To jump straight to the section you would like to read, please click on the respective headlines
• Useful Question STEMS when speaking to a student
• Glyn SHARP System
• Social Networking Policy
Section 3 - MEET THE TEAM
Leadership and Management Team
• LMT Roles 2025-2026:
Leadership and Management Team Reporting Lines/Responsibilities 2025-2026
Colleague List
Faculty List 2025-2026
Who to see about what
Form Tutor List 2025-2026
• School Standards Board [SSB] 2025-2026 (In attendance: Jo Garrod)
SECTION 4 - SCHOOL OPERATIONS
Accidents to Students/Medical Room
• Accidents, Near Misses and Incidents
Car Insurance
Assembly Rota
Communications – External
• Communications – Internal
Community Work and Fundraising
Cover Work - Teacher Absences
Detentions Rota – 2025-2026
Emails
Environmental Awareness
Examinations
External Training
Glyn School Staff Association [GSA]
IT Support
Finance
First Aiders
Minibus
Orders
Other Finance
Policies and Risk Assessments
Postage
Presentations and Branding
Printing and Photocopying
Procedures for Unplanned, Unexpected or Emergency Closures
Professional Associations
Repairs and Maintenance
School Calendar
School Newsletter, Bulletins and Social Media
Staff/Colleague Absences
Staff/Colleague/Student References
Staff Training Day Arrangements for Part-Time Colleagues
Staff Wellbeing
TOGA - The Old Glynians’ Association
Trips and Visits
The House System
Section 5 - DUTIES
Duties
Section 6 – TEACHING AND LEARNING
Attendance and Punctuality Guidance
• Lesson Registers
• Missing Students
• Out-of-Timetable Attendance
• Punctuality
• Late to School Procedures:
Behaviour for Learning Policy: A colleague`s guide to effective behaviour management at Glyn School Students Out of Lessons
• Student Transition to Lessons
• Rewards
• Achievement Points
• Positive Emails Home
• Postcards Home
• Use of Sanctions
• Procedure for Dealing with Behaviour in Lessons
• Behaviour Report Structure
• Intervention (guidance of potential order and types of support/intervention that can be offered)
• School Detention Procedures for Academic Year 2025-2026
• Internal Suspension
• Learning Walks/On Call System
• Levelled Behaviour Guidance (as per Behaviour Policy)
• Level 1
• Learning Related Behaviours - Might be appropriate to guide faculties if in specific areas
• Guidance for Sanctions at Level 1
• Level 2
• Guidance for Sanctions at Level 2
• Level 3
• Guidance for Sanctions at Level 3
• Mobile Phone Policy
• Searching Students` Mobile Phones or Belongings - Law
Student Mental Health Support
• Tier 1: Culture
• Tier 2: Pastoral Team
• Tier 3: Specialist Support
• Tier 4: School Counsellor and Education Mental Health Practitioners
Chromebooks in the Classroom
Core Business – Developing a Curriculum for a Quality Education
Reporting and Assessment
• How GCSE Targets are created
• Additional note on Target Grades
• Key Stage 5
• Key Stage 5 Targets
Teaching and Learning and Curriculum, Monitoring 2025-26
Tutor Guides to the Year
• Student Voice
• Student Ambassadors
Section 7 – SEND AND INCLUSION
• Inclusion
• Access Arrangements
• Disadvantaged Students (in receipt of Pupil Premium funding)
• Student Support
Section 8 – SIXTH FROM
Introduction to the Sixth Form at Glyn School
The Sixth Form Team
• Uniform Policy
• Progress
• Reports, IEPs and PSPs
• Attendance
• Form Time Attendance
• Lesson Attendance
• Attendance Incentives and Rewards
• Behaviour
• Sixth Form Mobile Phone Policy
• Bromcom
Glyn Sixth Form Learner Agreement
• Sixth Form Student Leadership Team
• Sixth Form Prefects
Section 9 – GLOSSARY
Glossary and Standardised Language
Abbreviations
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HEADTEACHER’S WELCOME
Welcome to the New Academic Year
As we begin this new school year, I extend a heartfelt welcome to all—both our returning colleagues and those joining us for the first time. This year presents another exciting opportunity to build on our shared commitment to creating an exceptional learning environment for every student. I am confident that, together, we will continue to achieve great things.
Our mission remains clear: to provide our students with the richest, most empowering education possible. We aim to nurture well-rounded individuals who are prepared to face the world with confidence, character, and knowledge. Education is the most powerful tool we can offer, and it lies at the very core of our purpose.
Central to our philosophy is the belief in high expectations for all. We see the potential of every student and recognise our responsibility to challenge and support them in reaching their fullest potential. By setting ambitious goals and offering unwavering support, we can inspire both academic excellence and personal growth.
While we are proud to be recognised as an Outstanding School, our aspiration is to be even more—to be a truly Great School. Your expertise, creativity, and passion are the foundation of our success. Let us continue to strive for excellence, not only for our students but for our own professional fulfillment and growth.
Integrity and respect must guide all that we do. These values should be evident in our actions, our decisions, and our relationships—with each other, with our students, and with their families. By fostering a culture rooted in honesty, fairness, and mutual respect, we create a safe and inclusive environment where everyone can thrive.
Collaboration is essential to our collective success. When we share ideas, support one another, and work as a team, we are stronger and more effective. I encourage you to communicate openly, embrace teamwork, and generously share your knowledge and time. Together, we can build a vibrant, dynamic school community.
As we look ahead, I am filled with optimism for what this year holds. Let us commit to upholding high standards, pursuing excellence, modeling integrity and respect, and working collaboratively. In doing so, we will not only enrich our students’ lives but also our own.
Thank you for your dedication and commitment. I look forward to a successful and inspiring year ahead.
Mrs Jo Garrod Headteacher
SECTION 1 - GENERAL INFORMATION
Expectations of Colleagues
At Glyn School, we believe that expectations shape performance. As professionals, we all share the responsibility of upholding the highest standards in everything we do—whether in the classroom, around the school, or in our interactions with students and each other.
Shared Responsibility for High Standards
Every colleague plays a vital role in maintaining high standards of behaviour, learning, and mutual respect. These standards are not upheld by policy alone—they are modelled daily through our actions, language, and presence.
Colleague–Student Relationships
Positive relationships between staff and students are the foundation of a successful school culture. At Glyn, we are proud of the strong rapport we have built, but we must never take it for granted. We encourage all colleagues to:
• Take the initiative in building respectful, supportive relationships.
• Aim to praise students at least four times more often than issuing corrections.
• Address student issues constructively and promptly—challenges are a normal part of growth.
• Avoid criticising colleagues or school policies in front of students.
• Refrain from discussing students negatively in shared staff spaces.
Classroom Expectations
Students thrive in structured, positive environments where expectations are clear and consistent. To support this, we ask all colleagues to:
• Be firm, fair, and consistent in your approach.
• Expect and model mutual respect.
• Treat every student as an individual, with dignity and care.
• Maintain a positive and approachable demeanour.
• Set high expectations—students will rise to meet them.
• Never settle for mediocrity.
• Arrive before each lesson and begin on time.
• Be present in corridors at lesson transitions to support punctuality.
• Greet students at the door to set a welcoming tone.
• Be fully prepared for every lesson.
• Address breaches of the Student Code of Conduct—ignoring them condones them.
• Set homework in line with your Faculty/Subject expectations.
• Maintain a clean, engaging classroom environment in line with our Learning Environment Policy.
• Plan lessons around the Teaching and Learning 7 Principles.
• Persevere with every student—support is always available through your Head of Faculty or Subject.
Language and Communication
The language we use with students—both spoken and written—has a powerful impact. It shapes how students perceive themselves, their families, and the school environment.
Be mindful that even well-intentioned comments can be misinterpreted. For example, saying, “You may do that at home, but not in my lesson,” may unintentionally suggest that a student’s home environment or culture is inferior. This can be particularly harmful if the student comes from a different cultural or religious background.
In written communication, tone also matters. Research shows that phrasing such as “Students strictly prohibited” can actually encourage the opposite behaviour. A more effective and respectful approach would be, “Please do not eat food in this room,” which is more likely to achieve the desired outcome.
Professional Dress Code
As adult role models, our appearance sends a powerful message. On any day, we may meet parents, carers, or visitors, and our presentation should reflect professionalism and inspire confidence. While GLF Schools respect personal expression, all staff are expected to dress in a way that:
• Reflects a professional role
• Promotes a positive image
• Reinforces our position as role models for students
Staff are expected to dress in a manner that is both safe and appropriate for the tasks they perform. While casual attire is acceptable on non-uniform days, it should still reflect the professional standards of a school environment. On training days, colleagues may wear casual clothing unless they are delivering a presentation, in which case professional dress is expected.
Site Access
Each member of staff will be provided with a name badge (with a magnetic fastener), an ID badge, and a blue lanyard. Wearing your ID badge and lanyard at all times is a nonnegotiable part of our safeguarding procedures. It ensures that all staff with enhanced DBS clearance are easily identifiable. ID badges must not be shared with others, including students or colleagues. Name badges should be worn whenever possible, especially during parent events
Signing in and Out of School
It is a Health and Safety requirement that all staff sign in and out of school on arrival and departure. This includes leaving the site during the school day. With over 180 staff and such a large site we need to know who is present. Please can you ensure that you sign in when you come into school.
Signing in is for Health and Safety so we could confidently let the Fire Brigade know who is on site and who we have accounted for at our evacuation.
There are three ways to sign in:
1. The iPads in Main Reception or the Chaloner Building
2. Using the QR code below which does not require you to have this on your phone
3. The Sign In app downloaded on your phone.
We do not use the data for anything other than being able to obtain a staff register of who is on site in an emergency.
Salary
Salary is paid into your bank account on 22nd of each month [or the closest working day prior to 22nd if it falls on a weekend or Bank Holiday]. Any queries regarding salary payments, or problems concerning contracts or salaries should be addressed to Kerry Penegar, k.penegar@glynschool.org - People Operations Advisor for advice in the first instance, in confidence.
Accessing your payslip
Follow this link to login: Home - Neo People Management and select the ‘Payslip Login’ icon in the top right of the page. Your username to access the service is your work email address. Your initial password is the 8-digit number of the account to which your salary is paid. You can change your password directly on the portal when you first access it. You will be asked to use an online authentication app in order to log in to your account. Please download the Microsoft Authenticator app available via the app store on your phone or computer.
Sickness absence
• Email glyncover@glynschool.org and line manager by 7.30 on the day and each subsequent day of absence
• Late notice e.g. traffic issues - 07931142455
• Planned absence - complete ‘Request for Absence Form’ via Quick Links Glyn School Website
• Teachers are expected to set cover work via Google, for completion by their classes - including Sixth Form. Please see – Cover Work
Emergency Evacuation Procedures
Emergency evacuation procedures are posted in each classroom and office. The evacuation points are below:
• Year 7 and 8 Junior Playground.
• Year 9, 10 and 11 - Astro Turf.
• Year 12 and 13 - Basketball Courts.
• Teaching staff without a Form group, Associate staff and visitors - in front of the Food Technology Building.
In the event of a fire in the Canteen, Food Technology building or Science block:
• Year 9, 10 and 11 should enter the Astro Turf via the gate near the mound.
• Year 12 and 13 - please assemble at the top of the field next to the mound.
• Teaching staff without a Form group, Associate staff and visitors - please assemble at the top of the field next to the mound.
Regular fire drills will be held each term and all students and staff will receive an Evacuation Briefing at the start of each term.
To view the map in full view, please click here
School Day
Term Dates 2025-2026
Autumn Term 2025
Staff Training Day 1
Term Starts: Students Return
Staff Training Day 2
Half Term:
Staff Training Day 3
Monday 1 September 2025
Tuesday 2 September 2025 – Year 7 and Year 12 **
Wednesday 3 September 2025 – Whole School
Friday 24 October 2025
Monday 27 October 2025 to Friday 31 October 2025
Friday 28 November 2025
Term Ends: Wednesday 18 December 2025*
Spring Term 2026
Term Starts: Students Return
Half Term:
Monday 5 January 2026**
Monday 16 February to Friday 20 February 2026
Term Ends: Friday 27 March 2026*
Summer Term 2026
Terms Starts: Students Return Monday 13 April 2026**
Bank Holiday:
Half Term:
Staff Training Day 4
Term Ends:
Staff Training Day 4
Staff Training Day 5
*Early finish for students
** Late start for students
Monday 4 May 2026
Monday 25 May to Friday 29 May 2026
Friday 10 July 2026 GLF Inset Day
Friday 17 July 2026*
Monday 20 July 2026
Tuesday 21 July 2026
GLF Trust Collaboration Days 2025-2026
On the following days, students will finish early at 1.20pm to allow for more frequent, short, sharp staff professional development sessions, known as Glyn Collaborates. All secondary schools in the Trust will hold these sessions at the same time, which will facilitate enhanced training and development at Glyn, as well as providing an opportunity for increased cross-school working.
