception, the Attendance Officer (LME) or Student Support Officer (DAS) in B1 reception. The completed form should be passed to the Attendance Officer who will seek permission from the relevant Assistant Headteacher if the student‟s attendance is below 90%.

Any suspicions or concerns about absences should be referred to the Progress Coordinator. Any problems concerning the system should be made to the Attendance Officer (LME) who will bring them to the attention of the relevant Assistant Headteacher.

2.7

Duties

General staff duties are allocated for break-time and for bus duty. In addition, senior members of staff, pastoral staff and staff not taking a registration form are expected to welcome our students to school between 8.30 and 9.00. At lesson changeover times, and just prior to the start of school, all staff should supervise the area close to their room. In a general and professional way, staff are never “off duty” whilst on the school site, and should not walk past incidents which need intervention. The staff duty rotas have been compiled with reference to teaching time, and try to ensure both fairness and that necessary duties do not add unduly to very busy days.

Duty schedules will be distributed at the start of the new school year. Staff may receive free lunch time meal in lieu of a duty.

2.8

Homework

Staff should ensure homework is fit for purpose and builds upon learning developed in the classroom. Homework should be planned as part of the Scheme of Work. When setting homework, staff should ensure students write the task down in their planners. Staff must follow the agreed homework schedule. Students failing to complete homework should be verbally reprimanded in the first case and then moved through the school‟s sanction system.

Tasks suitable for homework are set as a part of the scheme of work in each subject area.

They should be planned, and clearly relevant to the current work being undertaken.

Homework tasks should generally be self-sufficient – a task to be started and completed away from the classroom. Exercises, learning and home research all provide a good basis 43

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for relevant homework. Project type homework lasting for several weeks should be regularly monitored and help given in setting short-term goals. Staff should avoid setting “finishing off” homework as these discriminate against slower workers and they are not generally “planned”. Where there is a broad ability set, consideration should be given to setting differential tasks, using the same care and skill as differentiated tasks that are set within the classroom situation.

Homework is best set within the body of the lesson, not at the end. Staff should ensure that each student records the homework, and that the date for completion is clear. When setting homework staff should ensure that the student writes the task down in his or her planner.

Students failing to complete homework should be verbally reprimanded in the first case, and then moved through various “detention” methods for repeated offences by the class teacher.

Repeated failure to attempt homework should be referred to the Head of Department, and then by them to the Progress Co-ordinator after completing a SERCO report (see the Behaviour and Discipline Policy). A homework letter is on the system for HoDs and PCs to highlight with parents when 3 homeworks have not been done.

2.9

The Reward System (a working document)

The school‟s reward system is part of the underlying framework that encourages a positive attitude and approach to learning from all students. The rewards system aims to motivate students to perform to the best of their abilities and, in turn, to enable them to see their efforts rewarded.

The rewards system is broken down into weekly, half termly, termly and annual rewards.

Rewards are also presented through the termly Family Assemblies. Rewards are given in a variety of forms and are awarded for:     

Attendance and punctuality Attainment of merits Positive reports on Serco Approach to learning Sporting participation Contribution to school and form

The school‟s reward system also allows the flexibility for Progress Co-ordinators to nominate a selected focus area for a half term. Students who excel in this selected area are then rewarded. The school is also keen to encourage individual members of staff to give their own rewards within their daily teaching e.g. good news letters, phone calls to parents etc.

Please refer to the table below for a detailed breakdown of the school‟s reward system.

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Breakdown of School‟s reward system

WEEKLY

HALF TERMLY

TERMLY

ANNUALLY

ATTENDANCE & PUNCTUALITY

ALL of the weekly rewards plus:

ALL of the weekly and half termly rewards plus:

All other rewards plus:

FRONT OF LUNCH QUEUE PASS

MERITS/SERCO BASED PRIZE DRAW

APPROACH TO LEARNING REWARD

END OF YEAR TRIP

 Selected by FT  1 Student per form  Front of queue lunch pass  1 week duration  Applies to B1 for KS4 and B2 for KS3  Pass given out and dated by FT

MERITS KS3  All positives to be in the form of merits for KS3  Stamped/marked in planners  FT to pass totals half termly to BSO for input into spreadsheet  Totals to go towards Family Assemblies – Bronze (160), Silver (240) and Gold (320) certificates  Letters sent home when totals are achieved SERCO‟S KS4  All positives to be in the form of Serco reports for KS4  Bronze, silver and gold accreditations to be awarded  Letters to be sent home on a termly basis

 Top 5 students in each form get entered for a raffle draw  Prizes – vouchers (WH Smith, phone top up etc)  1 prize winner per year group  Plus smaller prizes if available

„Movie & Popcorn‟ in Hall 3  Linked to ATL grades on reports  KS3 & 4 separate  Held during PSE  PMs to liaise with Gail and identify students and forward names to PCs and FTs

 At discretion of Leadership Team, PM and PCs

ATTENDANCE CERTIFICATE  Awarded for 100% attendance (monthly at KS3, half termly at KS4) ATTENDANCE PRIZE DRAW  Awarded for 100% attendance (monthly at KS3, half termly at KS4)

CLIMBING WALL – SELECTED FOCUS  PC to choose a focus for their year group for each half term, with FT then nominating winners

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The Initial framework (4 “A‟s”) – Years 7 and 8 In the first instance it is envisaged that commendations will be awarded to individual students by individual form tutors under the categories listed below:1 2 3 4

Attendance Appearance Attitude Achievement

Attendance 1 2

Commendations for 100% attendance in any school week, eg Form period am/pm Commendations for 100% attendance over a fortnights lessons and punctuality

Appearance Form tutors can give these commendations to students in their form. It is worth bearing in mind the relative value of appearance commendations when considered against the value of commendations for attendance. There will be much debate I am sure about what merits good appearance but in the first instance we must be guided by the most up to date version of the school uniform policy. The distribution of these commendations is at the discretion of each Form Tutor and will be reviewed as stated above, one commendation for 2 weeks excellent appearance.

Attitude Again Form Tutors can give these commendations to students in their form. These commendations should be awarded to students displaying a good attitude eg helping others, being positive in the classroom, taking responsibility etc.

Achievement If attendance, appearance and attitude are good then achievement should follow suit. It is worth remembering that it is the achievements of the students that we are all working to support. In this section we need to be guided by all Departments as to what they consider to be a measure of good achievement. We will use the system we have in place for recording achievement within subject areas across the school eg monitoring, reports to parents, department-based rewards.

On top of this staff should award commendations for achievement in the day-to-day course of school life. These should be recorded in student planners and students should pass on this information to form tutors.

2.9.1

Administration of Reward System

Each Form Tutor will be the main focus for the Rewards System. In Key Stage 3 (Years 7 and 8), in every form room will be a monthly chart to record commendations. The Form Tutor will manage this chart in the following way: If students achieve all 3 aspects „AAA‟ they will have 2 commendations at the end of each week. They must achieve at least 2 aspects „AA‟ to receive one commendation at the end of the week. The Planners will be signed by the Form Tutor and the commendations will be put on the chart. Form Tutors will also note on the chart commendations given by Departments for „Achievement‟ in student planners, or by stickers in exercise books.

NB SERCO should not be used at this stage.

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Form Tutors will input this information at the end of each month on a spreadsheet in the shared area. Administrative support will collect this evidence at the end of every term for input on SERCO. Termly assemblies will celebrate the success of individuals and forms. Students will receive a certificate. At the end of each term a reward will be given to the most successful forms and individuals.

At the end of the year, the leading form in each year group will have a treat of some description and the leading individual in each year group will receive a reward.  Merit Badge Bronze, Silver and Gold are available for individual students who achieve agreed number of merits/commendations The system for Year 9 is the same but staff can use SERCO to give commendations if they prefer. If you use SERCO you should not use the planners as it will double the reward!

Please remember to give rewards to Year 9.

‘I hear and I forget, I see and I remember, I do and I understand.’

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2.9.2

Commendations in Planners for Years 7, 8 and 9

There is space in the planners for staff to record commendations. These will be used as a record of points awarded to individual students and are the basis of awards given in Family Assemblies.

2.9.3

The Reward System : Years 10 – 13

The Initial Framework All rewards following the above framework should be recorded on SERCO, where they will be totalled at the end of every term.

All staff MUST use Merits for the whole range of students in school. The most academic and the most needy and all in between need praise and motivation.

2.10

Assertive Discipline

Duffryn High School is an assertive discipline school. This does not mean we are abandoning our „Code of Conduct‟ and School Rules and Procedures. Assertive discipline will become the framework within which these systems operate.

All staff are expected to operate the agreed procedures. Staff who are unfamiliar with this approach should see Paula Pippen who will provide the necessary training.

Assertive Discipline is based on several important premises: 1. The importance of being assertive with students when faced with a problem or student aggression.

2. Staff should not be passive or lose their temper in such circumstances but consult the classroom discipline poster and display a calm, measured response; under no circumstances shout 3. Have a plan to deal with behaviour problems before you go into the classroom eg seating plan, strategies to deal with latecomers, students without equipment.

4. Always meet and greet students at the classroom door before a lesson.

5. Always be positive and use praise with students to model and encourage good behaviour eg “well done to students who have got their planners out” as opposed to “why haven‟t you got your planner out?”

6. Use rewards at all times to encourage good behaviour.

7. Consequences should be applied consistently and exactly in the order shown on the classroom discipline poster, which should be displayed in all classrooms.

8. The rule/rewards/consequences shown on this poster constitute a classroom behaviour plan and should be constantly re-enforced with students.

9. At all times give supportive feedback to students before taking corrective actions.

10. Sixteen copies of the Assertive Discipline manual have been distributed around the school. Each teacher and LSA had their personal copy of the workbook. In addition, the two video tapes that come with the training are available for any member of staff at any time (contact the Learning Support Manager, PJP).

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2.10.1

Behaviour and Discipline

Maintaining good order in the classroom and school is a pre-requisite for good teaching and learning. It is the responsibility of every individual member of staff to work towards maintaining good discipline both in his or her classroom and in the school as a whole – not just that of the Leadership, Pastoral and Behaviour Support Teams. The main principle in the behaviour and discipline policy is that the responsibility for correction and punishment of poor behaviour is with the member of staff (supported where necessary) where the incident started.

Good discipline is usually maintained by the application of clear, consistent and fair rules.

Threats, losing temper and picking on students is not conducive to good order. Assertive discipline approaches have been introduced to staff through INSET, and these are based on having mutual respect within the school community.

For our school, the clear guidelines for behaviour and discipline are in the Behaviour and Discipline policy. This should be consistently applied. The Code of Conduct provides the broad brushstrokes, and this is interpreted through classroom rules and school procedures.

The sanctions that we can take, and the stages and order that are taken are also listed in the Behaviour and Discipline policy. These appendices to the Behaviour and Discipline policy are reproduced here for easy reference. Staff are reminded that the sanctions we have are few and we cannot jump stages.

Lessons in which behaviour is good are usually characterised by:     

A good start, with teacher present before the class arrives Preparation (eg marking) having been completed so that students see commitment Interesting lessons with a variety of activities, approaches and learning styles Clear progress demonstrable to all learners A clear end with a brief review

In keeping with our normal approaches of clearly stating the standards expected, The Code of Conduct, School Rules and Classroom Rules should be displayed in a relevant and lively format in each classroom. It is the responsibility of the tutor using the room to ensure that this is done. For rooms not used by tutors, the Department that uses the area should ensure that this is done. Students should be encouraged to re-present the words for their own room, and the tutor is responsible for explaining the language. In common with other issues of display and general well-being of areas, the Senior Manager based in each building should ensure that public areas display this information.

2.10.2

Code of Conduct

(from Behaviour and Discipline Policy)

Our school community is made up of student, staff and visitors. All members of Duffryn High School community are expected to show respect and care towards themselves and one another at all times. This is evidenced in our Mission Statement (Developing High Standards of Learning and Respect).

All members of our school community are valued as individuals and each individual plays an important role in helping our school function effectively.

Therefore all members of Duffryn High School community should:  Care about one another and be tolerant where differences occur  Accept responsibility for, and the consequences of our actions  Work hard so that we can achieve our best  Be honest and reliable  Be courteous and polite 49

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   

Respect the environment and keep it safe and clean Move quietly and sensibly at all time Wear your school uniform with pride Allow teachers to teach and others to learn

2.10.3

School Rules and Procedures (from Behaviour and Discipline Policy)

The following rules have been agreed so that all members of Duffryn High School community can work to the best of their abilities and help the school run smoothly ensuring everyone‟s safety.                        

Everyone must come to school and be on time Be sensible in and around the school You should stay in school unless you are given permission to leave Take care outside the school – pay attention to busy roads and when using crossings On wet days stay inside the school Use toilets sensibly Good behaviour is expected at all times in school and when travelling to and from school Corridors are narrow so keep to the left Use the correct stairways Follow instructions given by your teachers Play games safely away from the building and vehicles Eat food only in the canteens Go to lunch at the correct time School is a chewing gum free zone Put litter in the bins Keep away from electrical appliances, fire fighting equipment and heating apparatus around the school If the fire bell goes, follow the instructions given and move quietly Wear school uniform No jewellery is allowed in school except one pair of ear studs and an inexpensive wristwatch For safety, even these items must be taken off in Games, PE and practical lessons Dangerous items such as knives, matches and lighters must be left at home Expensive items must be left at home including i-pods and other electronic music systems Respect your health and keep school a no-smoking area Mobile phones are not allowed

2.10.4

Sanctions and their Use (from Behaviour and Discipline Policy)

The sanctions in use in this school and available to all staff are:      

Verbal reprimands/counselling Confiscation Brief detention at end of lesson Break and lunch time detention SERCO referral Brief isolation from lessons or working in the back of a colleague‟s classroom (Sector Removal)

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Confiscation – This sanction is used as a „safe keeping‟ mechanism. Confiscated items eg mobile phones, should be placed in an envelope with the student‟s name clearly written on the front and handed over at main reception so that items can be locked away safely. Such items should be handed over to a parent/guardian only.

Sector Removal – All staff needing to remove a student from their lesson should do so via Behaviour Support. They can be contacted by sending a reliable student, with a permission slip, to Main Reception in B3 or Student Reception in B1 or the Behaviour Support Office in B2. Students should not be sent out of class to the Behaviour Support Office at any time.

After School Detention – After school detentions should only be done after 24 hours written notice to parents. It is the responsibility of the class teacher, in the first instance, to set detention. If students fail to attend then this should be referred to the relevant HoD. In the case of non-attendance to departmental detentions, HoD should then refer to PJP/JAB for main school detention. Form tutors may set pastoral detentions eg for persistent lateness.

Cases of non-attendance to pastoral detentions should be referred to the relevant Progress Co-ordinator who will then set main school detention.

In addition, form tutors, pastoral leaders and behaviour support staff have available these sanctions:       

Lesson report; Green/orange reports – monitored by Form Tutors. Red reports – monitored by Progress Co-ordinators, PJP and relevant Assistant Headteachers Home contact by phone Letter home Calling in parents Use of Learning Support Base for withdrawal sessions/isolation via PJP only Internal exclusion Reference to EPBSS/other external agencies

Internal Exclusion – in extreme cases of poor and unacceptable behaviour students are internally excluded from lessons via the Alternative Compulsory Education Room (ACE Room). In such cases staff are asked to SERCO the event and also alert the relevant Progress Co-ordinator by email so that the incident can be dealt with swiftly. Students are referred to the ACE room to PJP via Progress Co-ordinators only.

On occasions, sanctions specific to misbehaviour can be used. These should only be used after consultation with senior staff and could include:     

Informing police of violent behaviour or theft Reference to the EWO Banning from the site at lunch times Sending home to change to correct uniform after contacting the parent Confiscation of prohibited materials until parents collect the material

Only the Head Teacher (or Deputy in the Head‟s absence) can exclude a student, and this sanction needs to be used sparingly where all others have failed.

It is essential that staff are consistent with their use of sanctions. This consistency needs to not only be within the sanctions used by an individual, but also between individuals. There also needs to be a difference made between a first occurrence of misbehaviour and repeated occurrences of the same misbehaviour.

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2.10.5

Referral System

The referral system for both rewards and poor behaviour rests upon simple and clear lines of communication as outlined below:

HEAD TEACHER LEADERSHIP TEAM PROGRESS CO-ORDINATOR HEAD OF DEPARTMENT

FORM TUTOR

CLASSROOM TEACHER

It is often important for an incident of student misbehaviour or outstanding good behaviour/work/effort to be referred to a colleague. This could be for re-enforcement of a point of discipline, the application of more serious sanctions or for a reward to be given. It is vital that referral is used consistently and appropriately throughout the school.

Staff are reminded that all noteworthy incidents of misbehaviour or incidents worthy of commendation must be recorded on SERCO. It is essential that the information recorded on SERCO maintain a professional tone at all times and be factually accurate as this information is used as evidence in cases of exclusion and is presented to the Governors Pupil Disciplinary Panel for scrutiny.

2.10.6

Emergency Call Out

Behaviour Support can be called upon to respond to emergency calls by sending a reliable student, with a permission slip, to the Behaviour Support Office in B2 or Mrs Shand, Student Support Officer in B1. Alternatively, a call may be made to main reception on 4141.

2.11 2.11.1

Bullying, Sexism, Racial Harassment Students

Where staff come across students bullying each other, incidents of racism or sexism, staff are under a legal obligation to have this entered on the relevant register of incidents. All staff have incident log sheets entitled „bullying incident‟, „racist incident‟. These should be completed and sent to the designated member of the leadership team. If a „bullying‟ incident has been dealt with completely by staff it should still be reported and passed on for information. Racist incidents must always be passed on immediately. The log for bullying, racism and sexism is kept by the designated member of Leadership. This is currently MSP, the leading behaviour professional. Any member of the Leadership Team can be contacted in the event of MSP‟s absence. Any incident of a child abuse issue should be referred to Michayla Poulton.

2.11.2

Staff

Members of staff who bully any other member of the community, or make any form of racist of sexist comments, can be expected to be dealt with severely as this is considered as serious professional misconduct. Staff are reminded that most incidents of workplace bullying are seen by the perpetrator as “humour” or “having fun” – this may not be how it is interpreted by the receiver of such comments or actions. More deliberate bullying or harassment is less common, but still exists in most workplaces, and staff should not feel 52

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guilty in raising issues where colleagues or managers make them feel uncomfortable. Staff who are on the receiving end of bullying should speak in confidence with the Head, Deputy or Assistant Head Teacher in the first place and their Teachersâ€&#x; Union representative. Staff should be aware of the LEA policy on bullying.

2.12

Accidents/First Aid

Unfortunately, accidents do occur in school and within the jurisdiction of staff. If an accident occurs generally the victim should NOT be moved; you should instead send for a qualified first aider. There are over twenty members of staff who are qualified first aiders and you are advised to enquire as to the names of those qualified who teach close to your areas. The main first aiders are the following support staff: Deb Shand, Helen Shergold, Karen Waller, Jayne Wheatle, Alan Logan, Cynthia Williams and Jim Brustad and teaching staff: Dave Thomas, Deb Rees, Gaynor Vaughan, James Rees, Jane Wilkie, Julie Hyde, Kath Hopkins, Lee Morgan, Louise Ogilvie, Mark Tucker, Pam Gibbons and Phil Glover. Victims of minor incidents, such as small cuts, can be sent to the first aider in that relevant building, but a responsible student or adult should always accompany any victim, no matter how trivial. Please note that the sick room is located in Building 1. The member of staff who first deals with any accident is responsible for filling in the details in the accident book within 24 hours of the incident. Accident forms are held at Main Reception.

The school has no authority to issue any form of medication, so students who suffer, for example from a headache, should not be sent to the office, but should sit quietly at the back of their lesson. Beyond genuine emergency first aid our only action available is to telephone the emergency contact and get the student collected from school – if they are ill enough not to be in school, then they are too ill to go home by themselves. Phoning parents will be done by the Progress Co-ordinators or Senior Managers, or through the Main Office.

All staff are strongly advised to be extremely careful when dealing with any incidents which occur. We should be conscious that we now live in a society where litigation is becoming more prevalent and we must therefore be aware that our actions may later be examined in detail. A pause for careful consideration at the time of the incident and an accurate record of your actions might provide to be very beneficial in the future.

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2.13 Calendar and NCC Term Dates Please note that the school calendar is likely to have minor variations from the dates below. Don‟t book holidays until you have seen the school‟s calendar NEWPORT CITY COUNCIL

School Term Dates 2010/11 – 2015/16 Queen‟s Diamond Jubilee Bank Holiday 2012

2010-11

2011-12

2012- 13

2013- 14

Term Begins Half Term Begins Half Term Ends Term Ends AUTUMN TOTAL

Thurs 02/09/10 Mon 25/10/10 Fri 29/10/10 Fri 17/12/10 72 days

Fri 02/09/11 Mon 24/10/11 Fri 28/10/11 Tues 20/12/11// 73 days

Mon 03/09/12 Mon 29/10/12 Fri 02/11/12 Fri 21/12/12 75 days

Mon 02/09/13 Mon 28/10/13 Fri 01/11/13 Fri 20/12/13 75 days

Mon 01/09/14 Mon 27/10/14 Fri 31/10/14 Fri 19/12/14 75 days

Tues 01/09/15 Mon 26/10/15 Fri 30/10/15 Fri 18/12/15 74 days

Term Begins Half Term Begins Half Term Ends Term Ends SPRING TOTAL

Tues 04/01/11 Mon 21/02/11 Fri 25/02/11 Fri 15/04/11 69 days

Tues 03/01/12 Mon 13/02/12 Fri 17/02/12 Thurs 05/04/12 63 days

Mon 07/01/13 Mon 11/02/13 Fri 15/02/13 Fri 22/03/13 50 days

Mon 06/01/14 Mon 24/02/14 Fri 28/02/14 Fri 11/04/014 65 days

Mon 05/01/15 Mon 16/02/15 Fri 20/02/15 Fri 27/03/15 55 days

Mon 04/01/16 Mon 15/02/16 Fri 19/02/16 Thurs 24/03/16 54 days

Term Begins May Day

Tues 03/05/11 Mon 02/05/11 Mon 30/05/11

Mon 23/04/12 Mon 07/05/12 Mon 04/06/12 Mon 04/06/2012 Tues 05/06/12 Fri 08/06/12 Thurs 19/07/12 58 days

Mon 08/04/13 Mon 06/05/13 Mon 27/05/13

Mon 28/04/14 Mon 05/05/14 Mon 26/05/14

Mon 13/04/15 Mon 04/05/15 Mon 25/05/15

Mon 11/04/16 Mon 02/05/16 Mon 30/05/16

Fri 31/05/13 Mon 22/07/13 70 days

Fri 30/05/14 Mon 21/07/14 55 days

Fri 29/05/15 Mon 20/07/15 65 days

Fri 03/06/16 Weds 20/07/16 67 days

Half Term Begins Whitsun Bank Holiday Diamond Jubilee Bank Holiday Half Term Ends Term Ends SUMMER TOTAL

Fri 03/06/11 Thurs 21/07/11 53 days

2014- 15

195

2015- 16

TOTAL DAYS

194

194

195

195

GOOD FRIDAY EASTER MONDAY

22/04/11

06/04/12

29/03/13

18/04/14

03/04/15

25/03/16

195

25/04/11

09/04/12

01/04/13

21/04/14

06/04/15

28/03/16

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‘They say that we are better educated than our parents, generation. What they mean is that we go to school longer. It is not the same thing.’

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2.14

Directed Time

The time budget for staff in meeting the needs of this calendar and the meeting schedule are as follows:

DIRECTED TIME Use of Hours

Minutes

Registration Mid Session Break

35 mins x 190 days 5x20 mins x 38 weeks 3800 mins

Teaching time (inc PPA)

25 lessons x 60 mins x 38 weeks

INSET/Twilight

5 hours x 5 days

Duties 10 mins – start of day 15 mins – end of day

5 x 38 weeks 1 x 38 weeks

Open Evening ARTs Day Year Meetings Staff Meeting Awards Evening Christmas Concert School Production Summer Concert / Sports Awards PLCs Parents Evening Department Meetings

TOTAL

110.8 63.3

950

25

31.65 9.50

1 x 2 hours 1 x 4 hours 8 x 1 hour 4 x 1 hour 1 x 3 hours 1 x 2 hours 1 x 2 hours 1 x 2 hours

2 4 8 4 3 2 2 2

6 x 1 hour 5 x 3 hours 12 x 1 hour

6 15 12

TOTAL

OTHER NQT Meetings Learning Support Mtgs Attendance Team Mtgs Pastoral Team Heads of Department HoDs Extended

Hours

Hours – 1250.25

5x1 5x1 6x1 6 x 1½ 6 x 1½ 1 x 3 = 1½

5 5 6 9 9 4.5 Hours – 38.5

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The chair of that meeting manages all meeting time budgets. Budget time is considered as starting at 3.30pm for after school meetings.

This pattern puts the most heavily committed staff close to 1265 hours. The Head may direct further time for individuals within his or her individual 1265 pattern.

Leave of absence from any directed time event can only be granted by the Head, or in his absence one of the Deputies. Such requests for leave of absence should be made as soon as possible and will normally be granted as long as there is no pattern of multiple leave of absence requests. Staff should endeavour to visit doctors/dentists etc outside of school hours.

2.15

Rooms

Rooms are labelled by building, floor and room. For example, 313 is Building 3, level 1 (ground floor) and the third numbered room. Certain teaching areas eg the Drama studio, Learning Resource Centre and Sports facilities have room names that are outside this system but have now been standardised to always start with the building number (eg 200 – Building 2 Hall. Offices are labelled starting with “0” (eg OHD, Head‟s Office) Rooms are allocated to Departments rather than staff, and the care of each room is part of the responsibility of each Department. Staff who teach in mixed rooms are to leave the room neat and tidy, with the board cleaned. Staff are encouraged to use the LRC and Sixth Form Study Room for quiet work.

2.16

Staff Cover

Only in exceptional circumstances will staff be used for cover as per the Rarely Cover policy.

This means that staff that are able to, can make effective use of that time, such as plan to do preparation work, knowing that it is only in an emergency that they will be taken for cover.

Please note that PPA time on your timetables will NOT be used for cover. If staff feel they are being treated unfairly, they should talk to MTS as soon as possible.

Cover on a daily basis is organised by the Examinations Officer (LJW) and Student Support Officer (DAS). Cover timetables are published on email and a hard copy is placed in each of the staffrooms. A cover slip, which includes a register that can be called, will be delivered to the “base” staffroom of the member of staff being used to supervise the lesson. It is helpful to the absent member of staff if the slip with the ticket register can be returned to the absent member of staff‟s pigeonhole so that they can maintain their own register.

Staff should always apply the same standards in cover lessons as in their own lessons.

Staff who have a planned absence should leave fully resourced lessons that can supervised by a non-specialist and arrange a swap of any duties that will be missed. The Head of Department will prepare emergency cover lessons. Please note that under the general duties of staff we are all required to “prepare a bank of lesson plans that can be used in case of your absence”.

2.17

Extra-Curricular Activities

Extra curricular activities are an important part of school life and staff are encouraged to run extra-curricular activities for students. There is good evidence that the slightly more relaxed approaches that can be taken during such activities enhance the relationships for teaching and learning. (However, see the section on Professional behaviour).

Staff are still subject to the same “duty of care” during extra curricular activities. Students should NOT be left on their own, unsupervised although sixth formers may provide basis supervision if a member of staff is close by. For administration purposes it is important that the office staff are aware of any activity after school. For regular meetings, this can be done 57

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in advance for the whole term, but any cancellation must be notified. For one-off activities, especially those of any lengths where parents might be concerned, a list of participants should also be left with the office. Lunchtime activities should be timed for 1.20pm with students going to lunch by 1.50 pm. Staff who organise a regular lunchtime activity which involves several students may request a “free meal”. This is only for organised activities that actually take place with at least 5 students rather than one off tutorials. Requests for meal allocations, with details of activities on a termly basis, should be sent to the Head Teacher.

For any extra-curricular activity that goes off site, the normal trips and visits procedures apply.

2.18

Visits and Trips

The following rules apply:  

       

All trips must adhere to the EVOLVE system – details can be found from the EVC (Mark Tucker) Heads of Department must seek permission for a visit in good time. Permission is granted through the Leadership Team meeting. You will be informed of the agreed outcome by your line manager. You must submit a Trips/Visits request form with specific details. No letters must be written to prospective participants until after permission has been granted All letters to do with the visit must be checked and in the correct format (see other sections) Students cannot be “Charged” for any school time activity – voluntary contributions can be sought You must make a written risk assessment concerning the risks involved in the visits, and risk reduction strategies, prior to the visit taking place – this must be left with Health & Safety Officer (PJB) You cannot take a student out without a signed parental approval slip in the required format You should be aware of any medical conditions of students, and must have a FAW qualified first-aider with you You must always leave a list of participants and their forms with the office – this also applies to any sports teams going off site You must take a mobile phone with you and ensure that the main reception office has the number You must ensure a member of the Leadership team has your contact number

Advice from the LEA and local Teacher Unions is very strong about properly organising a visit and making written risk assessments. When the advice is published, you must follow it explicitly or you will lay yourself open to personal liability under Health and Safety legislation.

2.19

Monitoring, Evaluation and Targets

2.19.1

Introduction

A very important part of ensuring that we are delivering high quality in all aspects of the school‟s work is monitoring and evaluation. Staff should regularly self-evaluate their lessons and other work, whilst it is part of all management posts in the school to monitor and evaluate others‟ work. Our principle in monitoring and evaluating is to reinforce good practice and to challenge and address weaker practice. Staff should welcome M and E exercises and work closely with those monitoring professional improvement to practice. If Monitoring and Evaluation is being used for any purpose apart from helping individual 58

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professional development (e.g. competence or appraisal proceedings), then this will be clearly stated to the colleague concerned.

The school has an agreed lesson observation proforma which is designed to help staff receive information, and then professionally self- evaluative processes of teachers The school uses various systems for monitoring, evaluations and targets. It may take the form of Departmental Review, a Year Review or a system of Peer Observations. Each observation will use a different pro-forma.

Target setting provides a way of improving performance on aspects of the school‟s work that can be numerically assessed. Our principles of target setting are that we work from individual performance upwards. Staff should treat targets as a challenge and apply all their professional skills to meet the targets set.

2.19.2

Monitoring and self review system

As a school we have a culture of sharing ideas and good practice, and of looking for ways in teams of making the good education we offer the students even better. However, most of this is informal rather than formal. Further, Senior Managers have a legal duty to monitor and evaluate the work of the school, and again this is done with particular focuses (e.g. at exam results time) and informally, but not within a formal structure.

The Purposes of the Monitoring and Self –review are to:      

Provide a formal framework for looking at all the work in a department Catch what is being done right and praising it Ensuring that Senior Managers know what is going on in the school and giving a framework for fulfilling the legal “monitoring” duty Provide staff with good feedback from classroom practice and other aspects of their professional life and duty Providing the department with questions and a focus for the further development of its work Provide professional dialogue and challenge our practice

Professional Approach and Guidelines Some staff welcome observation and colleagues looking at aspects of their work, whilst others find it threatening. From whichever point of view you come, being observed is likely to increase the short-term pressure. However, the following professional guidelines for the way colleagues should prepare, behave and treat each other are designed to reduce the pressure as much as possible.   





Staff will know which students‟ are being observed The observing member of staff will be there at the scheduled times and timetabled room and will usually stay for the whole lesson In preparing for the lesson, the member of staff being observed will make sure that the observer has the context (ie what has gone before), what knowledge and or skills it is planned to be taught and learnt during the lesson, and what methodology it is hoped to use. This can be written or be discussed, but it must be prior to the lesson to allow the observer to be functional right from the start The member of staff is responsible for discipline, behaviour and Health and Safety during the lesson. The observer will only get involved if there is an immediate Health and Safety issue (ie students about to damage themselves). If there are behaviour and discipline issues they should be dealt with in the normal way and according to the B and D policy The observer is there to observe. The member of staff being observed should say to the class at the start that the observer is there to see what the students are doing 59

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







and how they are learning. It is acceptable to bring the observer in to (for example) question and answer sessions but not to involve them in major activities which take them away from observing Normally the observer will sit at the side or back and will talk to students and look at books during the course of the lesson. The observer will not interrupt or talk to students during teacher discourse or instructions, only when there is individual or group work There will be brief feedback from the observer at the end of the lesson, even if there is not time for a fuller discussion because of teaching commitments. At a mutually agreed time, the observed and the observer will discuss the lesson and only after that would any „judgements‟ be recorded. The observed will have a copy of the lesson observation sheet within a working day of the discussion taking place The lesson observation form is confidential to the member of staff, the observer and the Head. (Procedures such as capability and disciplinary are an entirely different process and staff would be told in writing explicitly if such processes were being undertaken) During the observed lesson, information to do with other aspects of the review (eg homework, or involvement in extra curricular activities) may form part of the observer‟s conversation with students. These are unlikely to be recorded on the lesson observation form and will form part of the general feedback through whoever is co-ordinating the aspect

Other Areas and Aspects Other areas on which views and data will be gathered include:  Assessment procedures  Attendance  Cross curricular issues (ICT, Cwricwlm Cymreig, Essential Skills)  Departmental Development  Displays and Environment  Exams and results  Extra curricular activities  Finance  Handbook  Homework  Meetings  Schemes of work  Sharing of practice  Staff professional development  Staffing  Views of students Feedback from Departments The Head would really appreciate any feedback, both constructive criticism and praise, concerning any aspect of the review. It would be particularly helpful if we have „left things out‟ or looked to extensively at one area – the purpose of the review is to assist the department in self-evaluation and improvement. Please make any comments in writing, or arrange an appointment via Sam Roberts within 2 weeks of the conclusion of the review period.

2.19.3

Targets

During this year we shall be improving the data available to staff and setting targets for every student in every subject. Part of the target setting process will require professional judgements from staff on both the student‟s potential and their current performance. Such data will be collected on SERCO to ensure minimum work for colleagues. Making judgements and working towards targets is always difficult, and if staff need help and advice they should discuss it with their Head of Department or Assistant Headteachers.

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2.20

Finance and Spending

Although the school budget is over £5 million, the vast majority of this is committed on staff salaries and fixed premises costs. The Governors determine these costs, along with allocations for other budgets, early in each financial year. There are no additional funds other than those that have been allocated for particular purposes to “budget holders”.

Subject areas are allocated money by a student-lesson formula devised by the SLT. All spending within the subject area (e.g. for repairs to equipment) is part of the allocations for other budgets, early in each financial year. There are no additional funds other than those that have been allocated for particular purposes to “budget holders”.

All budget holders are responsible for allocating and spending their money so that it creates the best “educational value for money”. This will be evaluated as part of the annual budgeting process.

Financial procedures must be strictly followed at all times.

For orders these are:  Staff must complete an internal order form to be signed (fully, not initialled) by the budget holder  The Finance Assistant will process the order to generate an official order  The order is signed by the Head or one of the Deputies.  A yellow copy of the official order will be returned to the budget holder which should be kept in a file for future reference Please note that staff have NO authority to request or order goods directly on behalf of the school and will be personally liable for any costs involved. At present there is no provision for staff to order goods on the internet (but audit are reviewing the situation). Reimbursement for small amounts of spending on behalf of school (under ₤25) can be claimed through the petty cash system, but only if a VAT receipt is produced. Under no circumstances should loyalty cards be used when purchasing goods for the school. The school cannot reimburse any expenditure made on a credit card. Petty cash items should only be bought with the approval of the budget holder and the budget holder will need to counter-sign the receipt.

On receipt of an invoice, the budget holder will be sent a copy for checking that the goods have been received and that there is no query. This must be signed and returned within a week, otherwise it will be assumed that all goods have arrived and are in good order.

Delivery notes should be sent to the Finance Office for retention. Internal spending eg photocopying and budget transfers, will be debited to accounts monthly. Staff are reminded that it is considerably cheaper and better value for money for photocopying to be done centrally.

We run a local Cheque Book scheme. This means that our financial procedures have to be very tight. However, we do have the ability to pay suppliers quickly and staff making enquires of suppliers are requested to enquire about discounts for quick payment – some suppliers will give up 10% off of a cheque within a couple of days of delivery. Any such savings are, of course, retained within the cost centre from where the original spending was done.

Staff organising visits, or collecting cash from students for any purpose, should off-load it into the finance system as soon as possible as they are personally liable for losses if they should store it, for example, in the classroom. All money being handed in should be counted and a breakdown given to the Finance Office, with a clearly signed statement of how much is in the money container being handed over. On no account should money ever be left on any desks in the Finance Office. Staff requiring dealings with handing money over, petty cash or school fund should go to the Finance Office between 8.30am and 1.30pm only. The Finance 61

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Office is closed from 1.30pm every afternoon. If, on occasions, parents insist on bringing money into Reception, then a member of the Finance Team will go down to Reception to collect it. The Finance Office will then e-mail the trip organiser with details of the monies taken.

All staff have influence over spending decisions in some form or other. Whereas before it was a requirement for budget holders to complete a “Register of Business interest” form, we have now been informed by the City Council that it is a requirement for ALL staff to complete such a form as part of the Employee Code of Conduct. You are instructed to do this by your technical employer, and forms will be issued to all staff during September. Staff joining during the year should ask Sam Roberts for a copy of the form. The information on the form is confidential to the Head and Audit section of the City Council.

2.21

Learning Resource Centre

The main Learning Resource Centre is open and staffed from 8.00am – 4.30pm and is open throughout lunch time but closed at break time (the library is accessible at all times). Staff who wish to book facilities for a lesson should contact the LRC staff on extension 4108 or email ianpri@duffryn.org. These lessons should be booked in advance (but no more than 2 weeks), stating the part of the facility that is required i.e. computers or library, and which internet sites need to be activated. Also, if multi-media equipment is required, Room 211 needs to be booked and, to prevent damage to the equipment; this room needs to be locked when not in use (the key is kept with John Batcock in the ACE room). Room 211 is not to be used unless a booking has been agreed with LRC staff. If it is ICT equipment then the exact number of machines is needed. Tables are available for class booking (one class only) for silent reading.

Students may NOT be sent to the LRC during lesson time unless a prior arrangement is made and it is an integral part of the scheme of work (for example, research for a project) in which case the facility should be booked.

The library tables are available for class booking (one class only) for silent reading. With prior arrangement it is also available during registration periods to encourage students to borrow books for reading at home. The library welcomes gifts of old books and magazines from any source which may be suitable for our students.

The Learning Resource Centre is staffed by Learning Advisors who are there to assist students and staff in all aspects of learning. The Sixth Form have a designated area for quiet study and revision.

The Learning Resource Centre is NOT a place for staff to send students who may be causing problems.

2.22

Personal Belongings, Vehicles etc

Staff are advised that the school carries no insurance for personal belongings, although most of the unions have a scheme to help those who have suffered losses. You are advised to take special care of your personal belongings and not bring valuable items to school.

You should check that your car insurance covers you for travelling to and from work, and for damage that could occur whilst parked off the public highway. Staff should not be escorting students in their cars, however, in exceptional circumstances, any member of staff who takes any students in their car, or uses their car for going to meetings etc, should check that they have class “1” insurance as these activities count as “business use” for teachers. Staff should park their cars in designated car parks only and not block any of the roads or accesses. The one-way system and speed limits must be observed at all times. Staff who abuse the parking facilities or do not follow speed or direction requirements will not be allowed to bring their vehicle onto site. Staff should report to any member of the Leadership 62

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Group any damage to or loss or personal passions. The school carries no insurance in such circumstances and therefore no obligation to recompense for any malicious damage.

However, we will be sympathetic and do our best to work with you towards a mutually satisfactory outcome.

2.23

Smoking

The current policy is that there is no smoking in the school, or on the school grounds. This applies to all staff at all times. Staff that ignore this instruction are liable to disciplinary procedures. Newport City Council has approved the making of all buildings and facilities (which includes this one) no-smoking areas. This has been formally passed by the Governors of the school and we became a no smoking site on 29 October 2001.

Help and support are available to staff wishing to give up smoking (see Sam Roberts for details)

2.24

Administration

Duffryn High school is a large organisation, and administering the school to reduce stress and provide maximum energy for our prime purpose of teaching and learning is sometimes difficult. This difficulty is reduced if all staff play their part, as and when requested, in the administration of the school. All administration must be done neatly and efficiently and records kept. Please note in particular the administration around registration.

The Senior Leadership Team is committed to reducing unnecessary paperwork and work not centred on teaching, learning and achievement. The office staff will help with routine work processing of necessary letters etc, the reprographics clerk with photocopying and the internal movement of documents.

Suggestions from staff of how further non-teaching focussed administration can be reduced are welcomed by the Head and Leadership Team.

2.25

Deadlines

Deadlines are always published in the bulletin, and must be kept. It affects other colleagues in the school if even a day is slipped by just one or two staff. Please remember, one colleague‟s deadline is another colleague‟s starting point.

2.26

Fire Safety in Duffryn High School

2.26.1

General Principles



All staff must read and understand the fire safety procedures in Duffryn High school



A relevant set of evacuation instructions must be displayed in each teaching room offices and staff rooms. (Both users of each room and the relevant HoD are responsible for checking these are in place).



Form Tutors and Teachers based in a teaching room should regularly draw the attention of all classes using the rooms to the fire evacuation.



Fire safety will form part of the school PSE programme for pupils of all ages



Fire evacuation drills will be organised every term.

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

Visitors to the school will be given an outline of the school evacuation procdure on the reverse of their ID badges when they sign in.



Fire evacuation routes and assembly points are sign posted through out the school.



Fire safety will be evaluated and discussed during regular meetings with senior management with regular reports to the school governors.

The continuous sounding of the fire alarm siren will indicate an immediate evacuation of that building and MUST be carried out quickly and efficiently. Staff and pupils will treat every evacuation in a serious manner and always assume there is a real fire (or other reason for the evacuation of a building).

2.26.2

Daily Procedures



Unlock all main entrance and secondary doors



Ensure all windows are closed at the end of the school day



Keep litter both inside and in the school grounds to a minimum



Check the crash bars on the fire doors are in good condition – arrange repairs as required



Ensure that entrances to all fire escapes are not blocked



Ensure chemical store area is free from all forms of excess materials



Check that gas meter and electrical switch panel cupboards are always locked and free of all forms of combustible material



Ensure that the three boiler rooms are free of all forms of clutter and combustible material



Ensure that there is no combustible material in the escape towers



Ensure the refuse bins are always chained to hitching rails (except during collection days).

2.26.3

Monitoring and Fire Safety Checks

The monitoring of the fire alarm, smoke sensors, extinguishers, fire emergency evacuation exits are all checked during the required periods and logged in the fire register.

The school has an annual contract with Celtic Fire for supply and maintenance of fire extinguishers.

However, it is important to stress that the school is attempting to develop a continuous monitoring of all potentially dangerous situations by both staff and pupils; such as litter build up, refuse bins chained to hitching rails, fire doors held open, damage to self closures.

2.26.4

School Performances

Fire safety is of vital importance during school performances because of large numbers of visitors to the school and the potential effect of different activities to a normal school day.

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Therefore, the Health and Safety Manager will inspect and report to the Senior Management Team.

2.26.5

Letting or Hiring of School Premises

All hiring or letting of school premises is considered by the school Premises Manager in line with the school letting procedures.

2.26.6

School Evacuation Procedure

On the discovery of a fire: 

Go to the nearest break glass point – break glass



School emergency check to establish extent of fire



On hearing the fire alarm siren, evacuate the building according to the school evacuation procedure (displayed in all rooms)



All staff must ensure all students in their class are accounted for at the assembly point



School receptionist to take the staff and sixth form signing out book, visitor log and cover sheet to the assembly point for the evacuation



Students to move quietly under strict discipline of: Their class teacher if being taught at the time Their form tutor during registration or assembly Any teacher if in corridors or halls during break or lunchtime



Sixth Form students must evacuate from LRC, sixth form common room and study area



Windows and doors should be closed (if possible) when vacating rooms. However, the priority has to be evacuation as quickly as possible



Members of staff not teaching are to encourage the swift and safe evacuation of the school



Assist other members of staff at the assembly point



Members of the senior management staff should ensure complete evacuation of the building and prevent the re-entry of any individuals. Students must be lined up in single file in their teaching groups and a head count taken and checked against the teacher‟s numbers in their lesson planner



The Assistant Headteacher (or designated deputy) will co-ordinate the emergency room register, (red folder) roll call of each teaching group and report to the leading fire officer on his arrival



The Head Teacher will be notified of the roll call situation by the Assistant Headteacher 65

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

No one is to re-enter the affected building until instructed to do so by the Assistant Headteacher after receiving information from the Leading Fire Officer



In buildings where the fire alarm siren has not been activated all staff must keep pupils in a disciplined way within their classroom and ignore the change of lesson bell until told to do so. (it is easier to control 400 pupils at an assembly point rather than 1200, especially with emergency vehicles entering the school grounds)

2.26.7

Primary Escape Routes – Building 1

Assembly Point (A/P), Football Field (FF), Sports Centre (SC), Netball Court (NC): Staff and pupils should assemble at the designated points on the side of the football field at the side of building 1. Classes should be lined up on the grass.

Assembly Point (A/P), SC: Or second assembly point in the girls‟ tennis courts.

Staffroom Offices Room 110 Room 111 Room 112 SEN Office Room 113 Room 114 Room 115 Room 116 B1 Gym Hall Kitchen Room 120 Room 121 Room 122 Room 123 Room 124 Room 125 Room 126 Room 127 Room 128 Room 130 Room 131 Room 132 Room 133 Room 134 Room 135 Room 136 Room 137

Exit via end door to A/P SC Exit via vestibule to main entrance around girls‟ gym to A/P SC Turn left, exit left via entrance to girls PE to A/P SC Turn right, exit via vestibule to main entrance to A/P SC Turn right, exit via vestibule to main entrance to A/P SC Turn left, exit via vestibule to main entrance to A/P SC Turn left, exit via end door to A/P SC Turn left, exit via end door to A/P SC Out via exit at rear of room Turn right, exit end door to A/P SC Exit via PE entrance or through exit door in side of gym to A/P SC Exit via fire doors in hall to A/P SC Exit via fire doors to A/P TC, or via hall to A/P SC Turn left, down stairs, exit via vestibule gym to A/P SC Turn right, down stairs, exit via vestibule to A/P SC Turn right, down stairs, exit via vestibule to A/P SC Turn right, down stairs, exit via vestibule to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn left down stairs, exit via vestibule to A/P SC Turn right, down stairs, exit via vestibule to A/P SC Turn left, down stairs, exit via vestibule to A/P SC Exit into 132 and proceed as for 132 above Exit into 135 and proceed as for 135 above Down stairs, exit via side door to A/P SC Turn left, down stairs, exit via side door to A/P SC Turn right, down stairs, exit via side door to A/P SC

If a main stairwell cannot be used due to smoke, use the alternative main stairwell via corridor on first floor inter-connecting doors on second floor.

2.26.8

Primary Escape Routes – Building 2

Assembly point: Staff and students should assemble at the designated point on the tarmac (netball court) at the side of 217. Classes should be lined up on the old tennis courts.