• Tuesday 03 February 2026
• Thursday 18 June 2026
• Friday 26 June 2026 (GLF Inset Day)
Values and Motto
Glyn School is a vibrant school for boys aged 11–16 and a successful mixed Sixth Form. Founded in 1927, we have a rich history of academic excellence, sporting prowess, artistic achievement, and service to the community. The school carries the responsibility of being graded ‘outstanding’ by Ofsted in 2009 and in 2012 and 2023.
At Glyn School we hold high expectations of all our students in every respect. We aspire to provide students with an outstanding learning experience each and every day. Every decision that we make is centred on their learning and achievement as we seek to enable each one to meet and exceed their potential. Our incredibly dedicated and talented staff never give up on a student.
“Relationships between pupils and staff are exceptionally strong, actively supporting and encouraging pupils’ highly positive attitudes and work ethic.”
Ofsted 2023
“Pupils actively embrace the school’s values of respect, integrity, kindness and endeavour”
Ofsted 2023
“Leaders’ high expectations come to fruition, as seen through pupils’ impressive academic achievements. The school is swift to act when minor improvements are needed as an aspect of its work. Staff and pupils are immensely proud to be a part of the school”
Ofsted 2023
Glyn School’s Vision
Glyn School inspires a love of learning and achievement that is founded on the virtues of integrity, kindness, respect and endeavour. Every person is highly valued and encouraged to achieve their full potential. Students are supported to develop and express their character, empowering them to positively contribute to their community.
We are a values-driven school and thus our values underpin all we do.
Integrity and Respect
Integrity means ‘doing the right thing, even when someone isn’t looking’. A school community motivated by integrity and embodying a true understanding of respect and care for others is a successful school. We foster mutual respect between all members of our community and help students develop selfconfidence and self-respect, so that they become well-rounded young people.
Kindness
Kindness is a type of behaviour marked by acts of generosity, consideration, showing assistance or concern for others, without expecting praise or reward. Our culture is positive and supportive, which increases students’ sense of belonging and happiness towards their learning and school experience.
Endeavour
We nurture students to strive to achieve their true potential through perseverance, hard work and resilience. We place an importance on teamwork and developing independence, where all students are encouraged to embrace challenge, which leads to success and achievement.
We also continue to use the original school motto from 1927. This is an important part of our heritage and a reference point for our ethos.
Tenax propositi ulteriora peto: Firm of purpose I seek for nothing but the best.
SECTION 2 - SAFEGUARDING
Safeguarding Statement 2025-2026
Glyn School recognises our moral and statutory responsibility to safeguard and promote the welfare of all students. We endeavour to provide a safe and welcoming environment where children are respected and valued. We are alert to the signs of abuse and neglect and follow our procedures to ensure that children receive effective support, protection and justice. Child protection forms part of our safeguarding responsibilities.
Glyn School is committed to safeguarding and promoting the welfare of children and expects all staff and volunteers to share this commitment. This means that we have a Child Protection & Safeguarding Policy and procedures in place; these can be viewed on our website under the `Key Information and School Policies` section.
Key Information and School Policies link
All staff (including supply staff, volunteers and governors) must ensure that they are aware of these procedures. Parents and Carers are welcome to read the policy on request.
Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a student’s welfare. We will ensure that our concerns about our students are discussed with the student’s Parents or Carers first unless we have reason to believe that such a move would be contrary to the student’s welfare. Our dedicated safeguarding team can be emailed at safeguarding@glynschool.org
Mrs E Pearson
Assistant Headteacher DDSL Years 7, 8 & 9 e.pearson@glynschool.org
Miss H Thompkins
Deputy Headteacher Designated Safeguarding Lead h.thompkins@glynschool.org
Mrs Rachel Hall
Assistant Headteacher DDSL Years 10 & 11 r.hall@glynschool.org
Ms M McKenna
Assistant Headteacher DDSL Years 12 & 13 m.mckenna@glynschool.org
Miss J Stanton Head of Year
DDSL Year 7 j.stanton@glynschool.org
Ms C Wilson-David Deputy Head of Year
DDSL Year 9 c.wilson-david@glynschool.org
Mr A Summers Head of Year
DDSL Year 12 a.summers@glynschool.org
Mrs J Fairbrother Head of Year
DDSL Year 8
j.fairbrother@glynschool.org
Mr C Beaney Head of Year
DDSL Year 10
c.beaney@glynschool.org
Mr J Ellis Head of Year
DDSL Year 13 j.ellis@glynschool.org
Miss L Seal Head of Year
DDSL Year 9 l.seal@glynschool.org
Ms J Zimmermann Head of Year
DDSL Year 11 j.zimmermann@glynschool.org
Mrs S Florence Sixth Form Support Officer
DDSL Years 12 and 13 s.florence@glynschool.org
Other trained Deputy Designated Safeguarding Leads (DDSLs): Mrs J Garrod, Mr T Hayter, Mr A Coleman, Ms K Jones, Miss R Picken, Mrs M Thompsett, Mrs S Stanton and Ms S Anderson. The School Standards Board Safeguarding Lead is Mr G Bixley: g.bixley@glfschools.org. If you are concerned about a child’s welfare, please record your concern, and any observations or conversations heard, and log it on CPOMS as soon as possible on the same day. Do NOT conduct your own investigation.
If your concerns relate to the actions or behaviour of a member of staff (which could suggest that s/he is unsuitable to work with children) then you should report this to the Headteacher, Mrs J Garrod: j.garrod@ glynschool.org. If the concern relates to the Headteacher, then report this to Gaby O’Meara: go’meara1@ glfschools.org. GLF Trustee responsible for safeguarding, who will consider what action to take.
The CPOMS icon can be found on the desktop or on the quick links section of the website. Always CPOMS every incident as soon as you can. If the concern raised references the child being in immediate danger you must seek out a member of the Safeguarding team immediately. If the student is with you, keep them with you.
Always tag ‘Cause for Concern’ and any other relevant tags. Make sure the date and time are correct.
Content of Information
First paragraph - what happened only (step by step):
● Student’s own words if they are disclosing.
● If it is from a secondary source, record exactly what you have been told/advised and by whom. Include date/s, time/s and location/s of when/where it was heard/witnessed.
Second paragraph - your perceptions of the incident or any other thoughts around it.
If the student referenced injuries and locations, please also add to the body map on CPOMS to record this. If, whilst speaking to the student, you noted anything down by hand this must be uploaded and attached to the CPOMS log.
Please remember if there is any immediate danger to the student or you are in two minds whether there is or not, please make sure the student does not leave the school site and find one of the Safeguarding team.
WE ARE ALL RESPONSIBLE FOR THE SAFEGUARDING OF GLYN STUDENTS. We would rather you always be overcautious than not act at all. Every piece of information you have is a ‘puzzle piece’ helping us to see any bigger picture.
What is Safeguarding?
Protecting from maltreatment
Ensuring safe and effective care
Preventing damage to health or development
Enabling the best life chances
Safeguarding Issues
Children Missing from Education Relationship Abuse Faith abuse
Missing Children and Adults
Fabricated or Induced Illness
Child Missing from Home or Care
Private Fostering Hate
Child Sexual/ Criminal Exploitation
Preventing Radicalisation
Forced Marriage Domestic Violence Female Genital Mutilation
Drugs/ County Lines Sexting Gender/ Honour Based Violence
Bullying/ Cyberbullying Trafficking
Mental Health Issues
Gangs/Youth Violence
Types of Abuse
• Physical - is deliberately physically hurting a child.
• Emotional (including Domestic Abuse) - persistent emotional maltreatment of a child such as to cause effects on the child’s emotional development.
• Neglect – a pattern of failing to provide for a child’s basic needs.
• Sexual Abuse – any sexual activity with a child. Many children and young people who are victims do not recognise themselves as such.
PENS
These are not the only behavioural signs of abuse but they will give you a good understanding of what might alert you to students at risk:
• Reluctant for Parents or Carers to be contacted.
• Aggressive behaviour and temper.
• Child who shows fear of going home or runs away.
• Child flinches when approached/touched.
• Reluctance to get undressed for sporting activities.
• Sexualised behaviour or knowledge, drawings, language.
• Running away from home.
• Compulsive nervous behaviours such as hair twisting or rocking.
• An unwillingness or inability to play.
• Excessive fear of making mistakes.
• Self-harm or mutilation.
• Poor attendance or lateness to school.
• Excessive deference towards others, especially adults.
• Excessive lack of confidence, and need for approval, attention and affection.
• Inability to cope with praise.
• Being tired all the time.
• Psycho-social development, depression, psychiatric illnesses and personality disorder.
What do I do if someone discloses?
Do Not: Do:
Act shocked or disgusted
Ask leading questions
Make promises that you cannot keep
Jump to conclusions
Speculate or make accusations
Display any disbelief
Never delay immediate response to protect a child
Provide Support
Listen
Explain what will happen next (you will need to pass it on)
Record the conversation in the student`s words Reassure
Tell the Designated Safeguarding Lead (DSL) immediately Take it seriously
Useful Question STEMS when speaking to a student
Who? When? Where? What? How?
Glyn SHARP System
The Glyn SHARP system (School Help Advice Reporting Page) is designed to support students and their families in accessing information about things that may be impacting a student’s welfare. It’s also a place where students or their families can report things anonymously to the school. This is promoted in Form times and can be accessed from the main Glyn website. https://glynschool.thesharpsystem.com/
Some of the main topics covered are: County Lines, Mental Health, Child Sexual Exploitation, FGM, Radicalisation and Upskirting.
Social Networking Policy:
To help protect yourselves and our students, please follow the guidance below:
• Ensure that your privacy settings are set correctly. This should always be as ‘friends only’.
• Do not accept ‘friend’ requests from a person you believe to be either a Parent, Carer or student at our
• school; always double check the request directly with the person to ensure it is not fake.
• Friends’ requests from former students should be treated on the same basis as if they are still current school students.
• Do not provide personal email details or telephone numbers to students.
SECTION 3 – MEET THE TEAM
Leadership and Management Team
The job of the Leadership and Management Team (LMT) is to enable you to teach and the students to learn. Whilst we must have high expectations we will fail to deliver if you are stressed or are put under too much pressure. Our role is to maintain the right balance of low stress and high challenge and we want feedback from you on how we can improve this. Similarly, in your own mind, you need to get the work/life balance right if you are to perform at your very best and enjoy life at the same time. If things get on top of you, please talk to one of the LMT or your Head of Faculty/Department immediately.