Staffroom Room 211 Room 212

Exit via fire door, around gym to A/P NC Via corridor to vestibule, exit through main entrance doors to A/P NC Via corridor to vestibule, exit through main entrance doors to A/P NC 66

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Literacy room Room 213 Room 214 doors to A/P NC Room 215 Room 216 Room 217 NC Room 218 A/P NC Room 219 Drama Studio Gym Room 411 Room 412 Room 413 Room 414 Hall exit via side fire Kitchen Pro Co-ord Room 2S2 Room 2S3 Room 2S4 NC A/H Office entrance to A/P NC Room 220 Room 221 NC Room 222 NC Room 223 Room 224 NC Room 225 Room 226 Room 227 Changing Room NC Room 230 Room 231 Room 232 Room 233 Room 234 Room 235 Room 232 Room 233 Room 234 Room 235 Room 236 Room 237 down fire escape

Turn left into vestibule, exit via main entrance doors to A/P NC Turn right into vestibule, exit through main entrance doors to A/P NC Turn right into lesser vestibule and exit through secondary entrance Turn right and exit via main door to front of school to A/P NC Turn left and exit via main door to front of school to A/P NC Turn right, straight down corridor to exit at rear of drama studio to A/P turn left, straight down corridor to fire exit to rear of drama studio to Exit via fire exit in 219 to A/P NC Exit via fire exit turn right to exit to A/P NC Exit via fire exit to A/P NC Exit via entrance or fire exit, around rear of building 2 A/P NC Exit via entrance or fire exit, around rear of building 2 A/P NC Exit via entrance or fire exit, around rear of building 2 A/P NC Exit via entrance or fire exit, around rear of building 2 A/P NC Exit via entrance to vestibule and around front of school to A/P and Exit around the boysâ€&#x; gym to A/P NC Exit fire door/via hall and vestibule around front of school to A/P NC Exit right, down stairs and exit front of school, turn right to A/P NC Turn left, down stairs to vestibule and exit by main entrance to A/P NC Turn left, down stairs to vestibule and exit by main entrance to A/P NC Turn right, down stairs to vestibule exit via main entrance doors to A/P Straight ahead to stairs, down stairs to vestibule, exit via main Turn right, down stairs to vestibule, exit via main entrance to A/P NC Turn left, downstairs to vestibule, exit via main entrance doors to A/P Turn left, downstairs to vestibule, exit via main entrance doors to A/P Turn right, down main stairs to vestibule, exit main entrance to A/P NC Turn right, exit via fire escape in 220, around rear of building to A/P Turn left, down stairs to exit at front entrance, turn right to A/P NC Turn left, down stairs to exit at front entrance, turn right to A/P NC Out via panic door, down fire escape around Art block to A/P NC Out via entrance or emergency exit 1st floor around Art block to A/P Turn left, down stairs to vestibule, exit via main entrance to A/P NC Turn right, down stairs to vestibule, exit via main entrance to A/P NC Turn right, down stairs to vestibule, exit via main entrance to A/P NC Turn right, down stairs to exit at front entrance, turn right to A/P NC Turn right, down stairs to exit at front entrance, turn right to A/P NC Turn right, down stairs to vestibule, exit via main entrance to A/P NC Turn right, down stairs to vestibule, exit via main entrance to A/P NC Turn right, down stairs to exit at front entrance, turn right to A/P NC Turn right, down stairs to exit at front entrance, turn right to A/P NC Turn right, down stairs to exit at front entrance, turn right to A/P NC Turn left, down stairs to exit at front entrance, turn right to A/P Down stairs, exit via boysâ€&#x; gym or turn left and exit via panic door Tower to ground floor around Art block to A/P

If a main stairwell cannot be used due to smoke use the alternative main stairwell via corridor on first floor or inter-connecting doors on second floor.

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2.26.9

Primary Escape Routes – Building 3

Assembly point: Staff and students should assemble at the designated point on the side of the school field at the side of 317. Classes should be lined up on the grass with the head of line (being) painted on the kerb.

Office and reception Conference Room Room 310 Room 311 Room 312 Room 313 Room 314 Swimming Pool Hall Room 315 Room 316 Room 317 Room 318 Room 319 Premises office Kitchen LRC Room 323 Room 324 Room 325 Common room Kitchen/Servery Finance Office FF IT Office Deputies‟ Office Head/PA‟s Office

Out via rear exit door to rear car park to A/P FF Out via fire exit and around school to A/P FF Turn right – out via fire exit on left, around rear of pool to A/P FF Turn right – out via fire exit on left, around rear of pool to A/P FF Turn left –out via fire exit on left, around rear of pool to A/P FF Turn left – out via fire exit on left, around rear of pool to A/P FF Turn left – out via fire exit on left around rear of pool to A/P FF Out via fire exit to car park to A/P FFf Out via fire exits at rear of hall or main vestibule to A/P FF Turn left – out via fire exit at the side of 317 to A/P FF Turn left – out via fire exit at the side of 317 to A/P FF Turn left – out via fire exit to A/P FF Turn right – out via fire exit at the side of 317 to A/P FF Turn right – out via fire exit at the side of 317 to A/P FF Out via side door around school to A/P FF Out via fire exits at rear of hall or main vestibule to A/P FF Out via either exit down stairs to fire exit around to A/P FF Down stairs keeping to the left, out via front, around to A/P FF Down stairs keeping to the left, out via front, around to A/P FF Down stairs keeping to the left, out via front, around to A/P FF Turn right, down stairs, turn right exit via fire exit doors to A/P FF Turn right, down stairs, turn left to fire exit doors A/P FF Turn left, down stairs to ground floor, turn left, exit via fire doors to A/P Turn left, down stairs, turn right exit via fire exit doors to A/P FF Turn left, down stairs, turn right exit fire exit doors to A/P FF Down stairwell to ground floor

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2.26.10

Procedures after Fire Alarm Fire Alarm activated (buzzer)

Receptionist to notify Premises staff with details of where the activation has taken place - STAY ON THE LINE Premises staff to report back to reception findings regarding alarm activation

FALSE ALARM

FIRE

If found to be false premises staff inform reception it is a false alarm and to silence alarm if necessary

If found to be an actual fire situation, Premises staff to inform reception.

If the alarm has not yet sounded press „sound alarms‟ on the fire panel

Fire alarm sounded EVACUATE BUILDING

Fire alarm sounded EVACUATE BUILDING

Site Manager PHONE 08445 616361 Explain false alarm

Senior staff to co-ordinate role call

Senior staff to co-ordinate role call

Senior staff to report to leading fire officer

Re-set alarm system

Investigate with witnesses and CCTV

Relocate pupils in a safe location e.g. Hall

PJB enter report in Fire Logbook

PUPILS WILL NOT BE ALLOWED TO RETURN TO LESSONS UNTIL THE „ALL CLEAR‟ MOBILE PHONE TEXT MESSAGE HAS BEEN SENT TO SLT FROM THE PREMISES TEAM

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2.27 Learning Support Assistants Initially in Year 7 learning support assistants are placed to support a group that includes students with a additional educational need.

As these students and those on the AEN register move up the school, support is firstly provided in the core subjects. Support is then extended to cover as many other subjects as possible that staffing allows.

The role of learning support assistant is to support those students on the AEN register who are in that group, either with academic progress, or with behavioural problems, or both. Our new management structure sees learning support assistants (Levels 1, 2 and 3) and behaviour support assistants (Levels 1, 2 and 3) line managed by our AENCO who, in turn, is line managed by the Assistant Headteacher.

Behaviour Officers and the ACE Manager are line managed by the Learning Support Manager also.

Students have been identified by the AENCO and these students are in the Additional Needs Directory. It is the responsibility of the learning support assistant to liaise with the class teacher, identify target(s) for the students‟ individual educational programmes and/or Individual Behaviour Plan (IBP) and discuss them with the students and assist in implementing them. Also the learning support assistant should review targets regularly, at least once a term, as part of the school‟s policy. LSAs attend ARTS day twice annually and use this day as a vehicle to review IEPs with parents, students and form tutors. LSAs then report back to the AENCO who then, in turn, updates the IEPs/IBPs accordingly. No class teacher should deny any student the support they require and deserve.

Groups in which support has priority usually contain students in receipt of a statement of additional educational need. These statements are legally binding documents and extra funding is provided to ensure that either small group tuition or in class support is provided. AEN staff and learning support assistants are used in the first instance to support these groups as far as they possibly can.

Students who have been placed on School Action + and School Action have support from learning support assistants when available. Any concerns about individual students should be passed on to our AENCO or the Learning Support Manager or Assistant Headteacher through departmental channels.

At the beginning of each academic year every member of staff receives:    

Copy of the AEN register Brief but concise information on each student n the AEN Directory Information on how to set negotiated targets to IEPs Information on understanding Dyslexia and other Specific Learning Difficulties

In addition, advice is always readily available from the Learning Support Team.

2.28 Student Planners All students have Planners. Consistent use of the planners is an essential feature of the teaching and learning routines at the school. In addition to providing a record of “mission critical” items like homework and rewards, they are also an important part of our successful home-school partnership and form a vital link between the students, their parents and staff.

KS3 and KS4 planners are similar in content.

KS5 planners focus on work and life related topics in the Sixth Form.

The main features of the planners are: Information: this section includes student details, lesson and homework timetable. These should be filled in during the first couple of weeks of the school year; time for which will be allowed during registration slots.

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Diary: this is the dynamic section of the planner showing the entry of the relevant daily homework and extension activities, together with a space for weekly signatures by the parent and form tutor.

Commendations as well as homework are entered in this section.

Progress: these sections allow students to plan their learning and keep a record of their progress.

Planners should be seen by tutors regularly, and senior staff in their short visits to classrooms will be looking at the planners. All staff have a role to play in making sure all students have their planners with them and use them to regularly record homework‟s and commendations. Students without planners should be referred to the relevant Key Stage team where they will be required to buy a replacement

2.29 Examination Procedures Examination periods in schools are increasing. In addition to the Summer GCSEs and A levels, we now have external modular examinations three times a year and AS exams. In order to help prepare our students for the external examination, we run trial examinations for each of the major sessions, and progress examinations for our own assessment purposes.

In our school, we use the term “Examination” to refer to a formal situation in the halls or gyms and “test” for classroom based activities.

Although there are some variations, and this advice will be updated during the year, the following pattern explains both the processes that are gone through in running examination sessions and staff involvement.

The first stage is the requirements for the examinations. This comes in two parts. The first is the length and style of examination. The second is the list of names of students who will sit that examination.

Accuracy is critical in both areas. For external examinations, the paper characteristics are laid down, and staff will be required to indicate the list of names for each component or paper three weeks before the deadline for entries. This will be on a pro forma circulated from the Examinations Officer. The combined entry pattern will then be looked at by the SMT. A check sheet will be issued two weeks prior to submission – any changes following that will incur costs which will be charged to the subject budget.

For internal examinations, the examination requirements will be asked for four weeks prior to the examination period starting, a timetable put together and approved by SMT and lists of students for each paper submitted to the Examinations Officer three weeks before the exams.

The next stage is the issue of examination information. Examination timetables will be circulated to students three weeks before any examination period and individual timetables one week before the examination period starts. On every individual student timetable will be a seat number which will identify exactly where in the examination hall that student will sit.

For internal examinations, examination papers must be given to the relevant Head of Year 24 hours prior to the examination being scheduled, with a clear list of special instructions for the invigilators.

For the actual examination, the examination procedures are rigorous and must be followed exactly. The examination hall will be prepared and the start of the examination undertaken, under the direction of the Examinations Officer. Preparations include clock, centre number, labelled desks, correct examination paper, spare pens and basic equipment, clear notices for start and finish times, warning notices at the entrance and a list of candidate seat numbers at the entrance.

Students will be required to wait outside until the examination room is ready, and then admitted one row at a time. All bags, coats etc must be left by the entrance and exam conditions (i.e. silence) will be maintained from the time the students enter the room. When all students are sat in their correct place, examination papers will be opened and distributed. The lead member of staff will then issue formal instructions for the examination – this includes stating clearly the examination(s) being taken, the length of the paper, a reading of the rules, a reminder of acceptable writing instruments, and a formal warning about handing over anything in candidates‟ possession that they should not have. When the lead member of staff is ready to begin, they will state clearly “This examination finishes at (time), good luck, you may begin”. The intention 71

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of all the procedures, instructions and routine is to create a calm, but formal environment, not allowing panic or concern.

During the examination there will be a required number of invigilators present. Where there is a sole invigilator, a telephone must be within reach whilst the examination is being supervised. Invigilation is an active occupation: invigilators may not read or undertake any other activity apart from invigilating. There should be movement around the room to ensure that examination rules are being followed (for example, no red pens are being used).

Invigilators should wear footwear that enables them to move quietly if they are required for invigilation that day. A register should be taken towards the start of the examination, and if students are missing an external examination, a message sent urgently to main reception. If a student has an enquiry, invigilators must not help with any answers, or pointers, but may provide paper etc. If a student wishes to leave the room for illness they must be accompanied at all times.

No students are allowed to leave the examination room prior to the completion of the allotted time. If they have finished, they should be encouraged to review their work, or if this is done “put their head down” and stay quiet. Towards the end of the examination, a warning should be given 10 minutes prior to the end.

The examination should be formally ended with “The exam is finished, put your pens down and close your answer books. You are reminded that examination conditions apply until all papers have been collected in and you have left the room”. Papers should then be speedily collected in an appropriate order and students formally dismissed by rows.

After the examination, invigilators should check that papers and all other materials have been collected and returned to the Examinations Officer. Internal examination papers will be forwarded to the Head of Department. The examination rooms should be left neat and tidy.

It should be noted that it is the responsibility of Heads of Department to inform the Examinations Officer of the examination board, specification and module codes in use for all the courses being taught in any year.

This must be completed by the end of September each year. Changes to syllabus or modules after this date must be discussed with the Head Teacher. All students should be told towards the start of their course the specification and module codes and given the website of the examination board specifications and select the most appropriate for their students. Heads of Department should keep all students‟ mock papers securely, once completed and marked, as the Examination Boards may request to see these in the event of an exam being missed or an exam query.

‘Too often we give children answers to remember rather than problems to solve.’

2.30 Timetabled Activities Teachers‟ conditions of service have been through changes which remove from them unnecessary, nonprofessional tasks and means that (nearly!) all their time is spent in professional, teaching related activity.

In short the change means “teachers teach”. This major change also included a change in directed activity when teachers are not directly timetabled to a class. Administrative activities such as photocopying and putting up displays are not only unable to be directed by the school, but should not be part of what teachers are spending their time on. Gone are “free lessons” within directed time. If a teacher is not teaching they are directed towards planning, preparing and assessing. For those with leadership or management responsibilities time is designated for those activities.

Professionals have always carried out whatever work is necessary to complete their duties and responsibilities; and the changes to conditions of service do not remove the “away from school” activities.

However, they are designed to make better use of the “working day” and make it clear what teachers should be doing, and hence to improve the “work-life” balance.

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The rest of this section is the major professional activity of teachers. As part of their conditions of service teachers are required to plan both courses and lessons.

2.30.1

Lessons

Planning of lessons is the major professional activity of teachers. As part of their conditions of service teachers are required to plan both courses and lessons.

Course preparation is transferring the examination specifications, national curriculum requirements, or (for the very few number of non-specific courses) the teacher‟s aims into a lesson by lesson plan. In this school we require that each course be first divided into discrete modules (normally lasting between 8 and 20 hours of teaching), and then each module into individual lesson titles and outlines. For shorthand, we call these “medium term plans” and where we have multiple-teacher courses these should be devised as a subject team, then to be followed by whoever is teaching that course. This is to ensure that there is continuity of experience of a course regardless of the teacher the student has by quirk of the timetable. These medium term plans consist of not only the description of the “teacher led” activities, but also of the independent learning tasks (equivalent to 1 hour in 5 of learning time) and the homeworks. The medium term plans should also briefly indicate the learning approach (ie discussion, experiment, ICT involvement etc) so that at a glance it can be seen that a variety of styles have been used. Medium term plans should usually be over no more than 1 side of A4.

Lesson preparation is about turning the activities described into detailed sequences of activities for a single lesson that takes into account the needs of the abilities of each individual within the group. (The ability of students comes from general grouping/setting (ie is it a level 1 or 2 course), the individual targets for the students, the profile of previous achievements and skill scores (usually CATs and the data from Additional Needs area) and FFT type D data. Each lesson is required to be planned on a school proforma (shown on the next page) which prompts all the issues to be covered). The critical elements of the plan are the starter, the various episodes and ending. It is not acceptable to have a single word or sentence for planning – lessons need to be varied and pacy and contain several different activities or, if part of a long term teacherled project, prompts. Lessons should NOT be used for activities that can be covered in independent study.

Subjects can, and should, do basic lesson plans together and then allow individual alteration for the particular group.

Lessons should always be prepared in advance, and a record of what is planned for each lesson kept.

Please note that such lesson preparation records, and homework records, will be subjected to various monitoring activities within the school.

Nearly all lessons should involve practical learning of some description – this always needs extra care to detail so that students know what they are doing and why. Independent learning activities which are carried out away from the classroom will account for about 2% of any examination course.

Finally, staff are directed that for each teaching group there should be five lessons-worth of work that can be carried out as “stand alones” in case of staff illness. These normally should be related to independent learning activities and ICT based so that they can be enacted within the Learning Resources Centre by non-specialist or even non-teaching staff. It is strongly recommended that these lessons are prepared on a subject basis and that the Head of Department keeps accurate records of what resource has been used with which group. On return from illness, staff should prepare within a fortnight further “stand alone” lessons as replacements for the ones used, making this a priority use for PPA time if necessary. This applies to sixth form lessons as well as main school lessons.

2.30.2

Planning, Preparation and Assessment (PPA)

Planning, Preparation and Assessment (PPA) time is activity under directed time that equates to (at least) 10% of timetabled teaching time.

PPA is a timetabled activity – and, as its name suggests, must be used for activities associated with teaching – it is NOT just another name for “free time”. The activities that can be carried out during this time 73

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can be chosen from a professional menu, and it is not the school‟s intention to direct what activity must be carried out. A suggested menu of PPA activities is:  Preparing and Planning whole courses and medium term plans  Preparing and Planning individual lessons  Preparing for individual adjustments to lessons  Preparing teaching materials (but not photocopying them – these should be submitted for copying by support staff)  Planning the work of Learning Support Assistants  Planning and testing practical activities  Assessing and commenting on routine work  Marking formal assessments such as tests, end of module assessments  Recording professional judgements in a proscribed format  Writing summative reports (eg reports for parents)  Preparing professional judgements or targets from data Staff are expected to keep a brief note of how they have planned and used their PPA time in the same way as notes are kept of lessons. The planning of PPA time means that it will be used effectively! Staff who have leadership and management responsibilities can „swap‟ on an occasional basis PPA time with L&M time, but over any one timetable cycle should be able to demonstrate that they have carried out 10% PPA. If staff have suggestions for further PPA activities to be added to the above list, please let the Head have the suggestions before the next revision of the Handbook.

2.30.3

Leadership and Management Time

Staff with Leadership and Management responsibilities have some time designated within the timetable to be able to contribute to the time that such activities take up. Whilst some of the time may be designated (eg mentoring time with NQTs or regular meetings with the Head) it is generally up to each colleague how the time is best used. Activities should be chosen that make use of “in-school” time – for example meeting with colleagues, informally monitoring lessons, discussing difficult issues with senior staff, liaising with nonteaching staff. Staff with L&M time should be careful that they do not use the time for non-professional administrative tasks (eg photocopying).

A brief log should be kept as part of the normal teacher records of how each designated hour of L&M time has been spent, and this log is likely to form part of the monitoring record of the school.

2.30.4

Training Time

Staff who are still training or who are in their induction year will have some time put aside for this. This is typically four lessons per cycle and whilst two of these are likely to be designated as specific time with a professional mentor, all four should be used wisely for professional-based activity. Additional PPA is often needed by starting teachers, but highly valuable is also time spent in colleagues‟ lessons observing a variety of practice. This can happen within the subject area, more widely within the school or even at another school and MTS is available to advise and support on seeing good practice. A record of how this additional time is spent should be kept – this will form part of the training or induction profile.

2.31

Events/Trips and Visits

The procedure for all events and trips/visits that take place in school is as follows:All we require staff to do is fill in an Event Request form which is kept in staff rooms with other school forms. Once the Event Request form is completed you need to pass it to Theresa Watkins, who will submit it on your behalf to Leadership Team for approval. An Event Request form is to be submitted at least 2 weeks before an event. Your Line Manager will then report back to you to confirm that your event can or cannot (with a reason) take place. If you have permission for the event to go ahead, Theresa will then complete an Event Booking Confirmation form with you and will liaise on your behalf with the relevant 74

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people, to ensure that the necessary procedures are in place. Theresa will speak to you prior to your event to check that everything is in place to ensure it runs smoothly.

For any Trip/Visit that is to take place, staff must fill in a brief Trip/Visit Memo form along with a Trip/Visit Request form which is kept in staffrooms with other school forms. Once the Trip Request form and memo are completed you need to pass them to Theresa Watkins, who will submit the request on your behalf to Leadership Team for approval.

1. A Trip/Visit Request form is to be submitted at least 1 month before the scheduled date of the trip for most trips; 2. Trips/Visits abroad or of an adventurous activity require permission from Newport City Council. Trips abroad require at least 12 months notice whilst adventurous activity type trips/visits require 2 months notice.

Theresa will report back to you to confirm that your trip can or cannot (stating the reason) take place. If you have permission for the trip to go ahead, she will then complete a Trip/Visit Confirmation form with you and will liaise on your behalf with the relevant people to ensure that the necessary procedures are in place for your visit. Theresa will liaise with you just prior to your trip to check that everything is in place to ensure your trip will run smoothly. The EV nominated member of staff for the school is Mark Tucker, Deputy Headteacher who will ensure that all events follow Local Authority protocol.

No trip/visit or event can take place, or should be organised, without following this procedure.

2.32 Coursework All work which contributes to the final grade of the examinations and is subject to moderation by the Board, is classified as coursework. Coursework requirements differ from Board to Board and from subject to subject; the nature of the tasks and the method of fulfilling the requirements vary accordingly. However, certain principles of good practice must apply whatever form this coursework assessment follows.

RESPONSIBILITIES OF THE TEACHER It is essential that members of staff responsible for a coursework component inform themselves fully as to the Examination Boardâ€&#x;s rules, regulations and requirements as well as the procedures which must be followed in respect of safety, security and moderation. Staff should inform students what the task involves in respect of: 1. CONTENT: Students require to know the scope of the task, what specific aims and objectives are to be met in the accomplishment of the task and what resources might be appropriate.

2. ORGANISATION: It is essential to know how and where the work is to be carried out ie the extent and source of available support, whether the work is to be carried out in class, out of class or a combination of the two.

3. TIME: Students must be told how much time they have to complete the task and in the case of extended pieces of work, given guidance as to how to plan their time effectively, keeping in mind the demands of other subject areas.

4. DEADLINES: Many students are unaccustomed to organising their time and directing their efforts effectively to meet distant deadlines, therefore, students should not only be given the final deadline but also interim deadlines so that progress can be monitored at regular intervals and action taken Where necessary. Assignment dates and deadlines should be realistic, published in advance and adhered to. Coursework deadlines must also be adhered to as these are the equivalent of examination deadlines. Only under exceptional circumstances should coursework be accepted by staff if it is handed in after the final deadline. In addition, if coursework is delayed as a result of 75

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illness a medical certificate should be requested by staff. Coursework forms part of the examination grade and as such constitutes a compulsory element of the examination mark.

5. STANDARDS: Guidance should be given as to the standard of performance required to achieve particular grades using examples of graded work where possible. The quality of the work should be monitored at regular intervals.

6. LENGTH: Students should be given guidance to enable them to judge the optimum length of their assignment As a general rule this information should be given out to the students in writing.

THE GCSE COURSEWORK SCHEDULE All work which forms part of an external examination assessment and may, therefore, require to be available for moderation, must be kept by staff in a locked cupboard or filing cabinet. It is accepted in the case of art or technology work that this may pose a problem but every effort should be made to ensure the security of pupils‟ work at all times. Students should hand completed work directly to the member of staff concerned. Every student must complete a cover sheet to confirm their coursework is entirely their own work.

All marks should be recorded and retained by the department along with copies of any details sent to the Board.

Coursework may be re-submitted to the Examining Board up to one year after the date of its first submission. Similarly in the event of a query about grades, coursework would need to be available. It is essential, therefore, that coursework and a note of grades allocated by the department be kept in a secure place even after the results have been published.

It should be noted that: 1. If a candidate takes a GCSE in the Summer and passes, the coursework must be retained at least until the end of the Autumn term of that calendar year.

2. If a candidate takes a GCSE in the Summer and “fails” the coursework must be retained at least until the end of the following Summer Term, irrespective of whether the examination is repeated in the December or January.

3. If the candidate repeats the GCSE in the Summer terms and the same coursework is re-submitted, this must be retained until the end of the Autumn term of that calendar year. After that it may not be re-submitted on any further occasion and, therefore, may then be returned to the candidate or otherwise disposed of.

4. Coursework is the property of the student and must be returned to them upon request at the end of the course.

No coursework should be disposed of without first checking with the examinations officer and/or ARR coordinator.

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Teacher: ‘Give me a sentence starting with the letter ’I’.

Pupil: ‘I is –‘ Teacher: ‘‘No, you must always say ‘I am’.’’

Pupil: ‘Okay, I am the ninth letter of the alphabet.’

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Student Issues Contents 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9

Pastoral Organisation Curriculum Organisation Student Monitoring Reporting to Parents Academic Review Day School Uniform Child Protection Student Council Post 16 Student Considerations

‘Good schools, like good societies and good families, celebrate and cherish diversity.’

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3.1 3.1.1

Pastoral Organisation Principles and Approach

The focus of the support work of the school is to support each individual child in the school as a learner and achiever. It is neither to gain just compliance, nor to replace the work of parents. This is supported in our Mission Statement (Developing High Standards of Learning and Respect).

Pastoral care involves administration of the students to ensure that they are able to engage fully in the life of the school; identifying individual strengths, weaknesses and problems so that the student can full engage as an achiever; and in providing appropriate strategies and approaches so that the student can make progress throughout their time at this school.

Pastoral care also engages with the life of the student away from school, providing a link with family life, and taking an active and supportive interest in the student‟s interests. This type of care means that students can bring something of themselves to the learning process and professional teachers can build on this to provide a positive education.

3.1.2

Practical Organisation

This school uses a horizontal pastoral structure, with pastoral groups of students of the same age (called a tutor group) cared for by a teacher (called a tutor) and with Progress Coordinators overseeing the work of individual form tutors across Year 7 to Year 13. The Form Tutor is key in ensuring that the student is always a successful learner, and that students and their families engage with the school structures and opportunities.

Tutor groups are typically less than 30 students. ethnicity and ability.

Tutors groups are “mixed” in the sense of gender,

In Key Stage 3 and 4 some subjects are taught in Tutor Groups, however many subjects are set in ability groups. Tutors are involved in the teaching of PSE during P5 Thursday Wk 2.

3.2

Curriculum Organisation

3.2.1

Principles and Approach

The curriculum covers all that the students experience at school. The students experience both a formal and informal curriculum, in both a structured and responsive way.

The informal-responsive curriculum experiences come within the professional relationship between staff and students which characterises good teaching and contact around school. The informal curriculum comes through the more formal activities, such as extra curricular clubs, games and school visits.

The formal curriculum in this school is “broad, balanced, relevant, fun and targeted at individual learners”.

The broad and balanced comes from the structure: the relevant and fun from the way the curriculum is delivered, targeted at the individual means that we focus on creating a learning experience for each student which takes them from where they are (with all the background, experiences of life and current learning) on a journey to new learning, information, skills and challenges.

The type of varied delivery aimed at individuals is at the heart of the work of the professional teacher and this school believes that the teacher should have freedom to deliver the agreed curriculum within the guidelines and approaches laid out. Professionalism, where training and experience lead to novel and responsive solutions and approaches, is directed towards achieving maximum learning. A professional teacher is as much a learner in every class as the students. Professional teaching is not about teaching 79

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pre-set lesson plans always in the same way, regardless of the individual in the class. Therefore, professional staff are there to enable individual student learning. These individual learners are grouped for convenience in classes; but classes are not to be taught as homogenous learners. Learning experiences also come from guided work set by the teacher through, for example, research, skills practice or fact learning; this is why homework is an integral part of our learning approaches (see Section 2.8).

To aid curriculum delivery we use both a “modular” and a planned approach. Therefore the taught curriculum must follow schemes of work which are laid out by the subject, and which recommend a broad variety of teaching approaches across a module together with the best approach for each lesson. They should also contain recommended book resources, health and safety considerations, knowledge and skills to be learnt, homework, support work, and divide the subject up into focussed modules which should last preferably 6 weeks, but no more than 10 weeks. At the start of each topic/module, students should be told what they are going to learn, how they will learn it, how they will know if they have been successful and how they will reach the next target.

In this school we believe in a core curriculum which lays the foundations for the multiple careers that our students will have in their future. Thus there is choice within the structure, particularly at KS3 and KS4. At KS5, once a solid broad and balanced foundation has been laid, we offer a wide range of options, but still retain core elements in Essential Skills and PSE. At this level we cannot offer all the training and education possibilities so we work with other local providers to ensure that students are able to make relevant progression.

The formal curriculum structure is decided by the Head and Governors. The curriculum delivery structure (timetable) allows for 50 one hour lessons per timetable cycle spread over 2 weeks. Curriculum Themes such as Language across the Curriculum, Cwricwlwm Cymreig, Literacy, Numeracy and ICT for Learning are integral in each subject area.

In Duffryn High School we hope to nurture and further develop YCwricwlwm Cymreig as a statutory requirement. Our aim is to instil in our students: 1 a sense of belonging; 2 a sense of place and heritage; 3 an awareness of the importance of the language, literature and history of Wales; 4 an understanding of the creative and expressive arts in Wales; 5 an awareness of the factors that have shaped Welsh religious beliefs and practices; 6 an awareness of contemporary issues as they affect Wales.

These aims will be fulfilled through the school‟s curriculum and its general ethos. In this way our students will be motivated to learn through examples of Welsh culture that are relevant to them in their subjects.

These are examples that they can relate to in their own lives. Opportunities for the delivery and development of Y Cwricwlwm Cymreig are attached in every departmental scheme of work.

The school actively embraces bilingualism. This includes, staff training and support, and the use of incidental Welsh language across the curriculum. Keywords have been translated for each subject area and should be displayed in all classrooms and where appropriate used as an integral part of classroom delivery. In the long term we envisage that the curriculum will be planned to deliver specific bilingual courses where resources and staffing allow. All staff have the opportunity to develop their interest in the Welsh language further, via their individual professional development programme.

Other incidental uses of Welsh include: Bilingual greetings via our school reception staff  Bilingual signage across the school We believe in access to the curriculum for all. Therefore our approach to Additional Needs is full integration with support, and the main approach for staff supporting students with English as an Additional Language is in-class support. In certain circumstances there may be withdrawal from the main curriculum and the Learning Support Manager and AENCO will decide on this course of action.

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‘The secret of education is respecting the pupils.’

3.2.2

KS3 Curriculum

The formal curriculum at Key Stage 3 covers all National Curriculum areas, and also includes Essential Skills, Information Technology and Drama. In Year 7 and 8, one form will be part of the Smart Start initiative where the curriculum will be skills driven. The thematic approach will allow students to develop Essential Skills, Thinking Skills, Building Learning Power and Social and Emotional Aspects of Learning. In Year 9 students will follow one vocational subject from those that are listed as Optional. An alternative curriculum option (Vocational Studies) is available to selected students The number of hours for each subject area per fortnight is shown below: Subject Art Drama English French Geography History IT Maths Music Pse Physical Education Reading Religious Studies Science Technology Welsh Art & Design (Optional) Engineering (Optional) IT Practitioners (Optional) Sports Studies (Optional) Performing Arts (Optional) Humanities (Optional)

3.2.3

Year 7 2 1 6 4 3 3 1 6 3 1 4 1 2 6 4 3

Year 8 3 1 6 4 3 3 1 6 2 1 4 1 2 6 4 3

Year 9

6 4 2 2 6 2 1 3 2 6 3 2 11 11 11 11 11 11 11

KS4 Curriculum

The present KS4 formal curriculum continues the core concepts at KS3. Work-related education comes through examples in each curriculum area and a one week work experience late in Year 10. The core curriculum (hours per fortnight) is as follows: Subject English Games Maths PSE Religious Studies Science Welsh

Year 10 7 2 6 1 2 9 2

Year 11 6 2 7 1 2 9 2 81

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In Year 10 students are also able to study one subject from each of the two option blocks. Students are already following a vocational course. An alternative curriculum option is available to selected students. In Year 11 students study one more subject in one year. The option columns across all Year groups are shown below:OPTION „A‟ (Y9 & Y10) 11 Hours

Art & Design Business Studies IT Practitioners Health & Social Care Performing Arts Travel and Tourism Sports Studies French

OPTION „B‟ (Y10 & Y11) 5 Hours

OPTION „C‟ (Y10 & Y11) 5 Hours

Geography Music D&T (Resistant Materials) BTEC Sports Studies D&T (Textiles) BTEC Travel & Tourism

D&T (Food Technology) History BTEC IT for Practitioners Media Studies Religious Studies

OPTION „D‟ (Y11) 11 Hours

Triple Science (GCSE) Financial Services (IFS) Physical Education (GCSE) Public Services (BTEC) History (GCSE) Computing (GCSE) Creative Media (BTEC) Hospitality (BTEC)

3.2.4 KS5 Curriculum In Key Stage 5 the school is currently part of a collaboration group which allows us to offer an extensive range of Level 3 subjects and 12 Level 2 courses. It is only possible to run courses in the sixth form where there is sufficient student take-up. In addition, all students in the sixth form are obliged to attend lessons in PSE and RS. All Key Stage 5 students must also take the Welsh Baccalaureate course. Students wishing to retake Maths and English at GCSE level are taught in after-school sessions.

Level 2 and 3 subjects are allocated 9 hours per fortnight. In addition there are 8 compulsory hours for the Welsh Baccalaureate Level 2 and 4 hours for the Welsh Baccalaureate Level 3. We collaborate with Newport City Consortium to deliver a wide variety of courses so that all students should be able to pursue their first choice subjects. All Level 2 students must study 2 subject areas (18 hours) in their main subjects, and 8 hours of Welsh Baccalaureate studies which includes Essential Skills, Individual Investigations and Work Experience. The current courses are Business Studies, Information Technology, Health & Social Care, Engineering and Sports Studies.

2All Level 2 students are encouraged to arrange a work experience placement to complement their taught lessons.

In addition to their main programmes of study all Key Stage 5 students must also attend lessons in PSE and Culture and Society. All Sixth Form students will have some periods when they are free to use the common room facilities.

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The current option blocks for Newport West Post 16 Year 12 (Level 3) are: PATHWAY A

PATHWAY B

PATHWAY C

PATHWAY D

PATHWAY E

Art & Design Art & Design Biology Btec Public Services Btec Sport Business Studies Chemistry

Applied Business Art & Design Biology Btec ICT Btec Performing Arts Business Studies Business Studies

Asdan CoPE Biology Btec Creative Media Btec Sport English Language English Literature Hairdressing Level 2

Art & Design Applied Science Biology Biology Btec Public Services Chemistry Chemistry

English Lang & Lit English Lang English Literature English Literature English Literature English Literature Geography History ICT Btec ICT L2 Law Mathematics Mathematics Mathematics Music

Chemistry Chemistry Design & Technology Economics Btec Engineering L2 English Lang & Lit English Language English Literature French French Further Mathematics Geography Geography Health & Social Care Btec Health & Social Care L2 Media Studies Psychology Psychology Religious Studies Science & Society Sociology Sociology

History History History Health & Social Care Mathematics Paralegal Studies Physical Education Physical Education Physics Physics Photography Psychology Welsh

Design & Technology English Lang & Lit English Literature Financial Studies Health & Social Care ICT Law Music (Performing) Physical Education Physics Religious Studies Sociology Sociology

Applied Business Applied ICT Asdan CoPE Biology Biology Btec Art & Design Btec Business Studies L2 Btec Engineering Btec ICT Btec Performing Arts Btec Sport Design & Technology Financial Studies L2 History History Law Mathematics Mathematics Media Studies Physics Photography Psychology

Music Technology Physics Sociology Btec Sport L2 Theatre Studies

Psychology Psychology Religious Studies Spanish

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The current option blocks for Newport West Post 16 Year 13 (Level 3) are: PATHWAY A

PATHWAY B

PATHWAY C

PATHWAY D

PATHWAY E

Art & Design Art & Design Biology Business Studies Btec Public Services Btec Sport Chemistry Computing English Lang & Lit English Language English Literature Geography History ICT Law Mathematics Mathematics Music Physics Sociology Theatre Studies

Applied Business Art & Design Applied Science Biology Business Studies Business Studies Btec ICT Btec Performing Arts Chemistry Chemistry Design & Technology Economics English Language English Language English Literature French Geography Health & Social Care Media Studies Psychology Psychology Religious Studies Sociology Sociology

Biology Biology Btec Creative Media Btec Sport English Lang & Lit English Language English Literature History History History Health & Social Care Mathematics Mathematics Paralegal Studies Physical Education Physics Physics Physics Photography Psychology Psychology Theatre Studies Welsh

Applied Science Biology Biology Btec Public Services Chemistry Chemistry English Lang & Lit English Literature English Literature Financial Studies Health & Social Care ICT Law Performing Arts Physical Education Religious Studies Religious Studies Sociology Sociology

Applied Business Applied ICT Asdan CoPE Biology Btec Art & Design Btec Engineering Btec Performing Arts Btec Sport Design & Technology Design & Technology History History ICT Law Mathematics Media Studies Media Studies Physics Psychology Psychology Religious Studies Spanish

‘Expecting all children the same age to learn from the same materials is like expecting all children the same age to wear the same size clothing.’

3.2.5.1

Assessment

An essential part of all learning processes is high quality feedback from teachers. All work which a student has been asked for should be marked with positive constructive feedback. Marking is a professional duty and not an optional extra. Work should be marked promptly and regularly and it is essential to mark fully work that has come from “within” the student – i.e. essays, views, full answers to questions, results of research etc. It is not necessary to mark in detail work which students have been tightly led through, such as copied notes from the board or simple worksheet completions, but this should still be looked at and errors corrected and acknowledged. This section is based upon themes of A4L and Learning to Learn.

1.

Fundamental Principles  Assessment of any kind should ultimately improve learning.  Assessment methods should enable progress in all important learning goals to be facilitated and reported.  Assessment procedures should include explicit processes to ensure that information is valid and is as reliable as necessary for its purpose.  Assessment should promote public understanding of learning goals relevant to students‟ current and future lives.  Assessment of learning outcomes should be treated as approximations with the understanding that „best fit‟ judgements are used.

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    

2.

Assessment should be part of a process of teaching that enables students to understand the aims of their learning and how the quality of their achievement will be judged.

Assessment methods should promote the active engagement of students in their learning and its assessment.

Assessment should enable and motivate students to show what they know, understand and can do.

Assessment should combine information of different kinds, including students‟ self-assessment, to inform decisions about students‟ learning and achievements.

Assessment methods should meet standards that reflect a broad consensus on quality at all levels from classroom practice to national policy.

Management and Monitoring of Assessment, Recording and Reporting The department and therefore the school will be managing and monitoring assessment, recording and reporting successfully when:  Procedures are in place to monitor and evaluate what is happening to all aspects of assessment, recording and reporting.

3.

From Principles to Process Departmental schemes of work must:  Indicate the assessment opportunities and appropriate strategies to be used;  Involve the whole staff/department and reflects the schools targets;  Plan for progression throughout the key stages and ensure that they contain clear learning ladders  Indicate opportunities to develop Essential Skills and strategies for their assessment.  Provide assessment opportunities for teachers to: - recognise the ranges of needs/abilities within the class - take account of agreed priorities for what will be assessed in depth - recognise that not all learning needs to be assessed

4.

From Principles to Practice Classroom assessment will be effective when teachers:  Gather evidence of students‟ learning through a range of strategies which could include questioning, observation, discussion and a study of products relevant to the learning goals.  Routinely share learning goals with their students by involving students in discussing learning goals and the standards of work expected.  Include other adults working in the classroom and recognise the contribution they make towards the assessment process.  Use assessment to advance students learning by: Adapting the pace, challenge and content of activities; Giving feedback to students about how to improve their work and then providing time for students to reflect on their work and provide the opportunity for students to make their improvements and record where appropriate; Classroom assessment will be effective when students:  Know and use the criteria for the standards of work they should be aiming for.  Routinely offer and receive comments from their peers on the quality of their work and how to improve it.  Reflect on how to improve their work and take responsibility for it.

5.

Marking Pupil Self Assessment and providing Feedback to Students Effective marking will:  Provide feedback to include both oral and written feedback as appropriate to students about their work promptly and regularly  Focus the response on the learning objective and criteria for success to close the gap between current and desired performance e.g. close the gap marking  Ensuring that students understand their achievements and know what they need to do next 85

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6.

Summative Assessment Summative assessment will be effective when teachers:  Realise that summative judgements are required only when necessary to check and report progress.  Base their judgements of students learning outcomes on a range of types of activity. These should be suited to the subject matter and age of students and should include a variety of specific assessment tasks.  Regularly take part in standardisation activities to reach agreement on levels or grades across key stages by creating and using portfolios of students‟ work.  Regularly take part in moderation discussions with each other of students‟ work in order to align judgements of levels or grades when these are required Summative assessment will be effective when students:  Are aware of the criteria by which their work over a period of time is judged.  Are aware of the evidence used and how judgements of their learning outcomes are made.  Are helped to use the results of assessments to improve their learning

7.

Recording and Evidence Record-keeping and evidence is useful when teachers:  Keep records that are manageable which are able to track and report on students‟ learning and are in line with school/departmental policy  Use professional judgements in deciding what needs to be recorded, what should be noted informally and which assessments should be used to plan next steps in learning without recording  Use records from previous teachers in planning work for the class and individual pupils.  Record students‟ significant progress and achievements on the basis of agreed criteria, such as learning objectives linked to the National Curriculum  Involve students in reviewing their own work and recording progress  Keep evidence for a clearly defined and useful purposes – e.g. to help students and their parents gain a better understanding of their progress and departmental portfolio  Use examples of students‟ work to help them to understand their strengths and weaknesses and how they can improve

8.

Reporting to Parents and Carers The reports to parents and carers are successful when they:  Provide clear information, which parents can understand, about their children‟s progress, outlining strengths and the areas they need to develop  Set realistic targets which are worked on and reviewed  Promote parental involvement in their children‟s learning and provide scope for dialogue with both pupils and parents  Report, at the end of each key stage, Teacher Assessment Levels and ensure that parents understand what they mean in terms of learning ladders  To provide the relevant individual attainment and comparative data  Are sent to parents at times which allows appropriate action of discussion to take place  Meet statutory requirements for reporting to parents

9.

Transition Transition arrangement must include:  Curriculum liaison including common understanding of assessment criteria  Ensure that there is agreement within and across schools about what information should be passed on  Provide information which focuses on significant aspects of learning and identifies student‟s strengths and areas for development.

10.

Using Assessment Information to monitor Progress towards meeting Targets Monitoring school improvement through assessment information is effective when: 86

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      11.     

3.2.5.2

There are high expectations of all students When targets have been set in relations to an analysis of students‟ attainment in the cohort Performance of different groups of students is identified – e.g. boys and girls, ethnic groups, additional language learners, students with Additional Needs, more able students Performance of different teaching groups is identified Performance in different subjects, as well as year on year trends which are related to benchmark information and compared with both local and national data, is considered Consideration of added value, contextualised and predictive data.

Using Assessment Information is effective when the School: Knows how to respond to and act upon the information which emerges in terms of whole school management issues and classroom practice Uses the information to inform curriculum planning and setting learning objectives Knows how results compare with nationals and local expectations Produces action plans to achieve agreed improvements Uses the information to inform the target setting process.

Marking and Feedback to Students

We believe feedback and marking should provide constructive feedback to every student, focus on success and improvement needs against learning intentions; enabling students to become reflective learners and helping them to close the gap between current and desired performance.

Principles Marking and feedback should:  Be manageable for teachers  Be accessible to both students and parents  Relate to learning outcomes, which need to be shared with students e.g. (WALT – we are learning to)  Involve all adults working with students in the classroom  Be seen by students as positive in improving their learning  Be signposted within schemes of work to identify specific opportunities where assessment for learning can take place  Give recognition and appropriate praise for achievement  Be used to raise students‟ self esteem  Give clear strategies for improvement  Allow specific time for students to read, reflect and respond to marking  Be based upon teachers‟ knowledge of the students‟ previous achievement  Respond to individual learning needs by marking face-to-face with some students and at a distance with other students  Inform future planning and individual target setting  Use consistent codes throughout the school for spelling and punctuation and to include the correction of misspelt subject specific key words  Be seen by students as positive in improving their learning  Encourage and teach students to self-assess and self mark wherever possible Quality/Frequency of Marking  Books should be marked as often as possible providing quality feedback to the learner.  Not all pieces of work can be „quality marked‟. Schemes of work will indicate whether work will simply by acknowledged or given detailed attention  One piece of work should be marked per half term using a „close the gap‟ style. Students should be allowed time to respond to the teacher comments during the next lesson. Regular marking should take place to acknowledge student work  Wherever the task is open or narrative, feedback should focus first and foremost on the learning attention of the task. The emphasis in marking should be on both success and 87

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   

SPaG  

improvement against the learning intention. Focussed comments should support the student in „closing the gap‟ between what they have achieved and what they need to achieve Successes and improvements required should be pointed out verbally or in written form using „closing the gap‟ comments. Depending upon the ability of the student and the nature of work the following three grades of prompts could be used: An open ended prompt: e.g. What was the thinking here? Why did she say that? What alternative explanation can you give? What was she feeling here? Can you suggest a different way of doing this?

A scaffolded prompt: e.g. the causes of the Second World War were ….. the main reasons why the steelworks are placed on the coast are …… increasing the energy or particles causes greater ….. energy, and so they move faster An example prompt: e.g. you could have written the dog was so excited his tail was wagging or the dog was so excited his tongue was hanging out. You could have written William won the battle because of better tactics, or William won the battle because he disrupted the Saxon Shield wall. You could have written Edward Munch painted the picture to show “a scream in nature” or he painted the picture to show the colours and mood at the end of the day

Spelling, punctuation and grammar cannot be asked for in every piece of work because students cannot focus on too many things at any one time. Students should, however, be encouraged to check and correct their work before submission Students should only be given feedback about those things they have been asked to pay attention to. This will mean that some aspects of SPaG are unmarked, but over time will be marked

Self Marking  Students should self-evaluate wherever possible. Students can identify three successes and look for improvement points. The plenary can then focus on this process as a way of analysing their learning  Another strategy is to show two/three pieces of levelled/graded work with the same title and discuss their differences

Shared Marking  To make the marking practice secure, a piece of work from a student in another class can be used to teach particular points  Another strategy is to show two/three pieces of levelled/graded work with the same title and discuss their differences Paired Marking  Students should sometimes be asked to mark work in pairs. The following points are important: Students need to be trained to do this, through modelling with the whole class, watching the paired marking in actions Pairings need to be decided by the teacher Pairings should be of similar ability so that the students are equal partners in the learning process

3.2.6

Timetable Approaches and Codes

JXW is responsible for constructing the overall timetable. Full liaison will take place at the planning stage with Heads of Department, and Heads of Department are responsible for both suggesting the staff to teach particular groups (within the resources available), the rooming of those classes and the lists of names of students in classes.

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We use a flexible timetabling approach, with a mixture of possible student-grouping arrangements. The aim is to ensure maximum use of rooms and specialist resources. There are always timetable conflicts, and the Head is happy to explain to Heads of Department why certain decisions have been taken. Currently modern timetable approaches mean that we can have flexibility in the deployment of staff and students to groups – it is not a simple “mirror” or parallel band approach.

The broad outlines are as follow:  In Key Stage 3 most subjects are taught in ability groups  In KS4 students choose from 3 option blocks  In Year 12 and Year 13 students will choose from option blocks for all levels  KS5 students are able to choose from a wide variety of subjects because we collaborate with other schools and Coleg Gwent. All transport to other venues is provided free of charge.

The class codes on the timetable are made up of the year, the block code, a subject and a set number or letter. For example, “10d/Sc3” is a Year 10 group, “d” identifies the class and the subject is Science and the group is Set 3.

The subject codes used on the timetable are: Code Ad Adv Aps Ar Bi Bs Ch Dm Eg Ell En Fi Fo Fr Ga Ge Gr Hi Hs It Ks Ksc Ksi Ksn Law

Subject Name Art and Design Adventurous Sports Applied Science Art Biology Business Studies Chemistry Drama Engineering English language & Literature English Finance Food Technology French Games Geography Graphics History Health & Social Care Information Technology Key skills Key Skills Communication Key Skills IT Key Skills Application of Number Law

Code Lg Li Ma Me Mu Mt Pa Pal Pe Ph Pho Psv Rd Rs Sc So Sp St Sy Tg Tra Tx Vo We Wbac

Subject Name English Language English Literature Mathematics Media Studies Music Music Technology Performing Arts Paralegal Studies Physical Education Physics Photography Public services Reading Religious Studies Science Sociology Spanish Sports Studies Systems & Control Technology Travel & Tourism Subject Name Vocational Studies Welsh Welsh Baccalaureate

3.2.7 Careers A career once meant a job for life, but this is no longer a reality. Increasingly, the introduction of flexible work patterns, restructuring in organisations, the continual need to update working practices in response to new technology, mean that people need to be adaptable.