Jo Garrod Headteacher
Karen Jones Assistant Headteacher
Mel Thompsett Assistant Headteacher
Emma Pearson Assistant Headteacher
Matt Keating Director of Staff Development
Michelle McKenna Assistant Headteacher
Rachel Hall Assistant Headteacher
Rachel Picken Assistant Headteacher
Sinead Stanton Director of Student Experience
Tom Hayter Deputy Headteacher
Heidi Thompkins Deputy Headteacher / DSL
LMT Roles 2025-2026:
Leadership and Management Team
Jo Garrod
Tom Hayter DHT
Heidi Thompkins DHT
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Emma Pearson Assistant Headteacher Key Stage 3
Director of Student Experience
Sinead Stanton
Head of Year 7
Jane Stanton
Head of Year 8
Jane Fairbrother
Head of Year 9
Lucy Seal
Admin Team
Rachel Hall Assistant Headteacher Key Stage 4
Head of Year 10
Chris Beaney
Head of Year 11
6
Michelle Mckenna Assistant Headteacher Key Stage 5 and EVC
Sixth Form Leadership Team
Sixth Form Associate Colleagues
Duke of Edinburgh – Wes
Rylance
BTEC leader –Alex McKay
Rachel Picken
Matt Keating
Director of Staff Development Staff development and well-being
Lead Practitioners
Sinead Stanton Director of Student Experience Co-curricular to allow student opportunity House Leaders Careers Student / Parent Voice Whole School Creative Arts Evening Whole School Drama Production
Colleague List
Salutation First
Mrs Jo Garrod Headteacher, PE JGA
Mr Tom Hayter Deputy Headteacher, English THA
Miss Heidi Thompkins
Deputy Headteacher, Psychology, Designated Safeguarding Lead HTH
Ms Karen Jones Assistant Headteacher, Maths KJO
Ms Michelle McKenna
Mrs Emma Pearson
Miss Rachel Picken
Ms Melanie Thompsett
Ms Rachel Hall
Assistant Headteacher, Head of Sixth Form, Science, DDSL Years 12&13 MMC
Assistant Headteacher, Head of KS3, Psychology, Sociology, DDSL Years 7, 8 & 9 EPE
Assistant Headteacher, English RPI
Assistant Headteacher, MFL MTH
Assistant Headteacher, Head of Economics, Head of KS4, DDSL Years 10,11 RHA
Mrs Sinead Stanton Director of Student Experience, Head of SEND, SENDCO SST
Mr Matthew Keating Driector of Staff Development and Well Being, Lead Practitioner Science MKE
Miss Shelley Anderson PA to Headteacher, Cover Coordinator and Compliance SAN
Continues on the next page
Faculty Leadership
Miss Samantha Caverhill Head of Science, Head of Chemistry SCA
Mr Andrew Coleman Head of Maths ACO
Miss Jade Phillips Head of English JPH
Pastoral Leadership
Mr Christopher Beaney
Mr Jonny Ellis
Head of Year 10, DDSL Year 10, Head of Drama CBE
Head of Year within Sixth Form, Deputy Head of PE, DDSL Year 13 JEL
Mrs Jane Fairbrother Head of Year 8, DDSL Year 8, Senior Learning Mentor JFA
Miss Marise Jeyarajah Deputy Head of Sixth Form, English MJE
Miss Lucy Seal Head of Year 9, DDSL Year 9, English LSE
Miss Jane Stanton Head of Year 7, DDSL and Home School Link Worker JST
Mr Alex Summers Head of Year within Sixth Form, DDSL Year 12, History, Government & Politics ASU
Ms Chrissie Wilson-David Deputy Head of Year 9, Senior Learning Mentor KS4, Alternative Education, CCF, DDSL Years 9 CWI
Miss Jane Zimmerman Head of Year 11, DDSL Year 11, Maths JZI
Teaching
Miss Kirsten Adams Science, KS3 Science Coordinator (Maternity Leave) KAD
Mrs Shamila Arain Science SAR
Mrs Louise Baker Food Technology LBE
Ms Lucy Baxter Head of PRE LBA
Miss Sarah Bayliss English SBA
Ms Josephine Bellanca MFL JBL
Mrs Michelle Bloomberg Geography MBL
Mr Jonathan Braybrook Head of Art and Design JBR
Dr Catherine Brookes Lead Practitioner Chemistry (Maternity Leave) CBR
Mrs Kerry Bryan Deputy Head of Science, Head of Biology KBR
Mr Callum Burke SCITT - Physics
Mr Krishen Chetty Computer Science KCH
Mr Minesh Chhatralia Maths MCH
Mr Adam Churchill Head of PE ACH
Ms Jo Clements Head of History, Extended Project Qualification Lead JCL
Mr Louie Cook History LCO
Miss Lucy Crosby SCITT - Psychology
Mrs Fabiola Cutrufo Head of MFL FCU
Mr Luke Dawson PE (Head of Rugby), House Leader (Carew), Construction Lead LDA
Miss Hinna Daudi Science, House Leader (Oaks) HDA
Mr Martin Day Head of Business Studies MDY
Miss Sophia Davies Deputy Head of Year 7, Drama SDV
Mrs Stella Davis Head of Music, Lead Practitioner Coaching, SCITT Lead, ECT Induction Coordinator SDA
Mrs Sarah Duncan Science SDU
Miss Sophie Edge English, House Leader (Merton) SED
Mrs Elizabeth Elwell Head of Psychology EEL
Mr David Emery Lead Practitioner Maths (Chelsea) DEM
Mrs Ceri Evans Lead Practitioner MFL (Chelsea) CEV
Ms Ciannait Fitzpatrick Lead Practitioner English
Mr Corby Ganeshalingam Deputy Head of Year 10, MFL
Mr Lewis Grover Science ECT1
Mr Joseph Hagan Lead Practitioner Business JHN
Mrs Sam Hartnett English SHA
Mr Thomas Hanna Science THN
Mr James Hanson PE, Maths JHA
Mr Kyle Hicks Geography KHI
Miss Alison Hinchcliffe Design Technology, KS3 Coordinator AHI
Miss Freya Holland English ECT1 FHO
Mrs Tracey Hopton
PSHCE Lead, Careers Coordinator, PRE, Psychology, Criminology, House Leader (Derby), Deputy SCITT/ECT Professional Tutor THO
Mr George Howard History, House Leader (Tudor) GHO
Mr Thushy Inthirarajah Lead Practitioner Science TIN
Mr Kit Johnson SCITT - Maths
Ms Karolina Kepinska Lead Practitioner Science (Chelsea) KKE
Mrs Zahra Khan Maths ZKH
Mr Rory Kinnaird History (Chelsea) RKI
Mr Simon Knight Lead Practitioner PE, Professional Tutor (Chelsea) SKN
Mrs Sarah Lace Head of Geography (Maternity Leave) SLA
Miss Rosie Laidlaw Deputy Head within Sixth Form, Head of Law RLD
Mr Renaldo Lawrence Lead Practitioner Computer Science RLA
Ms Victoria Lester English, KS4 English Coordinator VLE
Mrs Ellie Londono Head of Food Technology ELO
Mr James Long PE, House Leader (Bourne) JLN
Mrs Lauren Lucas MFL LLU
Mrs Daisy McMullan Art and Design ECT1 DMC
Mr Jason Macgregor Head of Computer Science, Maths JMC
Mr Kevin MacLeod PE KMA
Miss Nayyara Malik English ECT2 NMA
Mrs Zainab Malik Science ECT1 ZMA
Mr Alex McKay PE, Extracurricular and Opportunities Lead, BTEC Quality Nominee and Vocational Education Lead AMC
Miss Sabrina Mohamed MFL, Deputy Head of MFL SMO
Mrs Deepika Nandwani Maths DNA
Mr Tom Oaten Deputy Head within Sixth Form, D&T TOA
Mr Isaac Ofosu Science IOF
Mr Aaron Omar SCITT - Music
Miss Marlene Pacas Nugra SCITT - MFL
Miss Diksha Patel Maths ECT+2 DPT
Miss Lucy Piper Geography ECT1 LPI
Mrs Karen Poole Science KPO
Mr Antony Poppleton Maths APO
Miss Constance Protts MFL CPO
Mr George Rice Head of Government & Politics, History, House Leader (St Benet) GRI
Mrs Sarah Riley MFL, Deputy SENDCO SRI
Mrs Jane Ryell Geography JRY
Mr Wesley Rylance Science, DoE Co-ordinator, House Leader (Abbey) WRY
Miss Abbie Shelton SCITT - PE
Mr Jangir Sidhu Deputy Head of Year 8, Maths JSI
Mr Luca Simons Music LSI
Mr Christopher Sinclair Science, Lead Practioner Coaching CSI
Mr Stefan Sledmore Head of Sociology & Criminology, Lead Practitioner Social Sciences SSL
Mr Thomas Spencer English TSP
Miss Lizzie Stokes Lead Practitioner Maths LST
Mr Peter Taylor Lead Practitioner English (Chelsea) PTA
Mrs Jeyani Theivendra Maths ECT1 JTH
Miss Lathangi Thayaparan KS3 Coordinator Maths LTH
Mr Mark Toye Head of Design Technology MTO
Mrs Genna Turnbull English GTU
Mr Haofeng Wang SCITT - Maths
Mr Josh Watson Teacher of Business Studies (Chelsea) JWA
Miss Kate Watson Business and Economics KWA
Mr Robert Whitehead PE ECT 2 RWH
Mr Viktor Yankulchovski SCITT - Computing
Mr Samson Yap KS5 Coordinator Maths SYA
Inclusion and Support
Mr Steve Boeje Learning Support Assistant SBO
Miss Ashley Chung Learning Support Assistant ACU
Mrs Melissa Dunham SEND, Assistant Intervention Lead MDN
Miss Elizabeth Griffin Learning Support Assistant EGR
Miss Lucy Hammond Learning Support Assistant LHA
Mrs Helen Holcombe Learning Support Assistant HHO
Mrs Ruth Horner School Counsellor RHO
Mrs Kitty Jones Learning Support Assistant KJN
Ms Amanda Kilcoyne Learning Support Assistant AKI
Dr Sheridan Marshall Learning Support Assistant
Mrs Louise Prime Learning Support Assistant LPR
Mrs Jane Radcliffe Learning Support Assistant JRA
Mrs Rajshree Semwal Learning Support Assistant RSE
Mrs Dorota Scafidi HLTA, Intervention Lead DSC
Mrs Rachel Zhou Learning Support Assistant
Mrs Tung Yu Wong SEND Tutor TYW
Mr Robert Aspinall Cover Supervisor RAS
Mr John Matthews Cover Supervisor JMA
Mr Kieron Nimmo Cover Supervisor KNI
Mr Glen Slade Cover Supervisor GLS
Sixth Form Support
Mrs Sarah Florence Sixth Form Support Officer, DDSL Years 12&13 SFL
References: Staff – former and current Kerry Penegar
References: Students
Reports Process
Reprographics
Safeguarding and Child Protection
School Calendar
Approval for School Trips
SENCO and SEND
Bromcom and Communication
Staff Voice
Timetable
External Training Courses
Website
Year 6 to 7 Transition/Primary Liaison
Shelley Anderson
Tom Hayter
Emma Farrow
Heidi Thompkins
Karen Jones and Shelley Anderson
Karen Jones, Michelle McKenna and Shelley Anderson
Sinead Stanton
GLF IT Team and Kathy Valentine
Matt Keating
Karen Jones
Tom Hayter and Shelley Anderson
Emma Farrow and Karen Jones
Emma Pearson and Jane Stanton
Form Tutor List 2025-2026
13A H1
13B H2
13C H6
13D H3
13M1 H4
13M2 H5
13O1 H7
13O2 H8
13SB H9
13T H10
Joseph Hagan
Jason Macgregor and Renaldo Lawrence (Tue/Thur)
Jo Clements and Tom Oaten (Mon)
Chris Sinclair and Shamila Arain (Thurs)
Connie Protts
Stella Davis
Samson Yap
Martin Day
Alison Hinchcliffe
Tracey Hopton
AHT: KS5
Michelle McKenna
Deputy Head of Sixth Form
Marise Jeyarajah
Head of Year 13
Jonny Ellis
Deputy Head of Year 13
Tom Oaten
12A SS1
12B SS2
12C SS5
12D SS3
12M1 SS4
12M2 SS7
12O1 SS6
12O2 SS8
12SB T1
12T T2
Thushy Inthirarajah
Sabrina Mohammed
Stefan Sledmore
Lathangi Thayaparan
Sarah Bayliss and Jade Phillips (Mon / Wed)
Lizzie Elwell
Michelle Bloomberg
Freya Holland
Sam Caverhill (Tue/Thur) and Rosie Laidlaw (Mon/Wed/ Fri)
Alex McKay
AHT: KS5
Michelle McKenna
Deputy Head of Sixth Form
Marise Jeyarajah
Head of Year 12
Alex Summers
Deputy Head of Year 12
Rosie Laidlaw
11A S7 Wes Rylance and Andy Coleman (Weds) AHT: KS4
11B S1 James Long and Andy Coleman (Thurs)
11C S2
11
Jonathan Braybrook
11D S3 Jane Ryell and George Howard (Fri)
11M S4
11O S5
11SB S6
11T S9
10A M2
10B M3
Nayarra Malik
Mark Toye
Adam Churchill
Lucy Baxter
Genna Turnbull and Corby Ganeshalingam (Fri)
Lauren Lucas (Mon-Wed) and Luca Simons (Thur/Fri)
10C M4 Luke Dawson and Kieron Nimmo (Thur)
10D M5 Ellie Londono and Kieron Nimmo (Fri)
10M M7
10O M8
Sophie Edge and Kieron Nimmo (Tue)
Vicky Lester and Kieron Nimmo (Mon Week 1)
10SB M9 Diksha Patel
10T M6
Deepika Nandwani and Kieron Nimmo (Wed)
9A E2 Krishen Chetty
9B E3
Josephine Bellanca (Tue-Fri) and Karen Poole (Mon)
9C E5 Thomas Spencer
9D E8 Ciannait Fitzpatrick
9M E4 Kyle Hicks
9O E6 Minesh Chhatralia
9SB E7 Kevin MacLeod
9T E9
Anthony Poppleton and Shamila Arain (Fri)
Rachel Hall
Head of Year 11:
Jane Zimmermann
Deputy Head of Year 11: George Howard
AHT: KS4
Rachel Hall
Head of Year 10:
Chris Beaney
Deputy Head of Year 10: Corby Ganeshalingam
AHT: KS3
Emma Pearson
Head of Year 9: Lucy Seal
Deputy Head of Year 9: Chrissie Wilson-David
8A IT2
8B IT3
8C IT4
8D S14
8M S13
8O S12
8SB S11
8T S10
Fabiola Cutrufo and Jeyani Theivendra (Weds & Fri)
James Hanson
Zahra Khan (Mon/Wed/Fri) and Jeyani Theivendra (Tue & Thur)
Kerry Bryan
Lizzie Stokes
Hinna Daudi and Jeyani Theivendra (Mon)
Tom Hanna
Robert Whitehead
7A L1
7B L2
7C L3
7D L4
7M L5
7O L6
7SB PE2
AHT: KS3
Emma Pearson
Head of Year 8:
Jane Fairbrother
Deputy Head of Year 8: Jangir Sidhu
Malik AHT: KS3
Sam Hartnett
Louie Cook
Kate Watson and Isaac Ofosu
Lewis Grover
Lucy Piper
George Rice and Sophia Davies (Mon)
7T PE1 Daisy McMullan
Emma Pearson
Head of Year 7:
Jane Stanton
Deputy Head of Year 7: Sophia Davies
School Standards Board [SSB] 2024-2025 (In attendance: Jo Garrod) Name
Pascal van Loon Chair, Parent Member
Gary Bixley Community Member
Helen Temlett Community Member
Chris New Community Member
Ashvina Austin Community Member
James Royle Parent Member
Collette Mathias Clerk to the SSB
Zainab
SECTION 4 - SCHOOL OPERATIONS
Accidents to Students/Medical Room
Any student who is injured or taken ill should go to Student Reception. A student who suffers from asthma, a head injury or diabetes should always be escorted to the Medical Room. Please only refer students with a medical or first aid need during school lesson times. If the student is unable to get there due to a medical emergency, the Medical On Call button can be used on Bromcom or a message must be sent to Student Reception.