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Careers Education and Guidance begins as early as Year 7 for Duffryn students. Guidance is provided by Careers Wales Gwent, the Local Education Authority, Newport Education and Business Partnership and a vast array of local and national companies. From an early introduction to the “World of Work” in Year 7 to the expanded horizons of further and higher education in Year 12 and 13 the broad objectives of Careers Guidance can be discussed with experienced staff from a variety of educational and business backgrounds.

There are continual opportunities for discussion with parents when planning career paths for their sons and daughters. All are made aware of the importance of self-awareness based on their own experiences and potential. Opportunities related to education, training, employment and enterprise are investigated and examples given of how Work Experience in Year 10 (1 week) can open wider areas of awareness.

Students also learn how to plan for the future. By knowing the possibilities and their own potential we aim to give every student the confidence to present themselves effectively to opportunity providers. Staff who want further details about our Careers Education provision should talk to Neil Davies.

3.2.8

Work Related Education & Enterprise

As an integrated approach to enterprise, work related education is encouraged across all curriculum areas and seen actively across all Key stages. As part of a developing programme all students at Duffryn take part and develop their enterprise skills in many calendared events throughout the year. These include Enterprise Day in KS3, Essential Skills at Work in KS4, and Business Dynamics in Post 16 education.

These activities are supported by a clear focus on WRE and Enterprise in both PSE and Essential Skills curriculum areas across the whole school.

All Key Stage 4 students experience a one week work placement in Year 10. A small number of disaffected students in Key Stage 4 follow an extended work placement for up to four days a week.

The school has a developing directory of business links and these are used when developing lessons and curriculum experiences across all facilities.

3.2.9

PSE

PSE has been, since September 2004, a timetabled lesson for every tutor group (Wk 2, Thur p5). Progress Co-ordinators have the responsibility of ensuring that all form tutors have relevant materials in plenty of time.

3.3

Student Monitoring

Monitoring of effort and attainment are both important in ensuring that students are making the most of the opportunities that school presents. As well as identifying areas of under-performance, monitoring enables praise to be given. In addition to monitoring in relation to the student‟s approach to learning, it also reflects attainment in terms of levels (at KS3) and exam-based grades (at KS4 and KS5). Monitoring takes place on a termly basis.

The system has been much refined over the past few years, and reproduced here are those instructions to staff issued to ensure consistency of the completion of monitoring exercises. The SERCO ICT system is designed to speed up the collection of data, with minimum burden to staff but maximum ease of data input and handling. 

All students should be assessed in terms of his or her Approach to Learning.



For Approach to Learning the Level descriptors are as follows:

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Criteria for KS3 and KS4 Reports 5

A committed student, who demonstrates a keen interest in his/her work and who is determined to achieve. He/she has the motivation and creativity to develop the skills to advance his/her own learning. He/She will always aim to complete work to the best of his/her ability.

4

A hard working student who completes all work to a standard that reflects his/her ability.

He/She demonstrates initiative and will seek assistance and guidance when required. The student completes class work and homework to the best of his/her ability.

A student who completes the work to a standard in line with his/her ability. He/She completes all tasks presented to them, but needs to develop the initiative or motivation to develop their own learning further. Homework is completed but occasionally lacks depth.

A student with potential to achieve more, he/she shows greater limited commitment to improve his/her progress. He/She is capable of distinguishing what he/she needs to do to enhance his/her learning, but often chooses not to do so. Class and homework are not produced to the best of his/her ability.

3

2

1

A student with low motivation who will disrupt the lesson and is unprepared to learn.

His/her behaviour and negative attitude adversely affect his/her own learning and that of others. He/She is inattentive in class. The student regularly fails to complete homework or class work and deadlines are rarely met.

Current attainment levels/grades are recorded via drop down menus. For further details see “Reports to Parents”.

Criteria for Post 16 Collaboration Reports 1 – Outstanding 2 – Good 3 – Adequate 4 – Poor N/A – Not applicable Approach to Learning 1

2 3 4

A commited student, who demonstrates a keen interest in his/her work and is determined to achieve.

The student has the motivation and creativity to develop the skills to advance his/her own learning and always meets deadlines.

A hard working student. He/she demonstrates initiative and will seek assistance and guidance when required. He/she meets deadlines.

A student who completes tasks but needs to develop the initiative or motivation to develop his/her own learning further. Deadlines are not always met.

A student with the potential to achieve more. He/she shows limited commitment to improve his/her progress. The student recognises the need to improve own learning but chooses not to. Deadlines are regularly missed.

Independent Learning 1 2 3 4

The student undertakes extensive independent learning that enhances his/her knowledge and understanding of the subject.

The student undertakes independent learning that supports further progression in his/her learning.

Independent learning is adequate to keep up with the core requirements of the course.

Independent learning is poor and the student is not enhancing his/her knowledge and understanding of the subject.

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Coursework/Homework 1 2 3 4

Tasks are always completed to a high standard.

The majority of tasks are completed to a good standard.

Tasks are completed to an adequate standard.

Tasks are of a poor standard.

Punctuality 1 2 3 4

The student always arrives to lessons on time.

The student always arrives to the majority of lessons on time.

The student is occasionally late.

The student is regularly late.

Attendance –confirmed in September

The following information will be collected via SERCO. Key Stage 3 Approach to Learning Current Level Homework coursework

Key Stage 4 Approach to Learning Coursework cause for concern Current Grade Homework coursework

Key Stage 5 Approach to Learning Coursework Current Grade Homework coursework Independent Learning Attendance/Punctuality Target/Current Grade

‘Education is not the filling of a pail, but the lighting of a fire.’

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3.4

Report to Parents

The reports have been designed to be simple to complete and to provide a consistent presentation to parents. These notes are to ensure that there is consistency between all subject and staff in the completion of the report forms.

Reports to parents are an essential part of our communication to home. They should be high quality documents which detail strengths, weaknesses, progress and attainment. Parents value the reports staff write and they are a strength of our school and display the professionalism and care of the staff. They need to give a clear message to the learner and their family about: Course Content This section should contain a brief resume of the main topics and skills covered in the programme of study for that year. This will be provided by Heads of Department and inserted centrally.

Comments This section should give a clear indication of the present level of performance of the student, indicated through family friendly prose. This should not just be level descriptors or statement banks but should be clearly identifiable as a stage on a learning ladder of skills knowledge and understanding that this student has achieved. A „personalised account‟ should include comments on classwork, homework, independence of learning and general progress.

Targets This section should give a clear indication of the next level that this student should be aiming for using a similar style to the section above.  This section should give three clear pieces of advice  All advice should help parents and learners understand what they have to do to move up the learning ladder  The advice should be something which is possible for the student to do and not so far out of their reach that they do not bother to engage in trying  One of the targets must link to a student‟s level of literacy In the “targets” box comments can either be bullet points or written in prose, but ensure there is an “action” verb that makes it a real target. Examples might include: Should learn … devote time to … read thoroughly … should practise exam technique … concentrate on …should read more widely .…

should

Examples of targets for each Department are available from the individual Head of Department.

The notes reproduced here are the notes which apply to the completion of reports for this academic year.

Report Writing in Serco  From the drop down menu, click on the statement that best describes the student.  Each year teachers have to be asked to re-write reports because they contain errors of one sort or another. Many staff use a colleague to check the reports before they are submitted and if you can do this it is helpful. Heads of Department will need to check the reports before they are submitted.

Ensure you use spell check on every text box (ABC button)  Heads of Department are responsible for doing a check/read of all the reports and asking to rewrite any that have mistakes or do not meet the standard laid out, as well as making sure that there is a report for each student  Staff who are asked to should re-write correctly, and ensure the report is re-submitted by the date in the calendar  Form Tutors are responsible for making sure that there is a report for each student, doing a check/read of the reports of the students in their Form and asking staff to re-write any that have mistakes or do not meet the standard laid out 93

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

Progress Co-ordinators are responsible for completing high quality form tutor reports.

Subject Reports Information collected for monitoring will be the same information used for reports (please refer back to Section3.3).

Tutors‟ Reports In the “Comments” box comments should be made about the development of the student as an individual and as a student in the school. These should:  Be in whole sentences  Be directed to the individual‟s progress in social or administrative skills, involvement in activities or identifying particular characteristics that aid or hinder overall progression (please note that a statement bank approach is not acceptable)  Include the student‟s name in context at least once (the usual form of the student‟s name may be used here – i.e. “Chris” or “Mo”  Be consistent with the information given in the boxes Form Tutor Comments These should include:  Attendance  Punctuality  Use of home work planner  Uniform  Relationships  Interpersonal skills  Character  Discussion ability in tutor time Comments to attendance and punctuality should accurately reflect the following percentages 96 – 100% = excellent 92 – 95%+ = good 85 – 91%+ = inconsistent Under 85% = poor Please do not state actual attendance figure in your written report as this may differ when printing occurs due to date range.

In the “Targets” box comments should give at least two clear pieces of advice on how to improve.

Comments can either be bullet points or written in prose.

In the “Summary” box comments should be made about the overall report. These should be written by a senior member of staff:  Be directed to the summarising of the report or identifying any highlights or trends (please note that a statement bank approach is not acceptable)  Include the student‟s name in context at least once (the usual form of the student‟s name may be used here – i.e. “Chris” or “Mo”) Deadlines See Current Calendar. Please stick to Deadlines – in the past this did not happen and as a result made some colleagues‟ lives very difficult. If it looks as though you are going to miss a deadline, please talk to an Assistant Head Teacher so that we can arrange to absorb any essential slippage.

Helpful Advice Writing reports does take time and is a particular skill. If staff want help or guidance in report writing, please see one of the Leadership Team who would be pleased to help and give tips to make 94

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the job easier. All staff new to the school should spend a few minutes with one of the Leadership Team so that we can help you into the way we do reports.

For those of us who have blocks on the spellings or use of certain word, the following list may be useful to keep as hand: Affect (as in “concentration affects her work”) Commitment Conscientious Committed Consistent Effect (as in “has an effect on performance”)

Independence Independent Insistent Practice (as in “could do with more practice”) Practise (as in “needs to practise”) Relevant

More detailed advice to support data entry and report writing via SERCO will be circulated at the start of report writing periods.

Cautionary note Every year someone does not follow the instructions above. In future, all reports that do not conform to the high standards laid out will be returned to be re-written, event if this means that the report will follow to parents under separate cover. Not following the guidelines will create substantial extra work for yourself.

3.5

Academic Review Day We have decided to change the traditional format of Parents‟ Meetings. An Academic Review and Target Setting Day (ARTs Day) will compliment the various year-based Parents‟ evenings.

All parents of all students will be invited into school on the same day. Instead of having a number of meetings with subject teachers, parents have a single meeting with their son or daughter‟s Tutor for Learning (Form Tutor). The school will be closed for lessons, but students will have been set work to do at home by the teachers who would have taught them.

The purpose is for parents to gain an understanding of their son or daughter‟s progress and achievement in all subjects. This report will be discussed at the review meeting. At the end of the meeting, student, parents and Tutor for Learning (Form Tutor) will agree a number of targets which the student will aim to achieve. Parents and the Tutor for Learning can then work together, to support the student, in meeting the targets that have been set.

It is vital that students should attend the Academic review meeting with their parents. If parents have difficulty attending at the times offered, we‟ll do our best to be accommodating.

Further details of Academic Review Day will be sent home nearer the day. We are sure that the use of an Academic Review Day will improve the achievements and motivation of all students, and thank you in advance for your support in managing these changes.

All year groups will have a traditional parents‟ evening to compliment ARTs day.

‘Who dares to teach must never cease to learn.’

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School Uniform 3.6.1 KS3 and KS4 Students in Key Stage 3 and 4 must wear:          

A grey V neck pullover with school logo A white collared shirt/blouse A school tie with school logo worn appropriately Black trousers only (no flares, denim, leisure wear, leggings, jeggings or any other excessively fitting trousers) for boys or girls Black skirt (optional alternative for girls) of length avoiding extremes, near or below the knee Tights (navy blue or black) or socks (dark or white) Black shoes only – no training shoes or shoes with Velcro straps Black school coat with school logo Dark bag which is fairly plain and fit for purpose School beanie

And choose a hairstyle which is not extreme, nor contains shaved words, lines or logos and, if long, is tied back for practical activities.

Students must not wear:  Jewellery (except for a cheap wristwatch and studs in earlobes)  Baseball hats/woollen hats  Any training shoes (no matter what colour or style)  Hooded tops of any kind  Anything bringing undue attention to oneself Note: Clothing worn for class may NOT be worn for PE and vice-versa. The school will not be liable for lost jewellery. The school‟s decision on “discreet” for make-up, clothing, shoes and hair is final. If parents are concerned about whether a particular item/style is suitable they should contact the Head of Year for advice before buying or sending the child to school.

3.6.2

Key Stage 5

Students in Key Stage 5 (the Sixth Form) must wear:     

A white collared shirt/blouse A sixth form school tie with logo Black trousers only (no flares, denim, leisure wear, leggings, jeggings or any other excessively fitting trousers) for boys or girls Black skirt (optional alternative for girls) of length avoiding extremes School beanie

And choose a hairstyle which is not extreme, nor contains shaved words or logos and, if long, is tied back for practical activities.

Students must not wear:  Jewellery (except for a cheap wristwatch and studs in earlobes)  Baseball hats/woollen hats  Any training shoes (no matter what colour or style)  Hooded tops of any kind We advise all parents to check with the school if you are uncertain what is appropriate for your child to wear. The headteachers discretion will apply in all cases.

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3.6.3

PE and Games Kit

For PE lessons and Games lessons the following is worn: PE lessons Boys      

Blue polo top with logo Blue shorts White socks Trainers Swimming trunks Showering equipment

Games Lessons Boys      

Reversible jersey (royal blue/white Hoop) with logo/name Black shorts Navy blue socks Boots and trainers Shin pads Showering equipment

PE lessons Girls     

Blue polo top with logo Blue short Trainers Swimming costume Showing equipment

Games lessons Girls    

3.6.4

Blue polo top with logo Navy skirt Trainers Showering equipment

Availability of Uniform

Staff should be aware that uniform items with the school logo are only available in school and can be supplied from Building 3 at lunchtimes and break times on a Mondays and Wednesday. This is run by Claire Morris.

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‘If it’s trendy or cool, it must be illegal.’

3.7

Child Protection Procedures



All staff have a legal responsibility for Child Protection, both as part of, and in addition to, their overriding “duty of care”



The Child Protection Co-ordinator is Mrs Michayla Poulton.



In the event of Mrs Poulton not being in school, reports about Child Protection are to be made to the Headteacher.



Any concerns must be reported at the earliest opportunity to the Progress Co-ordinator followed by a written report, dated and signed. Concerns can arise from overheard conversations, direct observation (e.g. bruising) and changes in behaviour, and may include allegations of physical or emotional abuse as well as underage sexual activity. These should then be passed onto the Child Protection Co-ordinator



Colleagues should be aware that any concern, however trivial, needs to be reported since this information could be an important element in a much larger picture



When reporting an incident or disclosure, it is vital that only what has actually happened to the student and what has actually been said is reported



Staff must NOT take on a counselling role and must be aware that their role is to LISTEN and NOT TO ASK QUESTIONS



Staff in whom students confide, need to consider their responsibilities carefully – you cannot promise confidentiality and may need to warn students that certain information cannot be kept secret by a teacher, although you can indicate that only those who need to know will be told



You must not, in Child Protection matters, get involved with any parents or external agencies or alleged abusers yourself – i.e. you cannot promise to “have a word” to try and sort out any Child Protection issues



Confidential information relating to Child Protection issues is kept in a separate student file by Michayla Poulton – the student‟s general file will only indicate whether the student is on the Child Protection register

3.8

School Council/Student Voice

The School Council is an integral part of our school community. Its purpose is to provide a structured forum for consultation and discussion on school issues particularly those affecting students themselves. It is a major player in helping to shape the direction and future development of the school.

The council is run by the students themselves, supported by the school. The joint chairs are the Head Boy and Head Girl and the Council has elected to it a male and female representative from each year group.

Meetings are held frequently, at least once a month per academic year, and staff may be invited to attend if items under discussion are relevant to them.

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The Council provides regular feedback to the Leadership group and the Council are often consulted by the Leadership Group for their point of view.

Staff seeking further information about the Student Council should speak to Kerry Sexton or Jane Wilkie.

Student Voice is now being actively encouraged within the Personalised Learning Agenda and our two learning coaches meet with KS 4 and Year 12 Welsh Baccalaureate students at least once per half term.

The school seeks to develop effective working relationships with students in order to further improve the quality of teaching and learning. Students play an active role in the appointment of new teaching staff and the student body is represented at full governor meetings by the Head Boy and Head Girl.

3.9

Post 16 Student Considerations

We have worked very closely with the LEA, Newport City Consortium, Coleg Gwent and other local schools to provide students with the ability to mix and match their courses of study with both their “home school” and the neighbouring school(s).

Through collaboration, students can now move freely to access the preferred course and hopefully avoid those combination problems that always meant a compromise.

As well as the academic collaboration there has been pastoral collaboration where students from schools have met to offer support to each other and to provide comfort and facilities to those students who will have lessons away from their “home” school.

Staff can expect there to be some students in their teaching groups who are not Duffryn based but this should not present any problems. Such students should be dealt with as if they were Duffryn students and any issues or concerns should be raised in the normal way with the appropriate Progress Co-ordinator.

It goes without saying that we will welcome all students and deal with them equally, regardless of all other considerations.

3.9.1

Relationships in the Sixth Form

Staff with experience of Sixth Form students will appreciate the different relationship compared to those students in the Lower School.

Sixth Form students have made a conscious decision to return to us and continue their education. They will expect, and be entitled, to be treated with a higher degree of individuality and recognition of their developing adult status.

Relationships are not expected to be easy and collusive but should be professional and supportive with staff clearly demonstrating an interest in helping the young progress to the next step of higher education or career development.

Students are expected to be committed to their studies and to be a role model for those who are younger in the school. Ordinarily we would not expect there to be any behavioural problems. Students must attend every lesson; do all required preparation and show interest and commitment to their studies. Any issues staff may have should be raised in the first instance with the students by way of a private chat. Further concerns should be raised with the appropriate Progress Co-ordinator.

3.9.2

Lessons

Sixth Formers must be registered for every lesson that is on their timetable. They must attend classes even when a member of staff is absent since work will be set and left in the normal teaching room – this is critical for correct registration and EMAs. 99

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Staff should always be with their students for the whole lesson to provide them with input. Any independent research or preparation should take place outside of the timetabled lessons. Sixth Form students should not be sent away or told not to come to any timetabled lesson.

Sixth Form lessons will have more focus on discussion, activity and the development of independent learning. The teaching style will often reflect this.

3.9.3

Independent Study

Parts of the LRC, as well as 333, have been set aside for the exclusive use of Sixth Form students to support their independent study. The LRC is well equipped with computers and is closely monitored.

Students who need to work very quietly and to concentrate will find this room suitable for their needs.

Room 333 is equipped with tables and chairs and some computers and will be more suitable for those who are studying and working with others where some conversation and moving around is necessary. Sixth form students are also encouraged to work with their department to help younger students and to work independently in their non-contact periods.

Father: ‘Well son, how are your exam results?’

Son: ‘They’re all under water.’

Father: ‘What do you mean?’

Son: ‘They’re all under C level.’

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What to do if ....

Contents 4.1 4.2 4.3 4.4 4.5 4.6 4.7 4.8 4.9 4.10 4.11 4.12 4.13 4.14 4.15 4.16 4.17 4.18

You have a student who wants to / should move tutor group You have a student who wants to / should move teaching group You are ill You need leave of absence You want to leave the school site during the day You have a grievance You need to contact a parent There is an emergency You have a visitor You wish to take school equipment off site You want access to the school during holiday time/weekends You identify a physical problem in the school fabric You need keys or lose keys You need to see the Head or Leadership group member You see strangers on site You want to go on a course You need a reference We need to close the school

‘They know enough who know how to learn.’

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4.1

You have a student who wants to / should move Tutor Groups

Discuss this with the Progress Co-ordinator who will then take it up with the Assistant Headteacher. Any decision to move is taken by the Leadership Group and will be communicated to parents by the Progress Co-ordinator.

4.2

You have a student who wants to / should move Teaching Groups

Clearly identify the reasons for any change and compare these with the original parameters for the setting.

Then discuss this with the Head of Department who will take it up with the appropriate Assistant Head Teacher. The Assistant Headteacher will refer, with a recommendation, to the Leadership Group who will make the final decision. The administration of such changes (letters home, class lists changes etc) is dealt with by the Assistant Head Teacher.

4.3

You are ill

All Staff If you are absent from work, this should be reported to your line manager and Lucy Walliker, giving the reason for absence. The notification should be given by you the employee rather than a relative or friend, apart from exceptional circumstances, and should be reported as early as possible. Teaching staff should ensure they have left work for students to complete in accordance with point 2.16 of the handbook.

At home: Telephone Lucy Walliker as soon as possible. If this is on the morning of the absence, then this call MUST be made before 7.45am. For teaching staff LJW is available to take your call between 6.45am7.45am and any call after 7.45am is unacceptable.

Relevant Telephone numbers are:  Lucy Walliker (school) – 07815 764741  School Switchboard (from 08.00 am) – 01633 654100 Having left a verbal message, teaching staff should contact LJW later in the day to tell her when you hope to return, and to keep her informed of your progress. It is very important that you let us know the day before you return to ensure that we do not needlessly book expensive supply staff. On return to school, you must see the Deputy Head Teacher (Personnel MTS) to let him know you are back in school, and in more detail the reason for the absence.

At school: contact LJW (or if unavailable, Head Teacher or Leadership Group member) who will arrange cover for outstanding classes. If you need first aid treatment, contact the main school office prior to contacting LJW. If you are not fit to drive, tell LJW and arrangements will be made to get you home.

Return to work: It is a requirement of the LEA that on returning from illness you must complete part of a form at the “return to work” interview. It is your responsibility to complete this interview with MTS (teaching staff only; support staff will see JCB, SAR, PJB or JLL) on your return to work. Another section of the form requires us to state whether there was any difficulty or tardiness in you informing us of your unavailability for work. Staff who do not follow the systems round illness, take leave of absence without permission or who are, in the opinion of the LEA, fit for work whilst claiming to be ill are likely to lose pay.

In the event of a member of staff being absent from work for sickness the following procedure is required: 

Absence one to five working days Absence greater than five working days

-

Self Certification Form Medical Certificates

Medical certificates need to be provided to Mrs Jane Barrett in a timely manner, i.e. consecutive and not in retrospect.

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Absence that is not covered by a medical certificate will be viewed as an unauthorised absence and may be dealt with under the Disciplinary Code of Practice and suspension of occupational sick pay may follow.

Communication You should receive appropriate levels of contact from your line manager. The contact from your line manager is to provide support and should not be interpreted as him/her checking on you or trying to catch you out. Managers have been advised under the policy not to appear intrusive and therefore, where absences may be short term contact may or may not be made according to the circumstances. Where possible the employee should indicate how long it is envisaged the absence will be. Any changes in the circumstances, including an earlier return or the requirement to submit a medical certificate for longer absence should be communicated to your line manager.

Returning to Work A Return to Work interview, illness only, needs to be completed by your line manager within 5 working days of return. Support staff should complete their return to work interview with the relevant line manager. All interviews should be conducted in a private environment as soon as possible.

Absences other than sickness Parental leave, leave of absence and time off for dependants should be discussed with Mr Sims and authorised by Mr Wilson.

Signing In and Out All staff should sign in and out at Main Reception. Permission to leave the school site, other than at lunch time, should be given by your line leader and the time of leaving signed out in Main Reception. Staff leaving the school site without permission will be subject to disciplinary action.