All visits to the Medical Room by students are electronically recorded on CPOMS.
Accidents, Near Misses and Incidents
In the case of an accident, incidents or a near miss, a full report must be completed by the colleague who deals with the accident using the online OSHENS accident reporting system. To access OSHENS, please follow this LINK or use the quick links on the school website:
Once you have accessed OSHENS, click on `Report an Incident`.
All completed reports will be reviewed by Karen Jones, Assistant Headteacher, who may contact you for further details.
Assembly Rota
Here are the locations and designated days for the assemblies:
Car Insurance
Please see Emma Smith if you require information regarding the use of your car on school business.
Please remember that all vehicles are parked on the school premises at the owner’s risk and the school is unable to cover the cost of damage to staff vehicles.
Day
Location
The Proctor Hall Sports Hall
Monday Year 12/13 Year 7
Tuesday Year 8
Wednesday Year 11
Thursday Year 10
Friday Year 9
Week
Beginning Weekly Theme 2025-2026 Lead
08/09/2025 Glyn's Vision JGA
15/09/2025 HoY Vision Heads of Year
22/09/2025 PSHE Theme: Being Me in My World Heads of Year
29/09/2025 Glyn Values: Respect KJO
06/10/2025 Black History Month JCL
13/10/2025 CareersIntroduction to Careers SST
20/10/2025 Year Celebration Heads of Year
03/11/2025 Glyn Values: Integrity EPE
10/11/2025 Remembrance JCL
17/11/2025 House Celebration House Leaders
24/11/2025
PSHE Theme: Celebrating Difference Heads of Year
01/12/2025 Careers - Next Steps SST
08/12/2025 Head Students MMC
15/12/2025 Year Celebration Heads of Year
05/01/2026 Glyn Values: Kindness THA
12/01/2026
PSHE Theme: Dreams and Goals Heads of Year
19/01/2026 House Celebration House Leaders
26/01/2026
Careers - National Apprenticeship Week SST
02/02/2026 Holocaust Memorial Day JCL
09/02/2026 Year Celebration Heads of Year
23/02/2026
PSHE Theme: Healthy Me (Vapes and Addiction) Heads of Year
02/03/2026 Careers - National Careers Week SST
09/03/2026 Cultural Diversity Heads of Year
16/03/2026 House Celebration House Leaders
23/03/2026 Year Celebration Heads of Year
13/04/2026 Communinty HTH
20/04/2026 Glyn Values: Endeavour RPI
27/04/2026
PSHE Theme: Relationships Heads of Year
04/05/2026 House Celebration House Leaders
11/05/2026 Careers SST
18/05/2026 Year Celebration Heads of Year
01/06/2026 Pride Month Student Ambassadors / MMC
08/06/2026 Careers - My Money Week SST
15/06/2026 House Celebration House Leaders
22/06/2026
PSHE Theme: Changing Me Heads of Year
29/06/2026 Year Celebration Heads of Year
06/07/2026 Whole School Celebration JGA
13/07/2026 Enrichment Week N/A
Communications – External
At Glyn we aim to successfully build and maintain positive relationships with our families. Much of this communication will be conducted electronically and email messages are a very effective way to share information.
To ensure all our communication is effective we ask staff to familiarise themselves with the following guidelines before sending emails to parents and carers:
• Check - is the email polite, positive, empathetic, and appropriate
• Remember, emails essentially have the same status and impact as letters, and must, therefore, be written and responded to with the same level of care (this includes using suitably formal language and checking for any errors before sending).
• When sending any emails to Parents & Carers please ensure you send a copy to your line manager. This should be done as a separate email to avoid your line manager’s email address being shared. If you are in any doubt about the content of the email, please ask your Line Manager to proofread your email before you send it.
• Please do not ever contact parents, carers or students from your personal email address, or conduct any school business, from a personal email address.
• Include your signature block in all outgoing emails including your school position and Glyn logo.
• In the case of a phone call with a parent or carer, please take notes about the content of telephone call, as you would during a face-to-face meeting. Detailed notes from telephone calls, including main points of discussion and action required/taken should be kept on file via the Bromcom Communication Log.
Colleagues should aim to respond to parental and external communications within 24 hours. This should be at least in the form of an acknowledgement in cases where a more detailed response needs to be considered prior to replying in full.
When calling home, if a Parent or Carer is not available when you contact them, please leave a message explaining why you are calling and who to contact with an extension number when they return the call. If a voicemail facility is not available, please let Reception know that you have tried to call in case they ring the school when they see the school’s number.
In cases where a member of staff has a prolonged period of absence from school, please set up an `out of office` message with details of who to contact in their absence.
The school format for documents/letters is Calibri (Body) font size 11, and all documents should have justified margins. Calibri Light (Headings) should be used for headings. Titles and text should not be underlined unless it is an email address or website/hyperlink.
All letters should be checked and verified by the HoF/HoS and LMT link before sending to letters@ glynschool.org.
In an attempt to reduce costs and become paperless, the majority of letters and all school reports are sent to Parents or Carers via Bromcom.
The Administration team forward all documents regarding trips, visits and payments to the Finance Office, ensuring they are kept fully informed of what has been planned. Once processed, all trip letters are sent electronically via Bromcom. Please note that letters for trips must not be sent to Parents or Carers until the trip has been approved by Karen Jones and Michelle McKenna (EVC).
Communications – Internal
In order to reduce the number of daily emails sent, colleagues are asked to use the internal Student or Staff Notices system to send out messages to students and colleagues. A limited number of colleagues will have access to send `all staff` emails. Please send requests to include notices to students or colleagues via email schoolnotices@glynschool.org. Emails should be sent between the hours of 7am and 7pm weekdays to allow a period of rest for all colleagues. The exceptions to this rule are the circumstances below; emails can be sent at any time of the day, night and weekends and to ensure they are picked up as soon as possible:
• glyncover@glynschool.org - to ensure as much notice of absence is given so that cover plans can be put in place and support given to a colleague if required.
• safeguarding@glynschool.org – to ensure any urgent safeguarding declarations or incidents are communicated.
The student school notices are published each afternoon via email to colleagues to be read out to students at the next Form time. To place a notice please email your information to schoolnotices@glynschool.org
The staff school bulletin is sent out each Friday afternoon and consists of a section for general notices and includes the events list for the following week. Please ensure your notice is accurate, grammatically correct and spell checked. Your information will be cut and pasted into the school notice document by the Administration team. If you require further information, please contact schoolnotices@glynschool.org.
Community Work and Fundraising
Glyn School actively supports a number of local, national and international charities and our students support community projects. There is a range of fundraising which takes place across the year and in a bid to ensure fairness and consistency, all requests for charity events and fundraising should go to Sinead Stanton.
Cover Work - Teacher Absences
Teachers are expected to set cover work via Google detailing work for completion by their classes, including Sixth Form, during their absence. Where possible, work should be set with students in advance. If a colleague is unable to set work, then it is the responsibility of the HOF/HoS to arrange appropriate cover work for the classes and upload to Google.
To access the cover form please follow this LINK.
Work should be engaging, relevant and allowing every student in the class to make progress. When completing the cover form please can you:
• Ensure all boxes on the cover form are completed.
• Outline tasks for the cover teacher to be able to follow and instruct the students to complete.
• Cover work needs to be prepared bearing in mind that the lesson may be delivered by a non- specialist, thus answers must be provided as it is likely that the cover supervisor will be unable to answer questions.
• Upload lesson resources onto the Cover Google Form - this will enable the teacher taking the lesson to access them.
• Please do not put on the cover form that the work has been shared in the google classroom without providing full instructions on the google form. Cover Supervisors and External cover do not have access
to all your classrooms and this makes it difficult for them to manage the students and their work.
• Check the access settings on any presentations or docs needed for the lesson to ensure the cover supervisor can access it.
• Ensure that classwork does not require a Chromebook. A Chromebook can aid the learning and tasks, but work must be accessible through the slides presented by the cover teacher and/or a resource/ worksheet.
• Ensure the seating plan is up to date in BromCom and please state whether it is in the New or Old Interface.
• If you are unable to complete the cover form as outlined above due to ill health or unforeseen circumstances, please email your HoS prior to your absence (on the day prior to 7.30am).
• Please ensure that you have added your HoS to your Google Classrooms so that your HoS can post any extra resources/ tasks to aid the learning and tasks.
• All the strategies for each SEND student as stated on their one-page profile.
• If any students have medical conditions these need to be highlighted for example students with severe allergies, epilepsy and diabetes.
• Examples of Cover Work
Tasks/ Activities: (Please indicate the minimum quantity of work that students are expected to complete)
Task 1 – Group 1 Alkali Metals
1. Read and make notes on pages 26-27.
2. Answer questions 1-5
Task 2 – Group 7 Halogens
1. Read and make notes on pages 28-29.
2. Answer questions 1-5
Please take your books home with you
When making your notes You must:
Make no more than one A4 page of your own notes
You cannot just copy the pages. Turn the reading into a mindmap/ knowledge organiser/ flow chart/ poster. This will help it stick. Re-read your own notes and highlight the key facts you need to remember!
Files for Lesson – Cover Textbook Pages – pg26-29 – S Caverhill
Lesson: Question 5 English Language Paper 1
Lesson Objective:
To develop creative writing skills for question 5
Required Resources: Lined paper, sheets and slides. Students can either use lined paper or their exercise books if they have them.
Tasks/ Activities: (Please indicate the minimum quantity of work that students are expected to complete)
Starter: please present the 5-a-day slide for students to work through either on lined paper or in their exercise books The slides are printed. Please give students a copy of the slides and the sheet to work through.
Task 1: students ‘Mind-map’ further key vocab (dark Vs light (luminosity/ smog) – considering the question and picture)
Task 2: students read through the plan – somewhere, someone, something happens, somehow different – slides 2 and 3 on the presentation
Task 3: students complete their plan for the question on the sheet
Task 4: students plan more vocab they can include in their description and look over the vocab slides
Task 5: students spend at least 20-25 minutes writing their description – they should all complete their Somewhere and Someone paragraphs. Please present slide 7 and 8.
Task 6: students can review the mark scheme and edit/ proofread their response – please show slide 9.
When setting Sixth Form cover work, please ensure that the work can be completed in the normal classroom and without access to computers.
If you are placed on cover. All cover work which has been set can be found in the google Shared Drive. Select the Cover folder and then Cover Forms for Staff.
Choose the file based on the appropriate Staff member and period. Example: Cover set for 21/01/2019 / Mr M Cooke / Period 1 / Group Access can be found via this LINK.
Colleagues should note the following instructions below carefully to produce their own email signature in Outlook.
1. Copy the email signature here.
2. Once in Outlook via a web browser, select Settings.
3. Select Email and Compose and Reply.
4. Paste the signature into the space provided and edit accordingly.
Environmental Awareness
There are a number of recycling facilities on the school site and we encourage their use. Switching off lights and closing doors and windows are two quick ways to reduce costs and help the environment, as well as ensuring the school site is secure. Please check classrooms and offices at the end of the day to ensure lights and PCs are turned off.
Examinations
The Examinations Lead, Carley Dean, is located in the Maths corridor in the main school building. The Examinations Lead is supported by two part-time Examinations Administrative Assistants, Dawn Wildenberg and Zoe Hopkins.
External Examinations, PPEs for Years 11-13 and end of year assessments for Year 10 are organised by the Examinations Team. Please liaise with the Examinations Office regarding any examination queries. This includes concerns relating to students’ health or welfare to ensure they are given full support throughout their examinations. The Examinations Office colleagues can be contacted via email exams@glynschool.org
External Training
If you wish to attend an external training course, please complete the External Training Booking Form, which is located on the Glyn School website: Quick Links: Staff Forms.
Line Managers must authorise attendance, prior to completion of this form. The booking will then be
reviewed and if it is approved, you will be notified by Shelley Anderson, who will book the course and arrange for Cover to be notified. Colleagues are requested not to make their own bookings. Colleagues are invited to log on to The National College: https://nationalcollege.com/ to complete free online training courses. Log in details will be issued prior to joining Glyn School.
Glyn School Staff Association [GSA]
The Glyn School Staff Association is here to support and take feedback from all colleagues.
Primarily the GSA has one single objective: to ensure colleagues feel listened to, valued and supported. The GSA meets as a team once every half term with primary focus of staff workload. Any member of staff is welcome and encouraged to join.
IT Support
Glyn School aims to provide colleagues and students with the best environment possible to enable learning to be maximised. Occasionally, colleagues will encounter problems with hardware and software and it is imperative that the IT team are notified of any issue as soon as possible. This can be done by logging the issue with IT colleagues via email ITSupport@glfschools.org. Alternatively, if the matter is urgent and is impacting learning, by sending a student to the IT office or by telephoning internal extension 6012.
Finance
Glyn School uses an electronic ordering system, PS Financials, and the following process is in place for ordering goods or services. Any orders must be authorised in advance by the budget holder.
First Aiders
First Aid lists are regularly updated. Hard copies are displayed next to First Aid Kit boxes or in the Staff Room. Updated lists can be viewed in the Staff Room or on Google Shared Drives/Staff Links/Medical Folder and Guidance
Minibus
Glyn School leases three minibuses. The buses are available for education and recreational purposes, and booking is made via colleagues in the Finance team. All colleagues wishing to drive the buses must first pass the minibus driver test; details are available from the Finance team. The driver is always responsible for the safety and wellbeing of students and for good care of the minibus. If the driver accrues a financial charge (for instance speeding or parking) they will be liable for the payment of said amount and any other administration fee incurred. The maximum number of passengers that can be carried depends on the type of minibus being used. It is dangerous to overload a vehicle. Colleagues are not, under any circumstances, to carry more than the permitted numbers. Colleagues are required to complete a form every time a minibus is used to report mileage, damage and cleanliness. It is important that the students are instructed that they must not eat or drink whilst in the minibus and that they take all their belongings and any rubbish with them when they leave the minibus. Every effort must be made to coordinate the use of our own minibuses to keep transport costs to a minimum; funding arrangements for additional vehicle hire must be agreed in advance if it is required. Please contact the Finance team for further information and refer to the Minibus Policy via this LINK.
• All orders for goods or services must be entered on PS Financials as a requisition request prior to an order being placed.
• Requisition request (raised by nominated department user) – authorised by budget holder. Please add links to specific items in the notes box at the top of the requisition page.
• Purchase Order – created centrally by Purchase Ledger once authorised.
• Goods ordered – by Purchase Ledger centrally.
• Goods delivered - Goods Received Notice (GRN) to be entered on PS Financials by originator of requisition request once goods are received.
• Invoices paid – by Purchase Ledger centrally.
• Any queries relating to requisitions placed should be sent to purchaseledger@glynschool.org.
Other Finance Orders
• Any charity/non-school uniform day money should be paid to the Finance Team on the day it is received and should not be kept in classrooms or offices.
• We are a cashless school - colleagues and students use the ParentPay web-based system for transactions.
Policies and Risk Assessments
All Glyn School Policies and Risk Assessments are available to view in the Policies and Risk Assessment folder on Google Drive – Shared Drives – Staff Links – Policies and Risk Assessment Folder.
GLF Central Policies can be found following this link.
Key Policies and Risk Assessments all staff should ensure they are aware of are:
• Safeguarding and Child Protection
• Health and Safety
• First Aid Policy
• General Classroom Risk Assessment
• Lone Workers Risk Assessment and Policy
Postage
Postage costs have increased dramatically, and colleagues should only send letters in exceptional circumstances. Bromcom is the school`s favoured method for regular communication.
Presentations and Branding
At Glyn School we have specific formats regarding standardised branding for formal presentations. Although it may seem like a small thing, in a large school with over 2,000 students and colleagues there are often lots of presentations taking place each week – a uniform approach from colleagues helps project a positive and professional image of the school to our community.
The standard issue ‘Glyn School Google Slide` presentation is circulated at the start of the year or can be sent on request by Tom Hayter, Deputy Headteacher; this should be used for all formal presentations including:
• All assemblies.
• All Parent or Carer related presentations (such as Information Evenings, celebration events, etc.).
• Training and CPD events.
Links to all templates can be found by following this LINK.
Printing and
Photocopying
Printing and photocopying are very expensive and colleagues should avoid producing more copies than they need. With all teaching staff and students having access to Chromebooks, please carefully consider the necessity of printing. Please also consider printing in black and white, rather than colour, where possible. Printers have been strategically placed around the school and colleagues can collect their printing from any printer by entering their network PIN number that can be found on PC desktops. If you have any problems with this system, please email IT colleagues via ITSupport@glfschools.org.
Procedures for Unplanned, Unexpected or Emergency Closures
In terms of unexpected closure, an email will be sent to all colleagues as soon as practicable and information will be sent via Bromcom to students, Parents and Carers, with a message posted on the school website, Instagram and our Twitter account, @glynschoolepsom. If severe weather or other emergencies raise the possibility of a closure, clear instructions will be issued during the school day, if possible.
Colleagues are encouraged to join a professional association and members are asked to keep their records up to date. Colleagues can claim back tax via HMRC for membership costs of professional associations.
Repairs and Maintenance
The Premises team has the skills to deal with the majority of normal repairs that do not require specialist expertise.
Requests for Premises including repairs or removal of broken furniture, etc., should be made via Every ticketing system (the link can be found on your desktop), or in emergencies by calling Main Reception on Ext: 1800 or Raffi Sarkissian, Premises Manager, on Ext: 1806. Repairs and furniture removal will be carried out as soon as possible. Colleagues will be notified if a repair or task is likely to be subject to a significant delay.
To access Every, you will find a link on your desktop:
Please use your normal log in details and if you have any issues logging in, please contact ITSupport@ glfschools.org.
School Calendar
The School Calendar is planned annually, in advance, and is published as a Shared Calendar ‘School Calendar’ on Outlook. The events list includes the summary of the week’s key calendar events and is included in the Weekly Bulletin which is sent out each Friday afternoon.
Any requests during the year for calendar items should, in the first instance, be forwarded to Karen Jones, Assistant Headteacher, for consideration.
School Newsletter, Bulletins and Social Media
The school newsletter is issued weekly. Please make sure that you contribute to the newsletter as much as possible by forwarding information about planned activities to email newsletters@glynschool.org and provide photographs after the event. This is a key part of both celebration and effective communication.
Please be aware it is the responsibility of the member of staff submitting an article to check that the students in any photographs have photographic permission.
As well as communicating through our Newsletter we send Weekly Year Bulletins to Parents and Carers and have social media accounts on X, LinkedIn and Instagram.
School Website
The Glyn School website contains information that is in the public domain. HoF/HoS are asked to regularly review the school website and provide accurate and relevant information regarding their Faculty or Subject. Any social media or publicity and news items for the website should be forwarded to glynwebsite@ glynschool.org so they can be actioned. All text should be proofed by the person submitting the wording prior to submission.
Staff/Colleague
Absences
We are fortunate that few lessons are lost through absence but if you are prevented from attending school or will be late to school please inform the Cover Team, and your Line Manager, as soon as possible via email glyncover@glynschool.org by 7.30am on the day and each subsequent day of absence. Colleagues are welcome to email out of hours, at weekends and during holidays to ensure as much notice of absence is given to ensure cover plans are in place, and any possible support is given.
When returning to work after an absence, colleagues are required to complete a ‘return to work’ form and to meet with their Line Manager on the day of return. Kerry Penegar, People Operations Advisor will send the Line Manager a link to the Google form.
Outside of trips and normal cover, colleagues must seek approval for planned absence from the Headteacher in the first instance. The procedure for this is to complete a Request for Absence Form via this route: Glyn School website – Quick Links – Staff Forms – Request for Absence. The form will automatically go to Shelley Anderson who will then arrange for Jo Garrod to consider the request and the outcome will be advised by Shelley to the colleague via email.
Wherever possible, please have alternative arrangements in place so that you do not need to take time off if your child is ill. If necessary, unpaid leave may be taken to look after children who are unwell in line with the Staff Leave of Absence Policy.
Staff/Colleague/Student References
All requests for references concerning former or current colleagues or students received at school should be directed to Shelley Anderson, in the first instance. Shelley will then liaise with the relevant colleague to arrange completion of the reference, prior to passing it to Jo Garrod, Headteacher, for approval. Once approval has been granted, the completed reference will be forwarded to the company, agency, school, etc, who made the initial request. A copy of all references will be placed on a colleague`s HR file or a student’s Bromcom profile.
Work colleagues are unlikely to have access to one another’s full HR records and therefore ensuring approval by the Headteacher for all references is a fundamental safeguarding requirement. Please also send Shelley requests for confirmation of a student’s attendance at Glyn School and/or qualifications taken here
Staff Training Day Arrangements for Part-Time Colleagues
We have a large number of part-time colleagues, and we try to be as flexible as possible given colleagues’ personal circumstances. For this to work best there needs to be some ‘give and take’. Certain dates are really important. For example, all colleagues are asked to attend the first day of the academic year if at all possible. For those who would not normally work on this day, please liaise with Shelley Anderson to discuss possible alternative arrangements.
Part-time colleagues are expected to attend all meetings on the days they are in school, but again there is ‘give and take’ depending upon personal circumstances. In addition, evening directed time events are proportioned as well.
Staff Wellbeing
Through GLF, Glyn School is also part of the Care First Support Service; an employee assistance programme. Information on this can be found on notice boards around the school. Additional support and benefits to working at Glyn School include:
• A core focus on Teaching and Learning: it is the most important thing we do.
• Designated PPA time: your time is precious and we want to protect it.
• Comprehensive CPD: we invest in your professional development.
• An appraisal system focused on CPD and not numerical data; developing high quality teaching; all within an embedded culture of collaboration and sharing best practice.
• Access to an external counselling and support service for mental health and wellbeing.
• One fully paid emergency family day per year if needed.
• Two weeks’ paternity instead of one.
• No written reports; we want you planning great lessons not doing paperwork.
• No formal lesson plan formats or rules about submitting them.
• Dedicated ICT support on site.
• Trust: a leadership team that trusts you and is not ‘Ofsted focused’.
• Chromebooks supplied for every teacher with full access to Google Drive and Apps.
• Transparency: autonomy is given to teachers - no random ‘check-ups’.
• Regular social events and a variety of whole school celebration evenings throughout the year for colleagues.
• A comprehensive development programme for trainee teachers and NQTs.
• Admissions criteria: employee’s children have priority.
• Sports: regular sports events making use of our 3G pitch for colleagues.
• Opportunities to collaborate and progress within GLF - taking on a wider role across the Trust.
• Expectation of 7am-7pm communication etiquette and no emails at the weekend.
• Number of data drops carefully considered and calendared appropriately to support colleagues.
• Career development meetings with members of LMT regularly offered.
• A sensible Feedback policy which asks you to mark less, feedback more and which focuses more on what the student does and not the teacher bespoke to each department.
• Fully research-based Teaching and Learning strategy - not just the latest ‘gimmicks’.
• A culture of coaching - colleagues collaborate, support and develop one and other.
• A school that values everyone and firmly believes that a culture of positive relationships should be the bedrock of an organisation; we want you to love teaching and our students to love learning.
TOGA - The Old Glynians’ Association
Glyn School has a long tradition of former students who continue to represent the school after their departure from Year 11 and the Sixth Form in the form of The Old Glynians’ Association. TOGA maintains the important traditions of the school and indeed has been a part of the school since 1938. Every member of the Old Glynians’ is incredibly proud of The School and their House, which reflects their time as a student at Glyn.
For more information about The Old Glynians, please follow this LINK.
Trips and Visits
As far as is practical, trips and visits are included in the school calendar following discussions in the Summer term between trip organisers and Karen Jones. Prior to arranging any trip/visit, please contact Karen Jones, Michelle McKenna and Shelley Anderson to check dates, the purpose of the visit and to seek permission to run the trip. All enquiries relating to trips and visits should, in the first instance, be raised with our Educational Visits Coordinator (EVC), Michelle McKenna.
Below are the steps that trip leaders are required to take when planning a trip:
• Contact Karen Jones, Michelle McKenna and Shelley Anderson to check dates, staffing ratios and to seek approval from the Headteacher.
• Fill in ‘Initial Trip Request Form’ and meet EVC.
• Initial approval form signed by EVC, photocopied and given to Emma Smith or Leanne Buckland and Shelley
• Supporting colleagues to accompany the trip identified and requested Shelley to ascertain cover issues/ requirements.