Holiday Leave Support staff that are entitled to annual leave must have it authorised by their line manager in a timely manner.

Cover Assistants Cover Assistants must report their absences to Mr Sims to enable cover to be organised. He will then inform both Lucy Walliker and Jane Barrett to enable appropriate procedures to be followed.

4.4

You need leave of absence

In the first place, see or contact MTS (Deputy Head Teacher). Leave of Absence with pay can be granted for a variety of reasons such as family funerals and interviews of other posts (a full list is available from the Head). If you need leave of absence for any other reason, then this is without pay – but you must get permission from the Head. Where a colleague is the main carer for young children and a child is ill, then emergency leave will be allowed for a maximum of one day (with pay) so that alternative child care arrangement can be made – this concession with pay can only be allowed whilst there is the normal good will of staff in covering for such colleagues. Staff are entitled to various unpaid leave of absence such as emergency child care.

If you are away from school for inset or other planned absence, then please check that your name appears on the bulletin, and if not, check with Lucy Walliker that you are logged as out that day. Work must be left for all classes in the case of INSET or planned absences.

Please swap any duties/registration responsibilities you have with other colleagues.

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4.5

You wish to leave the school site during the day

If you have a non contact period and are not needed for cover or a meeting etc, then you may leave site.

This also applies to period 4 and period 5 where you may have a long lunch or leave early. You must sign out in the main school office for fire regulation purposes. The continuation or this policy is dependant on continued good will and the developments in the Workload Agreement and is presently under review by the Leadership Team and Governors.

4.6

You have a grievance

In the first instance, see the Head Teacher who is under an obligation to try and resolve the grievance.

Most grievances can be resolved informally, but if any member of staff has a formal grievance the first stage is to put it clearly in writing to the Head. At this stage, the Head will go through with the complainant the procedure that is agreed between the Unions and the Authority and indicate the steps that will be taken in deciding on the grievance. If the grievance is against the Head himself, then the procedure is still the same, although any formal complaint against the Head that is not resolved at the informal stage will be dealt with by the Chair of Governors. You may be accompanied by a Union Representative or “Friend� at any meeting to do with the grievance procedure.

4.7

You need, or wish, to contact a parent

For matters to do with work or attitude, seek advice from the Progress Co-ordinator before making the telephone call. For some parents it is more appropriate for the Progress Co-ordinator to make the call, for others it should be the member of staff concerned. No member of staff (including Heads of Department or Form Tutors) should telephone home without first checking with the Progress Co-ordinator.

For attendance matters, talk with the Progress Co-ordinator who will probably make the call in consultation with Lisa Edwards.

An individual letter to the parents should go through the normal outgoing letter channels.

A standard letter should be cleared with the Assistant Head prior to being sent.

4.8

There is an emergency

Immediately contact any member of the Leadership Group or, if not available, the school office.

4.9

You have a visitor to the school

All visitors must sign in at Main Reception and wear a visitor pass. You will be telephoned, and should collect your visitor from Main Reception. Please note, it is the member of staff who is being visited that is responsible for getting the pass back as the visitor leaves.

All adults on site should be wearing identification.

Reception.

If they are not, please point them towards Main

4.10 You wish to take school equipment off site You should see the Premises Manager and sign for the equipment. You should check that your own insurance covers any loss or damage for which you will be liable. Equipment can only be taken off site, or held in staff-only areas, if it is needed for curriculum use. The portable computers available for staff use

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can be booked from the Network Manager (MAT), but you can only book them for a maximum of a week at a time so that everyone can have access to this valuable resource.

4.11 You want access to the school during holiday times/weekends If the caretakers are on duty, you may have access provided that you tell the caretaker of your arrival and departure, sign in, and re-lock any door you unlock. Please be aware that caretakers have formal finishing times, and ensure that you leave the site half-an-hour before the caretaker‟s duty period finishes. The Premises Manager will advise staff of holiday opening times through the bulletin and whether weekend access is available.

4.12 You identify a physical problem in the school fabric Report this to the Site Manager (see also Health and Safety section)

4.13 You need keys or lose keys Lost keys should be reported to the Premises Manager immediately. The caretakers will arrange for any new keys to be cut, but these will be charged to the relevant department. During the year, you will have to sign for all the keys you hold, and if you get any keys cut yourself, you are required to add these to the “key register”.

4.14 You need to see the Head or LG member All the Leadership Group operate an “open door” policy, which means that they are available to staff. By necessity, it is often better to make an appointment especially for the Head as he has many other timebased commitments. Such appointments can be made through Sam Roberts (4121) or Theresa Watkins (4234) who hold the diaries of the Head and Deputies. The Head tries to avoid commitments at lunchtime, and is usually available for people to “drop in” with short matters at this time. Because the “open door” policy is in operation and there is not an appointment-only system, those taking an off chance on seeing Head or Deputies may on occasions be told “not-now” or cut short because of other programmed commitments. In cases of urgent contact, especially in late afternoons or evening, you may telephone the Head on 654123 (at school).

4.15 You see strangers on site Occasionally you may come across visitors on site who have no identity badge. Politely challenge them and indicate the need to first visit Main Reception in Building 3. If you have any doubts about the person then call Main Reception. In the case of obvious trespassers call Main Reception immediately and they will then inform the Police.

4.16 You want to go on a course Matt Sims holds the portfolio for Staff Development. First talk to MTS or submit the Departmental request form and, if he agrees in principle, then the course will be booked. You will be informed of this via a memo from Claire Morris and final details are always sent directly to you and not to MTS or to the school. If you have no details 3 or 4 days before the course, then please let MTS or CMM know and they will chase it up.

In considering requests, MTS will look at the balance between the impact an absence will create and the benefit to the member of staff and the school, with particular to Performance Management and School Development needs as well as your record of attendance.

Under no circumstances should a course be booked by anybody other than MTS or CMM as this represents a financial commitment to the school, and staff may be liable.

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4.17 You need a reference If you are seeking another job, it is common courtesy to let the Head Teacher know beforehand. It would be unusual to give more than one referee from Duffryn High School, and that referee must be the Head Teacher. In the rare event where you have been named as a second referee you should check with JMW before writing anything, just to ensure that contradictory messages are not sent from the school. The Head Teacher‟s PA (SAR) should type all references on headed notepaper and copies will be placed in staff files in order to keep them up-to-date.

4.18 We need to close the school In the event of severe weather or other unexpected conditions resulting in Health and Safety concerns the school may need to be closed (Head Teacher‟s decision) and the following procedure is to be followed:   

The caretaker on early morning duty will phone the Head Teacher and he will make the decision, in consultation with the LEA The Head Teacher/LEA will arrange for this to be broadcast on the local radio The school closure will be notified to staff via the following Line Management routes -



Head to Leadership Team, Premises Manager, Bursar and Head Teacher‟s PA Leadership Team to Line Management – Progress Co-ordinators, Learning Support Manager, HoDs , ASD Manager and ICT Manager, EAL Manager HoDs to subject team Learning Support Manager to Behaviour Team Premises Managers to caretakers, cleaners, canteen manager and Sports Hall Team Bursar to Finance Team, LRC Team Exams Officer and Technician Team Leader Head‟s PA to General Office staff, Attendance Officer and Reprographics Assistant AENCO to LSAs Technician Team Leader to Technicians Strategic ICT Manager to technician Exams Officer to Cover Supervisors ASD Manager to ASD Team

Staff should attend school if it is safe to do so

‘They may forget what you said, but they will never forget how you made them feel.’

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Communications Contents 5.1 5.2 5.3

Introduction In-School Communications Out of School Communications

‘The only person who is educated is the one who has learned how to learn….and change.’

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5.1

Introduction

Good communication is essential to the smooth running of the school. Every member of staff has a part to play in ensuring that we have good, two way, communication both within the school and with the vast number of “stakeholders” of the school who work and live remotely to our main site.

Communications are both formal and informal. Formal communications often come within the main management structure that is outlined in Section 1 of this Handbook. An essential part of communication within this structure is meetings, guidelines for which are outlined below. All communications, whether in formal or informal circumstances should be carried out professionally, with respect and politeness always being maintained. Staff must never communicate in such a way as to demean the professionalism of colleagues or to cause embarrassment to themselves or others.

With the best will in the world, communication is sometimes not as effective as it could be. If you consider a message or instruction to be “odd”, or at difference “to the normal”, or just plain “wrong”, please seek clarity within the management system of the school or contact the Head directly. The Trade Unions have an important and constructive part of play in resolving misunderstandings (and in some other aspects of school life) and staff should feel free to approach their union rep who can take the matter up on their behalf (see Section 5.2.7)

5.2 5.2.1

In School Communications Staff Bulletin

The staff bulletin is published (usually) on a Friday afternoon, containing a detailed diary for the following week plus official notices and information. This is the central method of written communication, and any notices that need to be officially communicated to all staff must go through the staff bulletin. The only alternative to communicate with all staff is to put a written note in everyone‟s pigeon hole – it is insufficient to place a notice a board, although this is a useful way of publishing more informal information and staff are encouraged to look at staff whiteboards regularly (in addition to the daily checking of cover – see section 2.16). The notice board facility on SERCO may offer some interesting possibilities.

The staff bulletin is prepared by TKW, with the absolute deadline being Thursday at 2.15. Any notices or information affecting the following week must be handed in to TKW before that time. Staff are encouraged to use the bulletin for school information to be spread to colleagues.

It is every individual‟s responsibility to read the bulletin, become familiar with its contents and follow all instructions given. Where there is information in the bulletin that is of relevance to students, then it is the Form Tutor‟s responsibility to ensure that this information is passed on.

5.2.2

Internal Post

The internal post system should be used for moving all written communications within the school. Post is collected from staffrooms and senior staff offices (for confidential information) twice per day – once at about 10.00 and once at 1.30. All information for filing, requests for typing or photocopying, notes for colleagues, potential external post etc should be placed, clearly labelled, in the tray by these times. Written information for staff, together with incoming post and completed photocopying, will be put in pigeonholes at the same time as the post is collected. Information for colleagues in other buildings will be delivered at the following delivery run. Please note that external post must be in the system by 1.30 for posting the same day (unless taken to the Building 3 Office by 3.30) and that photocopying will NOT be individually delivered to staff except within the system. A member of the Administration team (ext 4119) looks after the internal post.

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5.2.3

Meetings

Meetings form an essential part of the school‟s administration and communication structure. All directed meetings are purposeful and fall within the time budget allowed. All meetings should take place in the required time slot unless there is unanimous agreement amongst the staff involved. Other meetings, for which the “reserve” or “spare” time budget can be applied should, except in the case of an emergency, have at least one week‟s notice to all participants.

The following guidelines should be applied to all meetings, and it is the responsibility of the manager (or other person) organising the meeting to act as chair and to ensure that each of these items is carried out. It is also the chair‟s responsibility to see that the time budget is adhered to and a record of the meeting is kept. Meetings should not extend beyond 4.45 without prior consultation or notification to all whom should be present. 

   

An agenda (preferably timed) should be prepared (with briefing notes if necessary) and circulated to all participants at least one working day before the meeting, including a copy to the Head‟s PA (SAR). Items directed for inclusion from Leadership must form the first items of the agenda.

Departmental Meetings should spend a large part of the time on sharing good practice, self evaluation, achievement or developing teaching and learning approaches. A pro-forma and Word Template is available for Agendas The meeting should be formal and held in an appropriate quiet environment and professional behaviour observed by all present at all times A clear record of the meeting should be kept. Such “minutes” should keep a record of the main points of discussion, any outcomes, and a record of who has agreed to take any action on these outcomes. A pro-forma and Word Template is available for minutes.

The minutes should be circulated to all present within one week of the meeting with an electronic copy to the Deputies‟ PA, who will circulate to the Leadership Team The following meeting should start with a review of the actions promised

Regular meetings take place each week and the Leadership Group meet both during the school day and after the school day. Please note that there is a weekly Staff Bulletin meeting and any items to be considered for inclusion should go to TKW as soon as possible.

5.2.4.1

Telephones

The telephone system is provided to enable the effective administration of the school. Telephones are mainly positioned in the offices of senior and administrative staff, and in the staffrooms. Whether it is for internal or external purposes, no teaching and learning should ever be disrupted for someone to come to the telephone. The office staff will take personal messages, which will then be relayed via email. However, the office staff will always endeavour to get urgent messages to staff personally. Incoming faxes will be distributed through the internal post, whilst outgoing faxes should be handed in to reception.

Many telephones now have DDI (direct dial in) numbers, starting 65 followed by the extension number (extensions in the range 4140 and above do NOT have this facility). Staff should use this facility with care, giving the number only to those who they wish to have it. Staff answering any internal telephone calls should do so by either saying their own name of the location of the telephone. External calls should always be answered with “Duffryn High School, good morning/afternoon/evening”. All telephones have voicemail so if you are teaching or engaged in a meeting, ignore the phone and allow the caller to leave a message.

Staff should make their own business outgoing calls where possible. Dial 4100, 4141 or 4000 or 0 for the switchboard. Outside business calls can be made by dialling the switchboard and requesting the number to be dialled – staff should stay on the phone and not replace the receiver after requesting the call. Personal calls can be made from the school, but must always be paid for at cost. All incoming and outgoing calls can be logged (and periodically will be so), and making undeclared personal calls is a very serious offence.

Payments for personal calls should be made to reception within a week.

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All telephones have many features that may prove useful to staff, and training and information can be obtained from SAR. All staff should be aware of how to transfer calls.

These extensions by function are on the following page:

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Telephone Extensions Administration

Subject Areas

Reception (Cherie Waters) Headâ€&#x;s PA (Sam Roberts) Data Manager (Karen Waller) Deputiesâ€&#x; PA (Theresa Watkins) Bursar (Jane Barrett) Finance Officer (Claire Morris) Finance Clerk (Zoe Hickman) Examinations Officer (Lucy Walliker) ICT Strategic Manager (Mark Thorne) Reprographics LRC (Ian Price) Premises Manager (Jim Brustad) Attendance Officer (Lisa Edwards) EWO (Paul Chaplin) Student Support Officer (Deb Shand)

4091 4121 4233 4234 4138 4124 4166 4158 4131 4119 4108 4107 4111 4133 4232

Leadership Group (Jon Wilson) (Mark Tucker) (Matt Sims)

4123 4185 4112

Assistant Headteacher (Jane Wilkie) Assistant Headteacher (Neil Davies) Assistant Headteacher (Michayla Poulton) Learning Support Manager (Paula Pippen)

4105 4137 4178 4104

Progress Co-ordinators

Sports Hall Direct dial

(Jo Lockwood) (Lucy Purcell) (Annette Chesterman) (Paul Thompson) (Diane Edmunds) (Gaynor Vaughan) (Alun Williams) (Jen Howlett) (Lee Morgan) (Jonathan Cahill) (James Rees)

4145 4171 4142 4149 4150 4146 4126 4116 4117 4139 4231 4140

Staffrooms Building 1 Building 2

4160 4114

Science Prep Rooms

Headteacher Deputy Headteacher Deputy Headteacher

Y7 Y8 Y9 Y10 Y11 Y12 and Y13

Art English IT Maths Huts 1& 2 Maths Huts 3 & 4 MFL Music Performing Arts Boys PE Technology Technology Business

Building 1 Building 2 Building 3

(Sarah Coombs) (Andrea Lewis) (Orlin Stoilov )

4143 4144 4118

Kitchens Building 1 Building 2

4129 4130

Learning Support Team

(Debbie Rees) (Llinos Iannetta) (Craig Shinton) (Dave Thomas) (Louise Ogilvie) (Alison Harries)

4174 4156 4156 4230 4230 4103

4235 654118

AENCO LBM ACE Room Behaviour Team Office ASD Room Youth Worker EAL

Careers

(Jo Llewellyn) (Stacey Martin) (John Batcock) (Angela Stephens) (James Edwards) (Ann Thomas)

4163 4228 4172 4134 4154 4125 4152

(Nerys Charles-Bullen) 4101

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5.2.4.2

Email Correspondence

Email correspondence needs to be kept to a minimum and should be used to convey information appropriate and pertinent to teaching and learning. Staff must ensure that they follow the address routes as detailed below.

Address Routes for E-mail Correspondence Concerns that arise from a lesson

e-mail HOD and „cc‟ form tutor only

Concerns that arise outside of a lesson (break/lunch etc.)

Attendance, punctuality and truancy concerns (Students on trips, fixtures etc. – e-mail KW only)

e-mail form tutor only or PC if serious

e-mail the relevant form tutor and „cc‟ Karen Waller only

HOD intervention with unsatisfactory outcome?

FT intervention with unsatisfactory outcome?

Form tutor intervention with unsatisfactory outcome?

HOD to e-mail PC and „cc‟ form tutor and initial referrer only

FT to e-mail PC only

PC intervention with unsatisfactory outcome?

PC to e-mail the relevant member of SMT and „cc‟ HOD and form tutor only

PC intervention with unsatisfactory outcome?

PC to e-mail the relevant member of SMT and „cc‟ HOD and form tutor only

FT to e-mail PC and „cc‟ Karen Waller only

PC intervention with unsatisfactory outcome?

PC to e-mail the relevant member of SMT

The guidelines above identify the correct addressees for e-mails. Following these guidelines will reduce the number of unnecessary e-mails people receive and will also ensure that the school‟s management structure is used correctly.

These guidelines should cover most circumstances. However, if they do not and there is the requirement to send an e-mail, before sending ask yourself “Have I followed the management structure?” and “Does everyone on the address list need to know at this stage?”.

• Sports results, publicity notices etc. go on the bulletin not via e-mail.

• If reporting an incident where further action is needed e-mail should be in addition to, not instead of, serco entries.

• E-mails about missing pencil cases, jumpers etc should not be sent. Any lost property should be sent to reception, where students can check if it has been handed in.

• If someone leaves lesson without permission e-mail BSO, reception and FT only. Follow up as above afterwards.

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‘Who dares to teach must never cease to learn.’

‘Good teachers are those who know how little they know. Bad teachers are those who think they know more than they don’t know.’

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5.2.4

Memos and Standard Forms

Memos provide a direct form of communication, usually between individuals, for which a record needs to be kept or where there is a need for clarity. Memos must be sent on proformas, the template of which (along with that of other forms) can be accessed on R M Staff – Templates. Likewise, where a formal request is being made from staff to a manager, a memo must be used and a copy kept. Memos are generally of a confidential nature and, if using paper, should be placed in a sealed envelope before being put into the internal post system.

5.2.5

Staff Briefing

There is a briefing session for all staff in H3 on Monday mornings at 8.30. This is an important part of the system for the dissemination of information and is the only time that the whole staff meet regularly. It is directed time. Staff with notices to share with colleagues should tell the Head just prior to the meeting.

Briefing is not the time to raise issues – these can be done through the line management or open door system. Every other day, Progress Co-ordinators/Assistant Heads will be available in the staff rooms at 8.30 am to ensure that staff move to their rooms to check emails to glean up to date information or make enquiries about changes to routines.

5.2.6

Formal Consultations and Union Representations

Occasionally staff will be consulted formally, either personally or through the professional associations.

Likewise, staff may make formal representations either individually or as group through the professional associations.

In response to a consultation it is helpful if as many staff as possible can respond in writing as this ensures that responses are not misunderstood.

Where a union formal representation is made by a „rep‟ on behalf of members, then it will be considered as being made on behalf of all the members, treated seriously and responded to (after, if necessary, consulting with the Chair of Governors).

This school generally has very good informal systems; and formal consultation and union representations are rare, but they are used occasionally as an important formal stage in the communication structure.

The current Union Reps are: NUT – James Cranshaw, ATL – vacancy, NASUWT – vacancy, Unison – vacancy.

5.3

Out of School

All communications out of school are to be polite and positive and are, therefore, covered by the normal rules of professional behaviour.

When making telephone calls, staff should always state clearly who they are and that they are from Duffryn High School. Information given over the phone should be factually correct and not be opinion – this is especially important. Staff should not make promises that cannot be kept, or commit the school to any particular course of action without consulting with the Leadership Group. No orders for goods or services can be placed over the telephone.

In meetings with external agencies, staff should not commit the school to any situations, but give a positive response subject to discussions in school. Throughout meetings with external agencies, staff should remain co-operative, positive and polite, but be firm using reasoned argument when there is a reason for doing so.

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Written communications out of school should always be of a high standard, without errors and in the agreed style. No written communication can leave the school without being checked by a member of the Leadership Group (or if originated within the leadership Group by another member).

For letters, the following applies:  On no account is any letter allowed to leave school either hand-written, or not having been approved in its final form  Letters out of school should always contain some emotion at the start (I am sorry …. I am pleased to) and finish with an offer of contacting the writer/ school for further information.

Letters should be written in short clear sentences. On completion of a draft a letter should be sent to the Office Team Leader for typing in the school format, and for approval by a member of the Leadership Group.  Letters to individuals, will be word processed individually by the office – hand-written names etc (except for the detention form) are not acceptable  All reply slips should be on separate sheet  All individual letters should be individually signed  Standard letters are being developed for most purposes, so it is acceptable to give a list to the office of names/addresses of several recipients with a note of which letter is to be sent  Staff are responsible for the accuracy of letters when they sign them  If writing a reference, please check the procedure in Section 4.17

We learn…

10% of what we read 20% of what we hear 30% of what we see 50% of what we both hear and see 70% of what we discussed 80% of what we experience personally 95% of what we teach to someone else - William Glasser

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Teacher: ‘What is the outer part of a tree called?’

Pupil: ‘I don’t know, Sir’.

Teacher: ‘Bark, boy, bark.’

Pupil: ‘Woof, woof.’

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Professional Issues Contents 6.1 6.2 6.3 6.4 6.5 6.6 6.7 6.8

Introduction Teachers‟ conditions of employment and professional duties Professional Behaviour Newly Qualified Teachers Disciplinary Procedures Staff Development Performance Management Equal opportunities Statement

‘What we want to see is the child in pursuit of knowledge, and not knowledge in pursuit of the child.’

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6.1

Introduction

This section provides information and guidance on various elements of professionalism. The first applies only to teaching staff and is a copy of the Professional Duties section of the Pay and Conditions document which forms an integral part of every teacher‟s contact and is referred to in every teacher‟s Job Description.

The second applies to all staff and gives guidance on professional behaviour. The third is general advice to NQTs. The fourth is a copy of the Local Education Authority (and school‟s) disciplinary procedures that will come into play if either the professional duties are not carried out, or staff behave below the level of professional behaviour expected; the annex to this (6.5.1) contains further examples of specific behaviour which will lead to disciplinary action. The others concern staff development and performance management, increasingly important aspects of the new professionalism in which we are now working.

It is essential that all staff are familiar with these documents, and refer to them regularly, particularly if in doubt about duties or how to respond to a variety of difficult situations.

6.2

Teachers‟ Conditions of Employment, Professional Duties and Use of PPA Time

The following is the section of “Conditions of Employment of Teachers other than Head Teachers” extracted from the School Teachers‟ Pay and Conditions Document 2007. The numbering is from the original document. Staff who wish to view the whole document should ask the Head for a copy.

Exercise of general professional Duties 70.1 Subject to paragraphs 42.6 and 45.2; a teacher who is not a head teacher shall carry out the professional duties of a teacher as circumstances may require70.1.1 if he is employed as a teacher in a school, under the reasonable direction of the Head Teacher of that school; 70.1.2 if he is employed by an authority on terms under which he is not assigned to any one school, under the reasonable direction of that authority and of the Head Teacher of any school in which he may for the time being be required to work as a teacher.

70.2 A teacher who has failed satisfactorily to complete an induction period and who is employed pursuant to regulation 16(5) of the Induction Regulations must only carry out such limited teaching duties as the Secretary of State determines pursuant to that regulation.

Exercise of particular duties 71.1 Subject to paragraph 42.6, 45.2 45.3 and 71.2 a teacher employed as a teacher (other than a head teacher) in a school shall perform, in accordance with any directions which may reasonably be given to him by the Head Teacher from time to time, such particular duties as may reasonably be assigned to him.

71.2 A teacher employed by an authority on terms such as those described in paragraph 70.1.2 shall perform, in accordance with any direction which may reasonably be given to him from time to time by the authority or by the Head Teacher of any school in which he may for the time being be required to work as a teacher, such particular duties as may reasonably be assigned to him.