• Costing/transport clarified with Finance Assistants (Trips), Emma Smith and Leanne Buckland.
• EVOLVE started.
• Letter written by trip leader and sent to Michelle McKenna and Finance Assistants to check.
• Regular communication with finance team regarding numbers signed up, follow up communication if necessary to Parents or Carers.
• Liaise with HoY after initial deposits received for a trip to identify any attendance or behaviour problems.
• Liaise with Michelle McKenna and Emma Smith if a ballot is needed.
• Letter checked to go out to Parents or Carers, with consent form if a residential trip.
• Payment schedule on ParentPay: liaise with Finance Assistants (Trips) colleagues, Emma Smith and Leanne Buckland.
• Emergency/medical details obtained from Admin Office colleagues for students on trip.
• ‘EVOLVE’* completed with risk assessment and itinerary attached: three weeks before day trip, six weeks before residential trip.
• Parents` and Carers` Information Evening held three to four weeks, in advance for all residential trips.
• Trip leader to create staff handbook for staff on all residential trips.
• NOK/medical details obtained from colleagues if a residential trip.
• Obtain list of students that do not have photo consent to ensure pictures are not taken of them.
• At least three days before departure all trip leaders must meet with their duty officer to discuss the itinerary, key students including medical issues and staffing.
• The Finance team will put together packs for the trip leader and the duty officer and this will be shared electronically. Each trip leader will have an Ipad.
• After the event, fill in an evaluation on EVOLVE.
• Return Duty Officer card to your duty officer and Ipad to finance.
If you need any help completing ‘EVOLVE’, please see Michelle McKenna. Please follow this LINK and choose Surrey County Council.
The House System
The Houses are an integral part of our community at Glyn and are a central part of school life. Each House is represented in all House events and they are also responsible for coordinating community cohesion projects and charitable fund raising for their nominated House charity (chosen by the students) and school charities. House Assemblies, led by the House Leaders, take place every half term and are used to bring students up to date on forthcoming events, scores, encouragement of good practice and the presentation of awards, they are an opportunity to collectively share the attainment, achievement and successes of Houses, Year groups and individuals.
The House Leaders play a crucial role within the school and their function is to support the students in their House, to create a sense of community, healthy competition and belonging. The House Leader’s role is to coordinate the House events which take place throughout the year and to organise charity and community projects within our local community and beyond.
The eight Houses are:
• Abbey, Bourne, Carew, Derby (A side / ABCD)
• Merton, Oaks, St Benet, Tudor (B side / MOST)
The names of the Houses at Glyn School are all based on the history or nearby locations of Epsom. It is important for the school to be linked to the local area and with its history. The House system creates, grows and nurtures this relationship between the school and the local area.
The Victor Ludorum is the coveted House trophy, awarded at the end of the school year to the House with the most points. It was donated to the House system by The Old Boys association in 1965 and has been used ever since. Before the trophy, there was no overall winner, however each House took pride in beating others in the events (the biggest of which were Football and Cricket).
Winning the trophy garners great respect from the other Houses and shows off continued academic and sporting excellence throughout the year.
House Leaders
Abbey Wes Rylance
Bourne
James Long
Carew Luke Dawson
Derby Tracey Hopton
Merton
Sophie Edge
Oaks Hinna Daudi
St Benet
Tudor
George Rice
George Howard
Abbey
Abbey (along with St Benet) were the two original Houses established from the outset of the school in 1927. Abbey takes its name from Chertsey Abbey, which is shown as owning the Manor of Epsom in the Domesday book. Chertsey Abbey also gives Abbey House its crest showing the twin keys crossed with a sword. In the first years of the school competition between Abbey and St Benet was fierce, and Abbey were seemingly more successful, and took full advantage of 2 new Houses joining in 1928. It was reported in 1929 that the Abbey Form VI football team hammered Tudor 32-0!
Abbey won their first of five Victor Ludorums in 1966/67 and their last win was in 2001/02.
Bourne
Bourne is one of Glyn School’s newer Houses formed in 1996. It takes its name from the local landmark in the centre of Ewell Village, Bourne Hall. The Bourne Hall site has been named such since 1926 and therefore has a close link to Glyn School in that way. The Bourne crest comes from the large dog statue on top of the gates into Bourne Hall. The gates themselves date from the previous structure and owners of Bourne Hall.
Since its formation in the early 2000s, Bourne have won the Victor Ludorum twice in the years 2016/17 and 2017/18.
Carew
Carew was formed just after Tudor in 1929 when numbers at the school expanded again and the need for a fourth house arose. Carew takes its name from the Carew family, who were gifted the land around Epsom by King Henry VIII after the dissolution of the monasteries. Carew showed early signs of sporting success by winning the 1932 House Football Championship and then winning it a second time in 1933 by not losing a match.
Carew are one of Glyn School’s most successful Houses having won the Victor Ludorum a record 12 times, including 5 in a row between 1983/84 and 1987/88. Carew last won the Victor Ludorum in 2020/21.
Derby
Derby Was formed in 1979, again when the school had expanded with more buildings, staff and students, therefore a fifth House was very much required. Derby takes its name from the famous summer Horse race at Epsom Downs, which in itself is named after the Derby family who arrived in Epsom in the mid-18th Century when the twelfth Earl of Derby bought ‘The Oaks’, a large country house on the outskirts of Epsom. The Derby family was also famous for building race courses and made Epsom Downs famous for horse racing, with ‘Derby Day’ becoming an important date in the horse racing and social calendars!
Derby have won the Victor Ludorum 10 times, with a hat trick of Victor Ludorums between 2003/04 - 2005/06. Derby last won the Victor Ludorum in 2014/15.
Merton
Merton was the sixth House formed at Glyn School. The school had expanded again beyond its size and required a new House in 1992 - and thus Merton was formed. Merton takes its famous name from the London Borough where many students and staff travel from every day. Merton as a place name can be traced back to the 7th century, with Merton Priory being established on the grounds of Nonsuch Park around 1117. Truly a rich history for a House at Glyn School!
Merton is one of Glyn School’s more recently successful Houses having won the Victor Ludorum seven times since 2006, with two of those being 2018/19 and 2019/20. Merton are still pushing for top spot and are putting the pressure on at the top of the table.
Oaks
Oaks are the youngest of Glyn School’s eight Houses, being formed in 2009. Although this has not stopped them from trying their very best at every House event. Oaks takes its name from another famous race held at Epsom Downs. ‘The Oaks’ race is usually run the day before the Derby and itself is named after Oaks Park - another local landmark close to Glyn School that many students and staff recognise.
Oaks are yet to win a Victor Ludorum, but have come close numerous times.
St Benet
St Benet, along with Abbey are the older Houses at Glyn School, both being formed at the creation of the school in 1927. In the formative years of the school competition between the two Houses was serious, with the House football championship and cricket championships being the most highly sought over. St Benet takes its name from the St Benedictine monks that were resident in Chertsey Abbey. The St Benedictine order of monks was originally founded around 666 and eventually became one of the largest orders of Monks in England. The original St Benet crest had a Latin inscription on the book translating roughly to “I listen to the rules of my teachers”!
St Benet House, being one of the oldest Houses at Glyn School have won the Victor Ludorum 11 times, with a hat trick of trophies from 1977/78 to 1979/80. They last won the Victor Ludorum in 2022/23.
Tudor
Tudor was formed in 1928 in the second year of the school when more boys arrived. It is Glyn School’s third oldest House and therefore has a rich and varied history of successes. Tudor takes its name and its crest from the Royal House of Tudor, which belonged to monarchs such as Henry VII, Henry VIII and Elizabeth I - a truly royal link to Glyn School. The local link with the Tudor dynasty is that Henry VIII took the land of Chertsey Abbey during the reformation and handed it to his loyal subjects. Although its early life was tough, Tudor House soon became one of Glyn School’s strongest Houses, winning the Victor Ludorum 11 times (just one behind Carew), including a hat trick of wins from 1971/72 - 1973/74. Tudor last won the trophy in 2009/10 which is a long wait for such a prestigious House
SECTION 5 – DUTIES
Duties
The duty rotas are set up in order to allow us the most effective supervision of students. It is imperative that colleagues are punctual to their duties and duties must be prioritised.
Duty sessions for full-time colleagues [as part of directed time] operate at either break time or lunchtime one day a week; part-time teaching colleagues will be allocated a duty pro rata. These duties are compulsory and are, as far as possible, arranged in areas close to teaching bases and on a day when colleagues have some free time, either preceding or following the duty. There are additional paid duties available at lunchtime and they are in 20-minute sessions. If you are unable to attend your duty at short notice or unforeseen circumstances arise, please ensure that you either inform Sue Hurrell via email s.hurrell@glynschool.org or ask a colleague to cover for you.
Each outside duty has a specific set of instructions. Please review the key areas below, as they have been compiled to maximise the coverage of the site, which in turn maximises the safety of our students.
Specific Instructions
Junior Playground – Roaming (JPR)
Please continually walk the route highlighted on the map. There is also another person on duty in the playground. Behind the MFL block is out of bounds, so please insist that students do not use it to walk between the Street Kitchen and the Junior Playground.
Street Kitchen and Junior Playground - Roaming (SKR)
Please be continually moving throughout the playground as there are a number of blind spots.
Junior Playground - Static (JPS)
Please remain static in the area shown on the map. Please make sure that you have a clear line of sight between the IT and DT blocks. This is where many Year 7 students congregate and need regular reminders about grappling each other!
Creative Arts and IT Steps - Roaming (CR&STEP)
Please circulate around the back of the Creative Arts Block and patrol as far as the steps between the Science building and the IT block.
South Walk - Roaming (SW)
The key to the South Walk duty is to patrol up and down the upper part - just outside the Science block. Year 9 students congregate here and your presence will deter silly behaviour and littering.
Field - Static (FLDS) Roving when Field is closed
Please stand towards the back of the field to ensure a full 360 degree view of the field.
Sixth Form & Creative Arts Roaming (6th & CR)
Continually patrol The Chaloner Building, Sports Hall and Creative Arts Building and ensure that no students are behind these buildings, as this is strictly out of bounds.
Basketball Court and Around F1 - Roaming (BC)
It is very easy for students to find hidden corners, so please be continually patrolling to combat this. The Astroturf has a rota stating which year group can use it each day.
Field - Roaming (FLDR) Roving when Field is closed
Please roam the lower half of the field. This is a high-volume area.
Canteen, Car Park and Gate Roaming (CCPR)
Please continually roam around the Canteen, top car park (out of bounds) and the middle car park, as shown on the map. Students are to keep well away from cars. Students should not cross the red lines. Strictly no ball games.
Astro - Roaming (ASTR)
Please remain on the Astroturf, supervising the students at all times.
SECTION 6 – TEACHING AND LEARNING
Attendance and Punctuality Guidance
Lesson Registers
All lesson registers must be taken electronically using Bromcom within the first 10 minutes of each lesson. This is essential for both safeguarding our students and ensuring accurate and timely communication with Parents and Carers.
• If a student arrives late to your lesson, please update the register as soon as they arrive
• If you are unable to take a register, you must inform the Attendance Officer immediately. Please send a trusted student to Student Reception with a written list of absent students.
Missing Students
If a student is missing from your lesson, despite being present earlier in the day, please use the ‘ATTENDANCE ALERT’ option found under Neutral Behaviour in Bromcom—even if students believe the missing student is elsewhere in school. This process helps us quickly locate students and safeguard their wellbeing. An ‘ATTENDANCE ALERT’ should always be raised in such circumstances.
Out-of-Timetable Attendance
If you have a student with you outside of their normal timetable, you must still register them in Bromcom, regardless of whether Attendance has already been informed.
Punctuality
Consistent attendance and punctuality are essential for students to make sustained academic and personal progress. Students are expected to arrive at school and attend all lessons on time.
• Form Tutors and teachers must record any lateness in the register, including the number of minutes late.
• Students who are repeatedly late should be followed up by the Form Tutor or classroom teacher. If lateness persists, a sanction must be applied.
Late to School Procedures:
• Students arriving after 8:55am must sign in at Student Reception.
• After two late marks to school, students will be set a Wednesday late detention.
• After three or more late marks, students will be set a two-hour Friday late detention. Parents/Carers will be notified in both cases.
Failure to comply with school procedures may result in further sanctions, including internal or external suspension in accordance with the school’s Behaviour Policy. Parents/Carers will be informed accordingly.
Persistent lateness to school or lessons will be escalated to the Pastoral Team for further intervention.
Behaviour for Learning Policy:
A colleague`s guide to effective behaviour management at Glyn School Students Out of Lessons
At Glyn School we believe that students will make the most progress if they are in lessons. To this aim we try to minimise the number of opportunities for students to be out of lessons. Unless a student has been given pre-authorised consent to be able to leave a lesson, i.e. due to a medical condition, they are not allowed out, especially during Periods 1, 3 and 5 as these lessons follow on from a break or lunchtime. Students should use the toilets outside of lesson time.
Student Transition to Lessons
Timings for dismissing students from lessons should be strictly adhered to as below. This will allow students to go straight into classrooms and avoid lining up in the corridors and causing congestion and potential disruption. Allowing students to leave early for break, lunch or at the end of the school day is strictly prohibited.
Five-minute transition times should not be necessary where a lesson is followed by break, lunchtime or Period 5.
Rewards
At Glyn School we believe that the promotion of positive behaviour underpins strong pastoral relationships.
Achievement Points
It is important to note that achievement points will not be issued for those actions which meet basic expectations. Achievement points are awarded for those going above our basic expectations. Achievement points enable teachers to acknowledge a student’s positive contribution immediately, as well as advising the Parents or Carers directly through Bromcom.
Individual awards will be given to those students who surpass thresholds set by the school. The thresholds are based on the total number of achievement points earned throughout the year after any behaviour points have been deducted from the total. The thresholds are:
and queue jump for two weeks.
and queue jump for four weeks.
for six weeks.
After 300 achievement points, a personalised letter from the Assistant Headteacher with oversight of the Key Stage, including a book token or magazine subscription.
Students are encouraged to get as many achievement points as a Tutor group as possible in order to gain a group reward. In Half Term 6, students in the Tutor group with the most achievement points will be drawn at random to receive one of the following prizes:
Half Term 1
Lunch Half Term 2
Tea Half Term 3
Breakfast Half Term 4
Eggs
Half Term 5
Half Term 6
Cream Van
Final achievement assembly
Three prizes per Year group – examples:
1st Place - Airpods
2nd Place - Speaker
3rd Place - £30 voucher
Positive Emails Home
Staff are encouraged to regularly contact families in order to highlight a student’s consistently positive behaviour or attitude or in recognition of excellent work or conduct.
Postcards Home
Postcards are awarded to students who go above and beyond the recognition of an achievement point. This recognises the value which they have been demonstrating as well as specific comments about their achievement. They will also gain an achievement point which notes when a postcard has been issued which Parents and Carers can view through the Bromcom App. Cards will be given directly to the students and are in recognition to contributions worthy of more than an achievement point.
Use of Sanctions
Although we would like acknowledgement of positive behaviour to be at the forefront of our interactions with students, we appreciate there are times when you may need to implement sanctions for behaviour that doesn’t meet our expectations. Guidance to colleagues for implementing the Glyn School Behaviour Policy:
• Make clear you are dealing with the behaviour, rather than stigmatising the person.
• Avoid early escalation to severe sanctions, reserving them for the most serious or persistent misbehaviour.
• Avoid sanctions becoming cumulative and automatic (sanctions should always take account of individual needs, age and understanding).
• Avoid whole group sanctions that punish the innocent as well as the guilty. This is never appropriate.
• Wherever possible, use sanctions that are a logical consequence of the student’s inappropriate behaviour (for example, if work is not finished in class the teacher might make the student stay behind at break time to finish it off).
• Use sanctions to help the student and others to learn from mistakes and recognise how they can improve their behaviour (i.e. a learning outcome).
• When appropriate, use sanctions to put right the harm caused.
• Never issue a sanction that is humiliating or degrading.
• Use sanctions in a calm and controlled manner; ensure that sanctions are seen as inevitable and consistent (students should know that a sanction, when mentioned, will be used).
• Attempt to link the concept of sanctions to the concept of choice, so that students see the connection between their own behaviour and its impact on themselves and others, and so increasingly take responsibility for their own behaviour.
Procedure for Dealing with Behaviour in Lessons
Stage 1 State
Teacher makes requirements clear and easy to understand e.g. “I need you to stay in your seat or I will have to...”. Teacher must make the rule being broken clear to student. Teacher must state the required behaviour.
Stage 2 Warn Teacher gives a verbal warning and records this on Bromcom.
Stage 3 Move
Stage 4 Remove/ On Call
Teacher applies sanctions at this stage including seat move, thinking time outside classroom (max five minutes). Teacher 30-minute detention set.
If a student continues to disrupt learning, they should be placed with the Head of Subject/Faculty or another faculty colleague (as per Departmental Referral On Call Room schedule). This should be requested via the Assistance Alert button on Bromcom. A message will then be passed to the designated Learning Walk/ On Call colleague.
Student will receive a 90-minute Wednesday detention for this.
Behaviour Report Structure
In some instances, it may be appropriate for a student to have a report where there are additional behavioural challenges.
Please Note:
1. Intervention guidance are examples and may or may not be appropriate.
2. Students are not to be escalated until an escalation review is done, with analysis of intervention completed.
3. There must be a Parent or Carer and student phone call or meeting every time a report is escalated.
4. There must be appropriate targets and timescales set for the student to clearly meet. This way students can clearly meet targets and get praised, as well as de-escalated or escalated if they are unsuccessful.
If you have students that need to be on report, please use a mentoring report. However, if behaviour escalates students need to go through the same channels as all other students.
Report Level
Tutor
(suggested guide of 15 BPs)
DHoY
(suggested guide of 25 BPs)
HoY
(suggested guide of 35 BPs)
AHT
(suggested guide of 45 BPs)
LMT
(suggested guide of 55 BPs)
Examples of Intervention Types
Parent or Carer Meeting SMART Targets Mentoring Reconciliation Meetings R & R Card
All of the above Parent or Carer Meeting
SENCO meeting – access to learning is assessed Small Intervention Group Work ELSA/Thrive Classroom moves for pinch point lessons IEP 1 - Compulsory
All the above PLUS: Parent or Carer Meeting SEMH intervention IEP 2 - Compulsory Classroom moves for pinch point lessons House Move, if appropriate
All of the above PLUS: Parent or Carer Meeting House Move, if appropriate Adapted Timetable PSP
All of the above PLUS: Parent or Carer Meeting Alt Provision Managed Move Permanent Suspension
Intervention (guidance of potential order and types of support/intervention that can be offered)
1. Parent or Carer Meeting and SMART Target Setting.
2. Reconciliation Meeting.
3. Academic/Homework Report.
4. Mentoring.
5. Tutor Report.
6. Lesson Observations.
7. School Counsellor/Thrive/ELSA / CAMHS referral/ MHST.
School Detention Procedures for Academic Year 2025-2026
Individual Teacher Detentions
Any day of the week 30 minutes
These are set by teachers for failure to do work or to address low level behaviour in the first instance. If a teacher Moves a student as part of State, Warn, Move, Remove.
Individual teachers
Faculty/ Subject Detention
Any day of the week 60 minutes (set timetable)
School Detention
LMT Detention
Wednesdays Up to 90 minutes
KS3: M11, KS4: M10 and KS5: Private Study
Fridays Up to 120 Minutes M11
These are set by HoF or HoS in response to persistent low- level behaviour in lessons or in response to more serious one- off incidents. These may also be issued for failure to attend a detention set by class teachers.
These would be set by HoF/S, HoY or Sixth Form Leadership Team (SFLT): Failing to attend a Faculty/Subject detention; serious behaviour breaches outside of lessons or in response to widespread low- level behaviour across more than one subject area. If a student is On Called.
These are set by HoY and SFLT for: Failing to attend a Wednesday detention. Behaving in such a way that merits a more serious consequence.
HoF/HoS
Normally families would be given 24 hours’ notice via Bromcom but they can be given on the day by staff.
Families would normally be given 24 hours’ notice via Bromcom.
Middle Leaders (HoF/S, HoY and SFLT) in threes on a rota.
LMT on rota
Families would be given 24 hours’ notice via Bromcom.
Families would be given 24 hours’ notice via Bromcom.
Internal Suspension
This sanction would be used to address persistent breaches of the behaviour code across a number of lessons, subject areas, or where a single incident is considered sufficiently serious in level. This sanction would be applied by a HoF (in discussion with HoY/SFLT), HoY/Sixth Form Leadership Team or a member of the Leadership and Management Team (LMT).
Students will serve their internal suspension starting at 8.30am and concluding with a restorative conversation with all parties involved. The day finishes at 4pm. Continued or repeated refusal to follow the behaviour expectations of an internal suspension may lead to an external suspension and the student being sent home immediately on the day, as per Glyn School’s Inclusion Protocol.
Learning Walks/On Call System
A senior colleague will conduct a Learning Walk every lesson of the day and during this time will also act as the On Call point of contact.
During the Learning Walk, colleagues may sample evidence of outstanding practice to be shared with colleagues.
A form is completed after each Learning Walk which generates feedback linked to the Teaching and Learning 7 which can be sent directly to the teacher.
On some occasions during a Learning Walk, the senior colleague may receive an ‘On Call’ as a result of behaviour not meeting expectations.
If student behaviour warrants the removal of a student to the Departmental Referral Room, the following process should take place on that day:
1. Behaviour incident noted on Bromcom by the classroom teacher.
2. Classroom teacher inputs the student into a 90-minute Wednesday detention on Bromcom.
3. The student is then to have a brief reconciliation meeting with the teacher and HoF/S during detention, expectations are made clear and the student understands why they were ‘On Called’.
If a student receives 2 or more ‘On Calls’ in one day, Main Reception are to let the relevant AHT and HOY know so they can be removed from circulation for the remainder of the day. Students will need to have time to regulate and ensure they’re ready for learning.
Levelled Behaviour Guidance (as per Behaviour Policy)
Category Incident
Chelsea Late
Late to lesson
Punctuality and Attendance
Standards
Late to School three times or more OR late twice or more after the registers have closed
Late to school twice in a week
Persistent lateness to school
Truancy from lessons
Truancy from school
Buying and selling of goods
Failure to adhere to uniform policy
Failure to attend a detention
Health and Safety violation
Inappropriate misuse of social media
Inappropriate, misuse of technology
Swearing loudly in or outside of the classroom
Use of mobile phone or headphones without the direct permission of a member of staff
Disruptive behaviour in lessons
Failure to allow one voice
Positive Climate
Ready to Learn
Inadequate classwork
Off task
Refusal to follow staff instructions in lessons
On Call / Remove
Equipment issues
Failure to bring in charged Chromebook
Failure to complete homework
Plagiarism
Outcome - to be selected from
Punctuality Ladder: Late Detention (60 min Wed)
Late Leadership Detention (120 min Fri)
Punctuality Letters
Phone call home
Parental meeting
Punctuality Report
Verbal warning
Community service (litter picking)
Teacher / Tutor detention (30 min)
Phone call home
Phone Confiscation
State: verbal reminder of expectation
Warn: Behaviour Point added, warning given
Move: move seats / time outside classroom. 30-minute teacher detention.
Remove: move to the subject
On Call room. Wednesday 90-minute detention set.
Verbal warning
Teacher / Tutor detention (30 min)
Attitude to Others
Damage or vandalism of school property
Deliberately littering
Disruptive behaviour outside of lessons
Inappropriate behaviour towards a member of staff
Inappropriate behaviour towards another student
Refusal to follow staff instructions out of lessons
Failure to move around the school site in a calm and respectful way
Failure to attend a School or Leadership Detention
Bringing the school into disrepute
Bullying
Dangerous behaviour
Discrimination of any type (racial, homo/transphobic, sexual, disability etc.)
Discriminatory abuse of any type (racial, homo/ transphobic, sexual, disability etc)
Inappropriate use of social media or online technology
On Call
Theft or attempted theft
Serious Incidents
Threatening behaviour towards a student or member of staff
Persistent disruptive behaviour
Physical assault against a student
Physical assault against a member of staff
Possession, use or supplying cigarettes, vapes and any other smoking paraphernalia
Possession, use or supplying alcohol or illegal or unauthorised drugs or substances purporting to be drugs
Sexual Misconduct
Verbal abuse / threatening behaviour towards a member of staff
Verbal abuse / threatening behaviour towards a student
Phone call home
Withdraw privileges
Community service (litter picking)
Parental meeting Report
Faculty/ Year Detention (Wednesday)
Friday LMT Detention
Internal Suspension
External Suspension
Phone call home
Withdraw privileges
Community service (litter picking)
Parental meeting Report
Faculty / Year Detention (Wednesday)
Friday LMT Detention
Internal Suspension
External Suspension
Level 1
• Failure to move around the school site in a calm and respectful way.
• Not arriving at the lesson or school on time.
• Failing to allow one voice – so that the thoughts and answers of others are not respected.
• Not working to hardest ability in lesson.
• Failure to be on task throughout the lesson.
• Not being fully equipped for the lesson.
• Not wearing uniform with pride.
• Using mobile phone without the direct permission of a member of staff.
• Only use headphones when it directly relates to the learning objectives of the lesson and only with the permission of a member of staff.
• Antisocial conduct towards others and their property, including rudeness.
• Failure to carry out basic instructions or the practices that promote good order.