Professional duties 72 Subject to paragraph 42.6, 45.2 and 45.3 the following duties shall be deemed to be included in the professional duties which a teacher (other than a head teacher) may be required to perform72.1 Teaching in each case having regard to the curriculum for the school, and with a view to promoting the development of the abilities and aptitudes of the pupils in any class or group assigned to him72.1.1 planning and preparing courses and lessons; 72.1.2 teaching, according to their educational needs, the pupils assigned to him, including the setting and marking of work to be carried out by the pupil in school and elsewhere; 72.1.3 assessing, recording and reporting on the development, progress and attainment of pupils;

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72.2.1 Other activities promoting the general progress and well-being of individual pupils and of any class or group of pupils assigned to him; 72.2.2 providing guidance and advice to pupils on educational and social matters and on their further education and future careers, including information about sources of more expert advice on specific questions; making relevant records and reports; 72.2.3 making records of and reports on the personal and social needs of pupils; 72.2.4 communicating and consulting with the parents of pupils; 72.2.5 communication and co-operating with persons or bodies outside the school; and 72.2.6 participating in meetings arranged for any of the purposes described above; 72.3

Assessment and reports providing or contributing to oral and written assessments, reports and references relating to individual pupils and groups of pupils;

72.4

Appraisal participating in arrangements made in accordance with the 2002 Regulations or the 2006 Regulations for the appraisal or review of his performance and that of other teachers;

72.5.1 Review, induction, further training and development reviewing from time to time his methods of teaching and programmes of work; 72.5.2 participating in arrangements for his further training and professional development as a teacher including undertaking training and professional development which aim to meet needs identified in statements of objectives or in appraisal statements where teachers are subject to the 2002 Regulations, or in planning and review statements where teachers are subject to the 2006 Regulations; 72.5.3 in case of the teacher serving an induction period pursuant to the Induction Regulations, participating in arrangements for this supervision and training; 72.6

Educational methods advising and co-operating with the Head Teacher and other teachers (or any one or more of them) on the preparation and development of courses of study, teaching materials, teaching programmes, methods of teaching and assessment and pastoral arrangements;

72.7

Discipline, health and safety maintaining good order and discipline among the pupils and safeguarding their health and safety both when they are authorised to be on the school premises and when they are engaged in authorised school activities elsewhere;

72.8

Staff meetings participating in meetings at the school which relate to the curriculum for the school or the administration or organisation of the school, including pastoral arrangements;

72.9.1 Cover subject to sub-paragraph 9. of this paragraph, supervising and so far as practicable teaching any pupils whose teacher is not available to teach them: 72.9.2 except in the case of a teacher employed wholly or mainly for the purpose of providing such cover, no teacher shall be required to provide such cover for more than 38 hours in any school year; 72.10.1 External examinations participating in arrangements for preparing pupils for external examinations, assessing pupils for the purposes of such examinations and recording and reporting such assessments; and participating in arrangements for pupils presentation for an conducting such examinations; 119

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72.10.2

sub-paragraph 10.1 of this paragraph does not require a teacher routinely to participate in any arrangements that do not call for the exercise of a teacher’s professional skills and judgement, such as invigilation;

72.11.1Management contributing to the selection for appointment and professional development of other teachers and support staff, including the induction and assessment of new teachers and teachers serving induction periods pursuant to the Induction Regulations; 72.11.2 assisting the Head Teacher in carrying out threshold assessments of other teachers for whom he has management responsibility; 72.11.3 co-ordinating or managing the work of other staff; and 72.11.4 taking such part as maybe required of him in the review, development and management of activities relating to the curriculum, organisation and pastoral functions of the school; 72.12.1 Administration participating in administrative and organisational tasks related to such duties as are described above, including the direction or supervision of persons providing support for the teachers in the school; and 73.12.2 attending assemblies, registering the attendance of pupils and supervising pupils, whether these duties are to be performed before, during or after school sessions.

72.12.3 Sub-paragraph 12.1 of this paragraph does not require a teacher routinely to undertake tasks of a clerical or administrative nature which do not call for the exercise of teacher’s professional skills and judgement.

72.12.4 Without prejudice to the generality of sub-paragraph 12.3 of this paragraph, Annex 3 contains a list of tasks falling within the scope of that paragraph.

73

Management time A teacher with leadership or management responsibilities shall be entitled, so far as is reasonable practicable, to a reasonable amount of time during school sessions for the purpose of discharging those responsibilities.

74.1

Working time The provisions of this paragraph shall not apply to deputy Head Teachers, Assistant Head Teachers, advanced skills teachers, fast track teachers or to teachers employed to teach part-time and are subject to paragraphs 42.6, 45.2 and 45.3.

A teacher employed full – time, other than in the circumstances described in sub-paragraph 4 of this paragraph, shall be available for work for 195 days in any school year, of which 190 days shall be days on which he may be required to teach pupils in addition to carrying out other duties; and those 195 days shall be specified by his employer or, if the employer so directs, by the head teacher.

Such a teacher shall be available to perform such duties at such times and such places as may be specified by the Head Teacher (or where the teacher is not assigned to any one school, by his employer or Head Teacher (or, where the teacher is not assigned to any one school, by the employer or Head Teacher of any school in which he may for the time being be required to work as a teacher) for 1265 hours in any school year, those hours to be allocated reasonably throughout those days in the school year on which he is required to be available for work Paragraph 75.2 does not apply to such a teacher employed wholly or mainly to teach or perform other duties in relation to pupils in a residential establishment.

Time spent in travelling to or from the place of work shall not count against the 1265 hours referred to in paragraph 75.3.

Such a teacher shall not be required under his contract as a teacher to undertake midday supervision, and shall be allowed a break of reasonable length either between school sessions or between the hours of 12 noon and 2.00 pm.

Such a teacher shall, in addition to the requirements set out in paragraph 75.2 and 75.3, work such reasonable additional hours as may be needed to enable him to discharge effectively his professional duties, including, in particular, his duties under paragraphs 73.1.1 and 73.1.3. The amount of time required for this purpose beyond the 1265 hours referred to in paragraph 75.3 and the times outside the 1265 specified hours at which duties shall be performed shall not be defined.

74.2

74.3

74.4 74.5 74.6

74.7

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Guaranteed planning and preparation time 75.1

75.2

75.3 75.4 75.5

6.3

A teacher to whom paragraph 74 applies shall be allowed as part of the 1265 hours referred to in paragraph 74.3 reasonable periods of time (“PPA time”) to enable him to carry out his duties under paragraphs 72.1.1, 72.1.3 and 72.3.

PPA time shall amount to no less than 10% of the teacher’s time-tabled teaching time (and for this purpose “time-tabled teaching time” means the aggregate period of time in the school time-table during which the teacher has been assigned by the head teacher in the school time-table to teach pupils).

PPA time shall be provided in units of not less than half an hour during those parts of the school time-table in which pupils are taught the core and other foundation subjects or religious education.

Such a teacher shall not be required to carry out any other duties, including the provision of cover in accordance with paragraph 72.9, during his PPA time.

Sub- paragraphs 1 to 3 of this paragraph also apply to a classroom teacher who is employed on a part-time basis with the substitution for the reference to 1265 hours in sub-paragraph 1 of a reference to that number which, as a proportion of 1265 hours, equates to the proportion of the school week that the teacher is normally employed.

Professional Behaviour

That all staff in school are expected to “behave professionally” is a statement that all readers of this handbook would concur. However, what is meant by “professional behaviour” is often difficult to define.

The following guidance is not exhaustive, but is meant to be helpful by indicating acceptable parameters and indicating many of the areas which “professionalism” covers. The Head would welcome comments from staff or their representatives on this document so that it can be refined to provide further help to staff.

However, you are instructed, as part of your job description, to follow what is printed in this section whilst appreciating these statements are not a complete summary of professional behaviour.

6.3.1

Relationships with Students

Staff are in a position of responsibility over students. At all times, staff must maintain an appropriate professional distance, and not act in any way which compromises this professional relationship. “At all times” means anytime in school, out of school on any function or activity, and also in any other meeting for example in shops/pubs/restaurants/online social networking sites etc. (There is clearly an exception for non-school activities for staff who are parents of students in school).

The professional relationship with students can be compromised if staff carry out individual interview in inappropriate circumstances. Firstly, staff are advised to avoid one-on-one situations that could be misconstrued. Staff must never be in a “closed” room with a single student (and take care even with two students). Closed in this sense, means any room that cannot be seen into from a corridor, or external ground floor window, which has regular “traffic” along it. If this cannot be achieved (as in some offices in the school) then the door must be left open or another venue chose. Please note that for this and Health and Safety reasons, glazing in doors should always be unobstructed and blinds left normally open. In any case, keep a formal atmosphere in the interview, for example facing the student rather than sitting next of them.

Staff should avoid any student coming to their home – if there is private tutoring having been arranged with the parent it is better to be done at the student‟s home. In either case, ensure there are others present or immediately adjacent at any tutoring session. Visits by staff to student homes for pastoral reasons should always be in pairs.

Staff are advised that physical contact with students, except to prevent immediate injury to self, the student, or others, is inappropriate. An exception to this is for qualified first aiders who are protected in law.

Under no conditions should staff allow themselves to be in a position where they lose their tempers with students. Keeping in control is part of professional behaviour.

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The guideline for teaching staff of “in loco parentis” (behaving as responsible parents) still holds true in law and provides a good guideline, but cannot be applied, and has been shown in law to be no defence, in terms of physical contact on any non-school, or non-educational activity.

The new law concerning relationships of those “in a position of trust” applies regardless if the student is over the age of majority.

6.3.2

Relationships with other Staff

A professional relationship should be maintained between all staff at all times. “All times” has the same meaning as for relationships with students. This means acknowledging the equality of professional status, even if there is a management role differentiation between staff and a need to direct activity. Directions within the management structure should be carried out in professional circumstances, such as arranged interviews, meetings; and conversations should be polite but firm.

Staff should remain in control and maintain their temper at all times in dealing with colleagues. All contact should be in appropriate places and, if it involves dispute or disagreement, not take place in front of students, other colleagues, or in a public place, but in an office or empty classroom. It is not appropriate for in-school issues to be taken to colleagues‟ homes, and colleagues‟ privacy at home should be respected.

Situations between staff that could be misconstrued as harassment, sexism, racism or bullying should be avoided and staff having grievance over the way other colleagues are acting should follow the notes in the grievance section of the handbook. Staff who have personal relationships with colleagues should act as professional individuals within the school, and not allow any joys or problems within that relationship to come into the professional life of the school and its staff.

6.3.3

Loyalty to the School

Staff have a professional duty of loyalty to the school and the Local Education Authority (as employer). In making any comment in public, or comment to students or parents, the school, its policies, approach, staff and students should be supported. “Public” includes anywhere out of school, or where non-staff are present, such as the dinner party, or in the pub, or over the “garden fence”. It is unprofessional for staff to make any critical comment to the press or other media about any school matter or member of the school community. This could become a serious disciplinary matter.

Staff who have had a frustrating day will clearly wish to share this with their partner or family, and comments made in such circumstances cannot be regarded as “unprofessional”, although staff are asked to make sure that such comments are regarded as confidential within the family. There are many humorous or odd situations, views, or observations from a colleague‟s working life that will naturally form part of conversation with friends and acquaintances – comments made in such environments should not name the students, families or staff involved, but be allowed to stand as comments on the incident or opinion rather than being personalised.

6.3.4

Honesty

It is part of professional behaviour that we as staff should be honest about ourselves and our work. If something goes wrong, or there is an enquiry, then staff should be totally honest and open and offer what information they can. It is unprofessional behaviour to cover-up incidents. (In admitting that things have gone wrong, it is easier to publicly “defend” actions, limit any damage to the individual or school, enable new systems or training to be put in pace to ensure non-repetition and provides “better” mitigation if there should need to be disciplinary or other action).

6.3.5

Personal Habits and Behaviours

Staff should be aware that there are some individual behaviours or habits that cause annoyance or an unpleasant working environment for others – for example smoking, or chewing, or “flirting”. Where such behaviours are commented upon it is part of professional behaviour that staff take into account such 122

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comments, desist from such behaviour at relevant times, and endeavour to provide a pleasant and safe respectful working environment for colleagues.

6.3.6

Dress Code

Staff are expected to dress in keeping with their professional status as a good example of a professional to students and visitors. Staff should be neat, smart and tidy, wearing clothes which are commensurate with their post in the school. Teaching staff dress is expected to be “formal” rather than casual. In the case of males, this will normally be tie/jacket and females will normally be a smart professional outfit.

6.3.7

Quality of Work

The work expected of colleagues is clearly laid out in their individual job description and in her or his generic duties. Part of professional behaviour is to complete the required work to a high standard and to strive for the best quality possible within the resources available. It is not, for example, acceptable or professional for worksheets to have factual or spelling errors or for report slips to contain misspelt names.

Guidance for a minimum quality level is normally given (and can always be asked for from your manager), and this must always be met – professionalism goes that bit further to produce consistent, high quality work.

6.3.8

Keeping Commitments

It is part of professional behaviour to keep commitments that have been made, and staff should only make commitments to colleagues and students that they are able to keep. Equally part of professional behaviour is to keep to all deadlines, because one deadline is another professional colleague‟s starting point.

6.3.9

Stress

Teaching is a stressful occupation and a certain amount of stress goes with the professional status and approach. However, no colleague wants an undue amount of stress, or any additional or unnecessary stress caused by others in the organisation. All staff need to be aware of the actions and decisions that they individually take, and that we all have a duty of care for those whom we manage, and by whom we are managed. Colleagues should always actively think of the effect their actions cause on other colleagues, and whether they create unnecessary or additional stress for someone else. Staff with management responsibilities are encouraged to do things in a timely and considered fashion, and in a clear framework, all of which help in stress reduction. Colleagues throughout the school will normally provide support for those who are “feeling the pressure”, but any colleague who is feeling stressed should share their feelings with either a close colleague or one of the Leadership Group who will seek to find ways of reducing any unnecessary pressure. NB there is a fuller treatment of stress in your Professional Development Portfolio.

Try one (or more) of the following workday balance boosters to create balance in your life:  Remember that you are only human and give yourself permission to be a mere mortal. If you do find that you are not living up to your own expectations in any area of your life, be glad that you noticed it, and correct your behaviour – don‟t beat yourself up about it.  Drink a glass of water (or eight). Your body is made up of 70% water and this needs to be constantly replenished.  Take a breather. Breathing is what keeps you alive. Take a „fresh air‟ break every hour, where possible, and breathe deeply and slowly if you‟re under pressure to break your stress cycle.  Eat your lunch away from your desk or classroom every day this week and encourage your colleagues to do the same – you‟ll be more productive and energised as a result.  Snack on almonds instead of biscuits and chocolate. Almonds are full of magnesium, which is the mineral that your nervous system needs in order to relax.  Smile! Go on, right now….a big cheesy grin to the person next to you. Smiles are contagious.

Watch them smile right back at you, and you‟ll both enjoy the day more!  Be spontaneous – call someone you love and tell them so. Yes, do it now!  Understand that when you allow someone to help you, this helps them to feel needed and valued.

Next time someone asks you if you need a hand, say „Thank you‟ and accept their help graciously.

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 

Drift away with some aromatherapy oils – you‟ll not only make your home, classroom or office smell great, but you‟ll help everyone else to be more relaxed as well.

Leave work on time today – go home and enjoy your family and friends.

6.3.10

Main Job first….. and other Time Management Issues

A teacher‟s main job is ensuring that students learn effectively. This is the first call on a professional teacher‟s time. There are two common ways in which there is often temptation to place learning and teaching second.  

Allowing other school based duties, administration and individual students problems, to interfere with lessons Allowing external commitments to interfere with the required duties or preparation and marking.

As part of their professional behaviour teachers must always put teaching and learning first and in the same way, other staff must make their prime job and its focus their main priority. They should be engaged in learning and teaching activity all the time they are timetabled to be with a class.

For all staff, other commitments may not be brought into school or overtake other professional duties expected outside school. Staff must also find time to relax and ensure that they can give their best during the teaching and learning (or working) day. When there is great time pressure and conflict on colleagues from work, family commitments and time needed to relax, then as part of their professional behaviour colleagues should seek advice from, and consult with, senior colleagues in the school to see how tasks can be best completed and how the time needed for the main job can be managed.

6.4

Newly Qualified Teachers

All NQTs are warmly welcomed to Duffryn High School and we pride ourselves on the provision of a comprehensive induction programme and a whole-hearted commitment to your statutory rights. The following notes are a very short extract from the “Essential Guide to Surviving the First Few Years”.

Be a practitioner: the job is a craft which is why it is hard to describe or demonstrate through the written word and away from the classroom. There are skilled practitioners in every school. You can identify them because they are organised and thorough, they have an open, thoughtful mind and they care about their classes. Most importantly, they are respected and admired by all. Make every effort to be like them.

Be passionate: everybody recognises this. One of the most valuable assets you have as an NQT is your passion for your subject. It is the one quality you should determine to retain throughout your teaching career.

Be pushy: by that I mean – PUSH your students. Earnestly desire their success and achievement. Stretch and challenge them, don‟t accept weakness, where commitment, conscientiousness and diligence are required. Find ways to urge them on to greater understanding and conceptual awareness. Be the person in their life who tells them that they can achieve great things. Believe in their ability and they will believe in it too.

Be professional: in the way you dress, in how you conduct yourself (not just in the classroom or laboratory but also in the playground, dining hall, on your bike and wherever you may be seen by your students and other staff). Be polite and respectful; then you can justifiably expect that treatment from those around you.

Beware; a careless word could damage a child‟s self esteem or a colleague‟s career.

Maintain a sensible perspective: none of the above are likely or possible unless you are kind to yourself, cherish your friends, and get away from the inevitable pressures whenever possible. Take time during the day, WHEN you can, to relax, go out to lunch occasionally. Search out the people who share your sense of humour. Enjoy your successes, the company of colleagues and students, your growing expertise in your subject, the extra curricular activities you retain and develop.

Work long hours, there‟s no other way, but your young life is too valuable not to treat with respect.

Get a balance. Smile. Laugh whenever you have the opportunity.

Quite simply it IS the BEST job in the world, an utter privilege to be at the heart of the nation‟s youth, in their company and participating in their lives.

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6.5

Disciplinary Procedures

As their disciplinary procedure for all staff, the Governors of the school have adopted the new Newport Procedure that has been agreed between the Trades Unions, Professional Associations and the Local Education Authority. These procedures can be obtained from MTS (Deputy Headteacher) or the Headteacher with the exception of Annex A which are examples of standard or conduct.

Statement Policy I. It is the view of Newport County Borough Council that the maintenance of discipline is essential for the effective conduct of the Authority‟s affairs and for the safety and well being of employees and of the others affected by the Council‟s activities II. In order to maintain discipline, the Council expects its employees to conduct themselves within the law, any code of ethics or practice associated with their profession or trade; any rules specifically relating to the employee‟s workplace or activities – and with general accepted standards of social and moral behaviour. The general standards of conduct and behaviour are set out in Annex A The Head Teacher will assist employees so far as practicable in achieving acceptable standards of conduct by bringing to their attention rules of the workplace and by providing such training as is deemed necessary to assist them in undertaking their work effectively and safely.

The Head Teacher will take appropriate action if any employee fails to meet required standards of conduct, competence or behaviour generally related to in (III) above. In order to ensure the fair and equitable treatment of employees subject to disciplinary action, the Council had prepared and issued this disciplinary procedure, in conjunction with the appropriate Trade Unions. The procedure will be used as necessary and will apply to all employees within its scope.

6.5.1

Annex A Examples of Standards and Conduct The following list provides examples of the standards and conduct expected, breaches of which will normally lead to disciplinary action, other than dismissal, for a first offence.

Time Keeping and Attendance Employees are required to give constant and regular attendance and not be persistently late. Staff will be advised of the hours of work required in accordance with the Conditions of Service and methods of recording presence at work.

Attendance at Place of Work Employees will be advised of the procedure for notifying absence from duty, including sickness, and can expect to be interviewed by their manager on return. Unauthorised absence, or leaving the premises without permission, is not acceptable behaviour.

Accidents and Safety at Work Employees are expected to observe their responsibilities under the Health and Safety at Work Act and are required to notify accidents at their place of work. An entry in the Accident Book is sufficient notice of an accident. Accidents outside the place of work, but related to attending to authorised duty, should be notified to the manager as soon as practicable.

Other Employment Employees are not precluded by their Contracts of Employment from accepting other employment outside their normal hours with other employers. However, such employment must not in any way hinder or conflict with the interests of their employment with the Council. Members of staff seeking such additional employment are advised to notify their Head Teacher.

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Management Instructions Employees will not be expected to carry out any unlawful actions (eg in contravention of statutes, Health and Safety at Work Act 1974). Employees are required to carry out reasonable orders and instructions of management.

Breaches of Confidence All information relating to the Councilâ€&#x;s business and personal information relating to staff is confidential and must not be conveyed to unauthorised persons by employees without prior authority.

Standards of Conduct All employees are required to refrain from using offensive and abusive language or other behaviour likely to cause a nuisance Neglect of Health When an employee, without sufficient cause, neglects to carry out instructions of a medical officer appointed by the authority or, while absent from duty on account of sickness, commits any act or adopts any conduct which will retard his/her return to duty.

Gross Misconduct Allegations of certain offences are so grave that an employee may expect that if a Head Teacher is satisfied that gross misconduct has occurred, the advanced stages of the procedure may be implements. The following list, although not definitive, provides examples of offences normally regarded as gross misconduct: Indecent Behaviour Misconduct giving gross offence including acts of gross indecency.

Theft Unauthorised possession or theft of property.

Fraud Fraudulent time-keeping, deliberate false recording of attendance or other records, abuse of sick pay regulations, or defrauding the Council, staff, or member of the public in the course of official duties.

Assault Fighting with, or threatening behaviour with intent towards another person.

Deliberate Damage Deliberate and destructive acts harmful to persons or damaging to property.

Bribery or Corruption The receipt of money, goods, favours or excessive hospitality in respect of services rendered or to influence decision.

Unfit for Duty Serious incapability through alcohol or being under the influence of illegal drugs. The Councilâ€&#x;s policy on Alcohol at Work provides guidance on this issue.

Negligence Any omission or act of serious negligence which threatens the health and safety of a member of the public or employee and causes unacceptable loss, damage and/or injury.

Smoking in Hazardous Areas The Council has a non smoking policy. Employees are forbidden to smoke in the school building.

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Unauthorised Use Employees are normally authorised to use appropriate facilities in the course of their work. They should not, outside of their authorised positions, use or allow the improper use of Authority vehicles, plant, equipment or machinery.

Insubordination Serious acts of insubordination.

Potential Theft To avoid suspicion of potential theft, staff should report to a senior manager any items at special risk.

Dismissal for other Reasons An employee may be dismissed if he/she cannot continue to be employed in his/her present post because of: (a) contravention, either on his/her part, or on the part of the Council, of a duty of restriction imposed by, or under, an enactment (eg where a person employed as a driver is disqualified from driving because of a road traffic offence), or (b) for some other substantial reason.

6.6

Staff Development

Each colleague has a responsibility to identify their own development needs. Further, the managers of the school have a duty to identify the needs of the school, and of colleagues within the school. These can sometimes be in conflict, but staff must engage in discussions with their line managers and with the Staff Development portfolio holder about their perceptions of their own needs and the school needs.

Staff Development comes in several ways:  There are the traditional courses – a single topic covered in a day away from school or during suspension days  There is professional sharing where colleagues share their practice with others through meetings, plans, worksheets, lesson observations etc.  There is professional education where colleagues undertake advanced certificates or degrees  There is individual development where colleagues take an interest in a topic and research it, or follow activities that they then bring into the professional situation (e.g. exam marking)  There is development of PLCs where a shared learning topic is progressed from theory and research to practice.

Our current commitment to staff training comes through:  Making courses available and identifying staff who would benefit from such formal courses  Supporting colleagues undertaking professional education  Our own INSET Days  Making good use of meeting time for sharing and developing professional skills  Extra time available for those starting their career to enable professional sharing  In-school training to support NQTs, open to any staff who feel they may benefit  Encouraging the offer of placements to student teachers for mutual learning  Encouraging personal development The Welsh Assembly Government has created a funding opportunity to enhance staff CPD under three headings. These are a national drive to improve numeracy, literacy and reduce the poverty gap. Courses provided for staff must relate to one of the three national priorities. In our school, Matt Sims is responsible for identifying the training needs and sharing staff aspirations for training, whilst Lucy Walliker administers the cover system and Claire Morris administers the complexities of the funding system.

Please note that if you are booked to go on a local inset course you must ring LJW by 8.15 am to check that there are not dire circumstances in school. In the rare occurrence that this should occur we would have to cancel the course and you would have to come to school and teach. The 127

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Leadership group decides on topics for Inset Days (and internal school training) and is always pleased to receive ideas from staff of topics that would be of whole school interest.

6.7

Performance Management

Performance management for teaching staff is now firmly embedded within school procedures. All teaching staff can access the updated Performance Management Procedure Guide on the RM Staff area.

Staff turnover has an effect on the line management of the PM system and there have been some significant changes this year. Our current structure is shown below.

Appraiser JMW MLT MTS NAD JXW MSP LEP RXE PDT WMT TCN JTC GFV SRH DEP ALK LDM JAH JML JAR KAS ANC ATS JRH RSM SRG

MLT JRH MSP DEP LEP PJP RXE AET WMT JLE PSP PTG DAE KLE SBR MKD DPT DLR LEO NPB LMI AXP JCS AJW SRG SJM

MTS SBR GFV JTC KAS ATS JEA LXH AIH CMS JCU PTK JAC HFJ DHP JAH KAH HXC ABL CLR LAA

NAD JXW PDT ANC RSM

ALK SRH JML

LDM

JAR

RMH LES DME RMG PJG

HJM

LAH

REH TCN KSG

.

We have 3 NQTs (Lisa Hocken, Hannah Clark and Abigail Pickles) who are not part of the formal PM system.

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Equal Opportunities Statement Duffryn High School recognises that it is essential to provide equal opportunities to all persons without discrimination. Discrimination can be direct or indirect; both must be avoided.

Duffryn High School aims to ensure that no employee or student receives less favourable treatment on the grounds of race, colour, gender orientation, nationality, religion, ethnic or national origin, age, gender reassignment, marital status, sexual orientation or disability. This organisation is committed to a programme of action to make this equal opportunity policy effective and will bring it to the attention of all staff and students. Additional details can be seen in the equal opportunities policy document.

A good teacher:

Is kind Is generous Listens to you Encourages you Has faith in you Keeps confidences Likes teaching children Likes teaching their subject Takes time to explain things Helps you when you are stuck Tells you how you are doing Allows you to have your say Doesn’t give up on you Cares for your opinion Makes you feel clever Treats people equally Stands up for you Makes allowances Tells the truth Is forgiving Description by Year 8 pupils

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Appendix 2

A code of safe practice Introduction The aims of this code are:        

To keep pupils safe To reduce the risk of all allegations against staff Staff should always report to a senior member of staff anything of concern about a student‟s safety or their own All staff have a duty to keep students safe and to protect them from physical and emotional harm All staff must be aware of the school‟s Child Protection Policy and procedures (Staff Handbook) If child abuse is suspected, staff have a duty to pass information without delay to the named persons Staff also have a duty to take care of themselves. (Health and Safety At Work Act 1974) Where no specific guidance exists, staff are expected to make professional judgements about their behaviour in order to secure the best interests and welfare of pupils and, in so doing, will be deemed to be acting reasonably.

Positions of power and trust    

Do not use your position to gain access to information for your own advantage or to a student‟s or family‟s detriment Do not use your power to intimidate, threaten, coerce or undermine students Do not engage in sexual activity with any student, sixth form included, or cause or invite a student to engage in or watch any kind of sexual activity. Their consent is irrelevant Be aware how your action may be viewed by others. Do not be seen to be paying special attention to a particular student. Always ask yourself, „are my actions fair, reasonable, warranted, proportionate, measured, safe and applied equitably?‟

Confidentiality     

Do not share confidential information about a student with any person, other than on a professional need-to-know basis Never promise complete confidentiality to a student, prior to, during or after a disclosure Never pass on confidential information to „outsiders‟, press, police, social services, etc without first seeking guidance from a senior member of staff All data covered by the Data Protection Act (basically everything personal, be it academic, home background etc) should be treated in accordance with the Act, (i.e. with real care!). If you are unsure of whether or not the data is covered, please see the Assistant Head Teacher / Strategic Manager of ICT Since the 2004 Children‟s Act, children‟s child protection needs have priority over data protection, but consult a senior manager in such circumstances.

Propriety     

Do not behave in such a manner that would lead any reasonable person to question your suitability to work with children or to act as a role model Do not make sexual remarks to a student (including email, text messages, phone and letter), or behave in any way which could be interpreted as sexually suggestive or provocative Do not discuss your own sexual preferences or sexual relationships with or in the presence of students Do not discuss a student‟s individual sexual relationships in full class or in other inappropriate contexts or settings Do not make unprofessional personal comments which scapegoat, demean or humiliate students.

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Infatuations Report immediately to a senior member of staff any indications (verbal, written or physical) that suggest a student may be infatuated with you, or with a colleague.

Dress Dress decently, safely and appropriately.

Gifts   

Do not accept any gift which might be construed by others as a bribe, or lead the giver to expect preferential treatment Small „thank yous‟ are OK, but don‟t receive gifts on a regular basis or of any significant value Generally only give gifts to a student as part of our agreed reward systems. In any context, ensure that any gifts given are of insignificant value and given to all children equally.

Contact    

Do not try to establish social contact with students for friendships or a relationship Do not give personal details to students, e.g. home / mobile phone numbers, home or email address, unless checked with and agreed by senior staff Any contact with parents or pupils by email must be by school email Any unwelcome communications to staff, be they written or visual, from students or parents should be reported immediately.

Physical contact As a general rule, do not touch pupils. Physical contact should never be:  Secretive or for personal gratification  Of a type which may be considered indecent  There are occasions when it is appropriate and proper for staff to have physical contact with students, but you should only touch when it is appropriate and proper to do so in your professional judgement.

Physical contact should be in response to a child‟s needs at the time, of limited duration, and appropriate given their age, stage of development, gender, ethnicity and background  Some staff (e.g. PE, music and SEN staff) may need to initiate physical contact, eg in order to support a child so they can perform a task safely, to demonstrate a particular piece of equipment / instrument or assist them with an exercise. This should be done with the student‟s understanding of the reason and their consent, and in an „open‟ environment  Do not indulge in horseplay, tickling or fun fights  Use extra caution when it is known that a student has suffered previous abuse or neglect  Report immediately any physical contact which concerns you or which you believe may have been misconstrued.

Students in distress   

There may be rare occasions when a very distressed students needs comfort and reassurance, including limited age-appropriate physical contact, principally with our youngest students Be self-aware, avoid any contact which may be intrusive or open to misinterpretation Tell a colleague if you have offered comfort to a distressed pupil.

Control and physical intervention  

Always try to defuse situations without physical intervention We do not expect staff to put themselves at physical risk, but you may intervene to prevent a student from injuring themselves or others. You may use only reasonable force. There is no legal definition of reasonable force, but you must be sure that any physical intervention is warranted by the circumstances of the particular incident (ie not in response to a trivial action), and that the degree of force used is in proportion to the seriousness of the behaviour, or the consequences it is intended to prevent. Any force used should be the minimum to achieve the desired result.

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Showers and changing Students are of course entitled to privacy and therefore:  announce your intention of entering the changing rooms  avoid visually intrusive behaviour  do not touch a student in a state of undress  do not remain there unless student needs require it  do not change or shower in the same place  be particularly careful of gender issues.

Behaviour management     

Do not use physical intimidation or invade a student‟s space Do not use sarcasm, demeaning or insensitive comments Always try to remain calm and to defuse situations before they escalate Never try to bar a student „way‟ or to physically prevent a student from leaving a room or a situation, unless of course they may constitute a threat to themselves or others. Calmly advise them that leaving against your instructions constitutes defiance Apply the Assertive Discipline system fairly and consistently so as to minimise the risk of pupil perceiving injustice or victimisation.

One–to–one situations      

Avoid meeting in remote, secluded areas of the school Ensure there is visual access and/or an open door wherever possible Try to ensure that there are other staff around or at least aware of the meeting Do not use „engaged‟ or equivalent signs If you have reason to be concerned about a one-to-one meeting in advance, because of a student‟s previous behaviour or vulnerability, arrange for a colleague to be present, especially where there is a gender difference Do not pre-arrange meetings with pupils away from the school premises, except (exceptionally) with the approval of the parent and the head teacher.

Overnight supervision during exams  

This should never be undertaken without prior arrangement with the exam board and with senior staff Only staff volunteers would be used and they would be fully briefed about appropriate and safe practice.

Transporting pupils   

You should not transport students in your own vehicle, especially one-to-one, without the consent of the pupil, parent and line manager You must always have valid business insurance for this purpose Never transport a student to hospital in your own vehicle following an accident. Always call an ambulance.

Educational visits and after school activities    

Observe all aspects of the school policy on educational visits and trips (staff handbook) Always have another adult present in out-of-school activities, unless otherwise agreed by a line manager Check with students that there is parental consent to the activity Remember that in these less formal contexts you are still in a legal position of trust and need to ensure that your behaviour is professional at all times and cannot be interpreted as seeking to establish an inappropriate relationship or friendship.

First aid and administration of medicines  

No medicine should be given by the school without written parental consent. This includes aspirin, ibuprofen etc Staff are not expected to administer or to supervise the taking of medicines unless specifically authorised and trained to do so 132

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 

 

Students needing medication regularly should have a health care plan drawn up by the school nurse (not school first aider) employed by the LEA Wherever possible, first aid should only be given by our trained volunteer staff and by staff of the same gender if possible. Try to ensure that another adult is present, or at least aware, when first aid is administered. In exceptional emergency circumstances it may be necessary for an untrained member of staff to intervene. If so, do the minimum required whilst awaiting specialist support Always report any accident or fist aid administration to the first aider in Reception as parents must be informed A member of staff should always accompany a child taken to hospital by ambulance, and should stay until the parent arrives.

Curriculum     

Care should be taken that resource materials are appropriate and relate to the planned learning objectives Sensitive issues (e.g. relating to sex, race, religion, gender, disability) should be handled with care, especially where unplanned discussion arises Do not enter into or encourage inappropriate or offensive discussion about sexual activity Remember that parents have a legal right to withdraw children from all or any part of sex education (but not from the biological aspects of human growth and reproduction integral to the science curriculum) Do not show visual material which is inappropriate for the age of the students concerned, taking special care over the use of videos.

Photographic and video images It is very good practice at times to record photographic and video images of pupils, or to allow students to record such images of each other, e.g. to assist teaching and learning, to celebrate achievement, for publicity.

Because of the potential for images of children to be misused for pornographic or grooming purposes, staff should follow this code:  Only record images when there is a justifiable need  Be clear to pupils about why the images are being recorded and what will happen to them  Ensure that all images recorded are available for scrutiny, in order to screen for acceptability  Avoid making images in one to one situations  Images of pupils should not be displayed on websites, in publications or in a public place without the consent of the pupil and the parent/carer.

Existing parents are consulted to allow them to indicate that they do not wish their child to be photographed. Unless they so indicate, we will deem that it is acceptable to record images for legitimate purposes. In future, parents of new intakes/new admissions will routinely be asked to give such general consent.  If a photo is used, don‟t name the student unless you have direct parental consent  If a student is named, do not use the photo unless you have direct parental consent  Where the school has decided that images should be retained for further use, they should be securely stored and used only by those authorised to do so  No photos or videos of school events / activities should be taken by parents or others.

Internet use  Staff are strongly advised, in line with Union advice, to refrain from the use of ANY social networking

  

site. Staff should not accept students as friends on any sites. Staff should not give personal e-mails or mobile phone numbers to students. The only exception to this may be on trips and visits or any emergency, but work mobiles should be used and are available from the Site Manager.

Staff must follow the school policy on the use of IT equipment and the internet Accessing child pornography, or making, storing or disseminating such materials is illegal and, if proven, will lead to a bar from teaching / working with children Staff must not use school IT equipment to access adult pornography, on or off site.

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Responsibilities   

Staff should report to a senior member of staff any behaviour by colleagues which gives cause for concern in relation to safeguarding the wellbeing of students If any incident occurs which may result in an action being misinterpreted and / or an allegation being made against a member of staff, then the relevant information should be recorded promptly and reported to senior staff Staff who are the subject of allegations are advised to contact their professional association.

This policy has been written to support staff and pupils by being as clear as possible about safe conduct.

Inevitably, situations will arise that the policy doesn‟t cover, and staff should seek advice from members of the Senior Leadership Team.

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Duffryn High School Computer Access Policy Staff Guidelines The school has provided computers for use by staff, offering access to a vast amount of information for use in studies, acting like an enormous extension to the school library and offering great potential to support the curriculum.

The computers are provided and maintained for the benefit of all staff, and you are encouraged to use and enjoy these resources, and help to ensure they remain available to all. Remember that access is a privilege, not a right and inappropriate use will result in that privilege being withdrawn.

Equipment  Damaging, disabling, or otherwise harming the operation of computers, or intentionally wasting resources puts your work at risk, and will cut short your time with the ICT equipment.  Only use the computers for educational purposes. Activities such as buying or selling goods are inappropriate.  Always check files brought in on removable media (such as floppy disks, CDs, flash drives etc.) with antivirus software and only use them if they are found to be clean of viruses.  Protect the computers from spillages by eating or drinking well away from the ICT equipment.  Only authorised equipment and software should be connected/added to the school network.

Security and Privacy  Protect your work by keeping your password to yourself; never use someone else‟s logon name or password.  Never reveal your passwords for ePortal or photocopier numbers, never use someone else‟s password  Always be wary about revealing your home address, telephone number, school name, or picture to people you meet on the Internet.  Other computer users should be respected and should not be harassed, harmed, offended or insulted.  To protect yourself and the systems, you should respect the security on the computers; attempting to bypass or alter the settings may put you or your work at risk.  Computer storage areas and floppy disks/pen drives will be treated like school lockers. ICT staff may review your files and communications to ensure that you are using the system responsibly.  You are responsible for logging off or suspending access to your workstation whenever it is left unattended, unless this is in a secure office.  You are responsible for the content of any stored material within my individual account or any e-mail originating from your account, even if this is through a separate e-mail provider Internet  You should access the Internet only for school activities within the school work hours.  Only access suitable material; using the Internet to obtain, download, send, print, display or otherwise transmit or gain access to materials which are unlawful, obscene or abusive is not permitted.  Respect the work and ownership rights of people outside the school, as well as other students or staff. This includes abiding by copyright laws.  „Chat‟ activities take up valuable resources which could be used by others to benefit their studies, and you can never be sure who you are really talking to. For these reasons „chat‟ rooms should be avoided.  The school does not recommend online shopping using the schools network, or accept any liability for such internet use.

Email  You should only use email for school activities within the school work hours.  Be polite and appreciate that other users might have different views from your own. The use of strong language, swearing or aggressive behaviour is as anti-social and totally unacceptable.

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 

Only open attachments to emails if they come from someone you already know and trust.

Attachments can contain viruses or other programs that could destroy all the files and software on your computer.

If you receive an email containing material of a violent, dangerous, racist, or inappropriate content, always report such messages to a member of ICT staff. The sending or receiving of an email containing content likely to be unsuitable for schools is strictly forbidden.

Please read this document carefully. Only once it has been signed and returned will access to the Internet be permitted. If you violate these provisions, access to the Internet could be denied and you may be subject to disciplinary action. Additional action may be taken by the school in line with existing policy regarding staff behaviour. Where appropriate, police may be involved or other legal action taken.

I have read and understand the above and agree to use the school computer facilities within these guidelines.

Name:

Signature:

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Appendix 3

Use of Reasonable Force Introduction There has been a common misconception since the Children Act 1989 that any physical contact with a child or young person is unlawful. Teachers and other staff have always had powers under common law to use reasonable force to prevent children or young persons committing a crime, causing injury or damage to themselves or others. Section 550A of The Education Act 1996 and Welsh Office Circular 37/98 clarify the situation.

Definition of Physical Restraint/ Physical Intervention There is no legal definition; however it is understood that to physically restrain a pupil is to control the child or young person through the positive application of force.

Legislative Base 1.

Any form of corporal punishment is unlawful 2.

It is unlawful for any member of staff to use any degree of physical contact which is deliberately intended to punish a child or young person or which is intended to cause pain, injury or humiliation 3.

Section 550A of the Education Act 1996 (inserted by Section 4 of the Education Act 1997), which came into force on 1 September 1998, restates the principles derived from common law and statute 4.

Section 550A refers to the use of force by teachers and non-teaching staff (as authorised by the Headteacher) to physically restrain the child or young person in order to prevent him/her:  Committing an offence;  Causing personal injury to or damage to property  Engaging in behaviour prejudicial to good order and discipline at the school or amongst its pupils.

Key Issues 1.

Circumstances When it is reasonable to use force or the degree of force that may be reasonably be used, will always depend of all the particular circumstances:  The use of force can be regarded as reasonable only if the circumstances of the particular incident warrant it;  The use of any degree of force is unlawful if the particular circumstances do not warrant its use;  The degree of force will depend on the age, understanding, physical maturity and sex of the child or young person;  Teachers are allowed to defend themselves against an attack provided they do not use a disproportionate degree of force;  Teachers are allowed to intervene if a child or young person is at immediate risk of injury or on the point of inflicting injury on someone else.

2. Less urgent Risks:  Strategies other than physical intervention should be attempted to deal with a situation  Strategies and techniques for dealing with difficult children or young persons and situations should be attempted to defuse and calm a situation;  Strategies and techniques for managing a child or young person who is likely to behave in such a way that may require physical restraint should be planned in advance (involving parents, all staff, details of action to be taken, etc) 137

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3

Circumstances which determine when physical restraint may be necessary:  The use of physical restraint must be the final option;  Physical intervention or restraint may be appropriate to prevent a child young person: a) Fighting; b) Engaging in or on the verge of committing deliberate damage to property; c) Causing, or at risk of causing, injury or damage by accident, by rough play or misuse of dangerous materials or objects; d) Absconding from a class or school, but only if the child or young person could be at risk if not kept in the classroom or school.

4. Before Using Physical Intervention or Restraint;  Where there is an immediate risk of injury or damage to property, a member of staff may have to intervene physically immediately; however, wherever possible, staff should consider whether an alternative strategy could be used;  All staff need to be aware of health and safety issues when dealing with children or young persons with volatile behaviour;  Schools should carry out a risk assessment particularly in relation to children or young persons with volatile behaviour;  Schools should carry out a risk assessment particularly in relation to children or young persons with volatile behaviour, although risk assessments are only exercises in probability and are useful but limited in scope;  Whole school procedures should be in place when dealing with particular children or young persons.

Application of Physical Intervention or Restraint: Although it is not possible to describe fully the range of interventions or restraints which may be used, these may include:  Physically interposing between pupils;  Blocking a pupil‟s path;  Holding a pupil;  (in extreme cases) pushing or pulling a pupil;  Leading a pupil by the hand or arm from an incident;  Shepherding a pupil away from an incident by placing a hand in the centre of the back;  (in extreme cases) using restrictive holds.

Staff who have concerns and feel there may be a need in the future to use intervention or constraint with a particular pupil may find it helpful to discuss this with a senior member of staff.

Staff should not feel obliged to intervene where their own personal safety is at risk or where they believe such intervention could lead to an accusation of assault or abuse.

Staff must not:  Hold a child or young person around the neck, or by the collar, or in any other way that might restrict the ability to breathe;  Slap, punch, kick or strike a child or young person with an object;  Twist or force limbs against a joint;  Trip up a child or young person;  Hold or pull a child or young person by the hair;  Hold or touch a child or young person in a way that might be considered indecent.

6. During the intervention/restraint:  A calm and measured approach should be adopted;  Staff should not give the impression that they have lost their temper or are punishing the child or young person;  Staff should summon assistance as soon as possible.

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7. Following the intervention/restraint it is advised that:  Any incident where a child or young person is putting himself, others or property at risk, requiring physical restraint, should be recorded and/or reported to a senior member of staff;  Parents should be informed of any incident involving their child or young person a soon as possible, no later than the end of the school day, either orally or in writing;  Parents should be given the opportunity to discuss the incident with the Head Teacher or senior member of staff:  The member(s) of staff involved should provide a written report as soon as possible, and should be reminded that the teaching unions are available for advice, should it be needed;  Schools should keep a hand-written record of all incidents, to include:  The name(s) of the child(ren) or young person(s) involved;  The date, time and place of the incident;  Names of key staff or child or young person who witnessed the incident;  The reason that the physical restraint was necessary;  How the incident began and progressed;  Details of the child‟s or young person‟s behaviour;  What was said by each of the parties;  The steps taken to diffuse the situation;  The degree of force used;  How and for how long the physical restraint was applied;  The child‟s or young person‟s response;  The outcome of the incident;  Details of any injury or damage to property.  Subsequently there may be a Section 47 Children Act 1989 enquiry involving the Police and Social Services. The hand-written records will be required by the Police if an investigation is undertaken.

8.      9.   

Safety of Staff DFEE 1.15 When staff are dealing with potentially dangerous situations involving especially difficult children or young persons, they should be mindful of their own safety and that of all the children or young persons for whom they are responsible; The member of staff may wish to seek advice from a colleague or professional association representative; Schools may contact the LEA to discuss the incident; Injuries suffered by an employee, as a result of a deliberate assault arising out of or in connection with their work, should be reported under the „Reporting of Injuries, Diseases and Dangerous Occurrences Regulations 1995 (RIDDOR)‟; Training in behaviour management and advanced planning can help staff facing these situations.

De-Briefing (a) Staff The member(s) of staff involved in the restraint should be encouraged to consider the situation with the Head Teacher or senior member of staff as soon as possible following the incident The opportunity should be taken to evaluate the situation and could serve to de-brief the member of staff and to inform future situations In some situations it may be useful to look to an external facilitator for de-briefing, counselling or support.

(b) Child or Young Person The child or young person may themselves feel upset. Following the incident and, as part of working through the problem, the child or young person should be advised as to why it was necessary to use physical restraint. He/she should be allowed to put his/her side of the situation.

References; Welsh office Circular 37/98 The Use of Reasonable Force to Control or Restrain Pupils.

NASUWT (CYMRU) Special Educational Needs Sub-Committee, Newsletter 1998 NCH Action for Children; Code of Conduct and Practice Guidelines Addressing Acceptable Boundaries and Limits for Children and Young People.

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NAHT The Use of Reasonable Force to Control or Restrain Children or Young Persons 1999.

NUT Unacceptable Pupil Behaviour 2000.

Country of Cardiff Schools Service document Sept 2001. “The Use of Reasonable Force to Control Pupils".

FOLLOWING AN INCIDENT OR AN ALLEGED INCIDENT:

Advice to class teachers 

If a situation arises in which a teacher feel they may have inappropriately responded verbally or physically to a child, causing injury or distress, the teacher should: 1. inform the Head Teacher immediately, and take any advice given: 2. record exactly what happened



If a parent/child make an allegation against a teacher directly to the teacher, the teacher should: 1. inform the Head Teacher immediately, 2. note any circumstance leading up to the allegation, exactly what has been said and names of anyone present (do not interview children).

Advice to Head Teachers 

If a member of staff reports an incident in which they have inappropriately responded to a pupil, verbally or physically, causing injury or distress, the Head Teacher should: 1. establish the basic facts of the incident and discuss immediately with the designated LEA officer 2. ask the teachers and any adult present to record the basic facts of the incident.



If an allegation is made by a parent or child, the Head Teacher should: 1. listen carefully to what is being said, but on no account make suggestions as to alternative explanations for the concerns expressed 2. make a written, dated record as soon as practicable (and certainly within 24 hours) 3. an urgent initial consideration by the Head Teacher of whether there is sufficient substance in the allegation to warrant an investigation 4. initial discussion with designated LEA officer.

‘The education of a man is never complete until he dies.’

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