• Buying and selling of unauthorised goods at school.
• Eating food within the school building during lesson times.
• Using chewing gum.
• Displaying behaviours that disrupt the life of the school.
Learning Related Behaviours - Might be appropriate to guide faculties if in specific areas
• Failure to hand in work on time or reach the standard required by a teacher or HoF/HoS.
• Repeated failure by the student to produce work on time or to the required standard.
• Failure to attend detentions to improve or put matters right.
• Refusal to carry out reasonable instructions to work, without due cause, wasting teacher time and that of their peers.
• Any actions that inhibit the learning of others.
Guidance for Sanctions at Level 1
Verbal warning.
Change of seat in classroom.
Five-minute timeout.
Behaviour points and detention withdrawal of privilege to use facilities or equipment.
Call home to Parents or Carers.
Detentions.
Confiscation of phone/electronic devices if used without staff direction.
Potentially – HoY sanction.
Level 2
• Serious repetition of the level one behaviours, or failure to respond to HoY/HoF, such as refusal to follow instructions, and failure to report or attend detentions.
• Possession of cigarettes, e-cigarettes or shisha pens, matches and lighters or related items.
• Non-accidental damage to property.
• Disruption of lessons (specific and isolated).
• Disregard for uniform rules.
• Infringements of school practice, i.e. rules at lunch times/breaks.
• Inappropriate language or dissent in front (or in the hearing) of a teacher.
• Inappropriate behaviour in the local community.
• Truancy.
• Displaying behaviours that disrupt the life of the school.
• Repeated lost, destroyed or vandalised behaviour report.
• Being in a toilet cubicle with 1 or more students.
Guidance for Sanctions at Level 2:
Behaviour points and detention withdrawal of privilege to use facilities or equipment.
Call home to Parents or Carers.
Confiscation of phone/e-devices if used without staff direction.
Faculty/Subject/Year detention.
Level 3
• Repeated disruption of learning in lessons, including continuous low-level disruption.
• Repeated negative behaviour to other students in the school at break time or between lessons.
• Repeated negative behaviour towards members of staff, in and outside of lessons, including refusal to follow instructions.
• Fighting, physical retaliation or aggression.
• Serious actual or threatened violence against another student or a member of staff.
• Sexual abuse or assault.
• Abuse of any type that relates to the race, religion/belief, disability, sex or sexual orientation of a person.
• Racist abuse of any type.
• Smoking (including e-cigarettes and vapes) inside or out of school, or on the way to and from school.
• Possession, use or supplying an illegal or unauthorised drug or handling of substances purporting to be drugs on school premises in school uniform, or on the way to and from school.
• Possession of an offensive weapon or an item that could be perceived as such to be offensive, on school premises in school uniform, or on the
Guidance for Sanctions at Level 3:
Smoking/vaping – removal of breaks and lunches; detentions; suspensions; school nurse referral.
Behaviour points and detention withdrawal of privilege to use facilities or equipment.
Leadership Team detention.
Parental meetings with HoY/HoF/S.
Community Service.
Call home to Parents or Carers.
Parental meetings with HoY/HoF/S.
Withdraw privileges.
Community service (litter pick for fixed amount of time).
Suspension.
way to and from school.
• Actions related to radicalisation or extreme viewpoints.
• Verbal and written abuse of any type.
• Using social media to bully or post inappropriate messages about other students or staff.
• Persistent truancy.
• Abuse directed towards members of staff.
• Bullying, violence, harassment or threatening behaviour.
• Bringing the school into disrepute.
• Theft or attempted theft.
• Outright refusal to carry out school rules or the instructions of a member of the LMT.
• Refusal to support/accept the reasonable actions of the school, as determined by school policy, agreed by members of the School Strategy Board (SSB), within the framework of existing legislation.
• Displaying behaviours that disrupt the life of the school.
• Continued and widespread repetition of unacceptable or serious actions.
• Negative display of school on social media networking sites.
On report.
Internal suspension.
External suspension.
Off-site suspension room at another school.
Directed Offsite Provision.
SSB behaviour panel.
Permanent exclusion.
Mobile Phone Policy
On the first instance of confiscation in a school year (level 1), the student will be permitted to collect the phone themselves from Student Reception at the end of the school day. On the second instance of confiscation in a school year (level 2), the phone will be handed in to the Head of Year at the start of every day for 1 week. Parents or Carers will be informed. On the third instance of confiscation in a school year, the phone will be handed in to the Head of Year at the start of every day for 2 weeks. Parents or Carers will be informed. Please note: Once a student reaches the third time of confiscation and the phone has been handed back, the confiscation levels are not reset and the student will remain at level 3. All students in Years 7 to 9 are required to download and use the Blackout App. If a student’s phone is seen out during the school day without the express permission of a teacher, the phone must be confiscated and handed into Student Reception. Student Reception maintains a record of all students with the Blackout App and can verify whether it is installed and enabled. If the app has not been downloaded or has been disabled, the student will receive a 60-minute Wednesday detention and parents will be informed. This should be logged using the Bromcom code: Use of mobile phone without the direct permission of a member of staff and Blackout not installed (noblackout). If the student has the Blackout App installed and enabled, the phone may be collected by the student at the end of the school day with no further sanction applied.
Searching Students` Mobile Phones or Belongings - Law
In some instances, it may be that a student needs to be searched. Staff have the power to search students without consent under the DfE February 2014 guidance for prohibited items. Before a search is undertaken, the Headteacher or Deputy Headteacher must be informed. Only trained DDSLs can conduct a search. Whilst there is no legal requirement to maintain a record of searches conducted, Glyn School consider it good practice. The member of staff must be the same sex as the student and another member of staff should act as a witness. However, a search can be carried out by a member of the LMT who is of the opposite sex to the student and without a witness where the staff member reasonably believes that there is a risk of serious harm to a person if such a search is not carried out immediately and it is not reasonably practicable to call another member of staff. Please make sure that this is not done in an open forum. You must log onto CPOMS, to record every search, and make sure the ‘Student Search’ tag is ticked when adding the incident. Please also include the reason for the search and what/wasn’t found. Parents or Carers should be notified of the search on the same day via phone call or email.
Student Mental Health Support
At Glyn School, we have a four-tiered approach to mental health to provide unparalleled support to our students.
Tier 1: Culture
Be aware that it is our safeguarding duty to “prevent impairment of children’s mental and physical health or development” - KCSIE, September 2025. Therefore, please follow these steps in order to contribute to our culture of positive mental health support:
• All concerns regarding a child’s mental health needs to be logged on CPOMS as soon as possible,
• including suspected bullying and discussed with the relevant HoY.
• At Glyn School where the students are predominantly boys, we aim to tackle emotional mutism whereby all staff are encouraged to normalise talking about feelings.
• Be conscious of warning signs around common mental health issues:
Absent or late.
More irritable.
Avoids contact with peers.
Engage in risk taking behaviour.
Agitated.
Requires a lot of reassurance.
Complain of sudden physical illness.
• Be conscious also of the potential risk factors for mental health issues:
Child and Characteristics, e.g.:
Learning difficulty.
Academic failure.
Bullying.
Family factors, e.g.:
Divorce.
Unsupported bereavement.
Genetic makeup.
Tier 2: Pastoral Team
Parents, Carers and their parenting style, e.g.:
Harsh and inconsistent discipline.
Lack of warmth and affection.
Rejection of child.
Community and societal factors, e.g.:
Unemployment.
Poor housing.
Discrimination.
All HoY and the Safeguarding Team are trained as Mental Health First Aiders in order to provide a more informed approach to mental health support. This approach is simplified as:
Tier 3: Specialist Support
We have trained ELSA and THRIVE practitioners in school. These members of staff have one-to-one sessions with students during the week. ELSA sessions are predominantly used for those students with low selfesteem, friendship issues and difficulties communicating their feelings. THRIVE is a trauma informed approach to help a student regulate their own behaviour and learn about their emotions.
Tier 4: School Counsellor and Education Mental Health Practitioners
We are extremely fortunate to have an onsite counsellor and NHS Mental Health Practitioners (EMHPs) who also run a caseload of one-to-one sessions with students. The EMHPs focus mainly on students developing anxiety and depression, but further guidance on what they can support can be found here. The School Counsellor, Ruth Horner, will work with students with more complex needs.
In order to refer a student for either tier 3 or 4 levels of intervention, please discuss with the relevant HoY or refer directly using this link: https://bit.ly/GlynMentalHealth. Please also remember to log any concerns over a child’s mental health on CPOMS.
Chromebooks in the Classroom
Chromebooks are a tool to support the delivery of the T&L 7. We have a clear vision of pedagogy and we see Chromebooks as a tool to enable us to blend technology with and enhance traditional approaches. Guidance and CPD around the introduction of Chromebooks and the Google suite tools for teaching, centres around the T&L 7 and are designed to support colleagues’ use in this context.
The Virtual Learning Resources Google Site includes instructional videos on how to use many of the E-Learning tools that we have. We use Google Classroom as the main platform for sharing resources, classwork and setting homework assignments. Every class has a Google Classroom. Parents and Carers are invited to support home learning by becoming Google Guardians and receive daily or weekly summaries of any assignments, which have been set and their associated deadlines.
For the names of those students who do not have Chromebooks, please contact Heidi Thompkins.
Core Business – Developing a Curriculum for a Quality Education
Below follows a summary of the key curriculum and linked implementation policies. Please consult each linked policy, in full : Google Shared Drives/Staff Links/Policies.
Our curriculum intent:
Our intent is to educate all our students to their maximum potential. We seek to inspire our students not just academically, but as healthy, well-rounded young people who will contribute positively to the society they will function in. Our values shape the intent for many aspects of the broader curriculum that our students experience.
Reporting and Assessment
Any academic data collected and reported to Parents and Carers must be useful for all stakeholders. This policy ensures that data collection is not onerous and provides meaningful information in which improvements can be identified for the benefit of the education of all our students.
This policy aims to:
• Provide a proportionate approach to data collection.
• Describe what data is collected from subject areas.
• Explain how progress is determined in Key Stage 3.
• Provide example reports for Key Stage 3, Key Stage 4 and Key Stage 5.
• Outline how target grades are generated
Statutory Requirements
The academic data reported to Parents and Carers is based on the statutory requirements from the Department for Education:
• School Reports on Pupil Performance: Guide for Headteachers
Reporting and Assessment
Reporting and assessment at Glyn has two threads:
• Regular low stakes assessment/testing/checking with feedback that takes place in every lesson.
• Cumulative summative assessment: at certain points during the school year, students take summative assessments to assess the students’ learning over the course of a term or year. The assessment will cover a sample of questions from everything the students have been taught. These tests provide us with data to help to identify patterns of performance.
Regular Low Stakes Assessment/Testing/Checking with Feedback
By fostering a positive climate, students respond favourably to regular testing/checking/assessing that is ‘high-challenge and low-threat’ in every lesson through:
• Responsive assessment: frequent lesson activities where teachers see answers from every student and are able to tailor their teaching accordingly.
• Formative assessment: This will happen frequently throughout the term and assesses students’ understanding after a sequence of learning through ‘mini tests’ and quizzes in class.
• We do not provide any form of GCSE grade until late Year 10 / Year 11.
• Most other reports will contain a percentage score for the respective progress check.
Our data is focused and used for highlighting individual student progress and identifying individual learning gaps within the classroom: how can it improve the support and teaching for the individual student? We do not use progress data to evaluate the quality of teaching for which we have a separate process. Learning and progress is not a linear flight-path and curriculum impact is not measured exclusively by outcomes until Key Stage 4.
Year 7, 8 and 9:
Progress Report (PR)1 is ATL only PR2 & 3
1. Students` KS2 scores are used to form a target grade for each student in each subject. All students are then ranked for this subject and placed into a percentile position. This grade or rank is not shared with families.
2. After PR2, students are re-ranked and potentially moved to a new percentile. If they move up a percentile this will be indicated as ‘above track’, if they remain ‘on track’, if they move down ‘below track’ .
3. In PR3, step 2 is repeated, using the PR2 rank as the ‘new’ baseline and subsequent indication of percentile movement.
• KS2 outcomes inform a GCSE target grade, however we do not believe that it is appropriate to assign a GCSE grade to assessed work during KS3. GCSE exams assess the full breadth of the taught curriculum whereas the KS3 assessment intent is to assess their core knowledge and the conceptual understanding of specific disciplines needed to build subject scholarship.
• The students are not judged against GCSE criteria at this point, a ranking system is more appropriate as a starting point.
• Reports will then indicate if progress has or has not been made between PR2 and PR3 in a way that is fairer and more reflective of their actual progress.
Year 10:
PR1 is ATL only.
PR 2 and 3 is identical to KS3 and Year 9, however for Year 10 we will now include the GCSE target grade on the report.
PR3 will include a percentage grade for the most recent assessment; some subjects may include a form of GCSE grading in PR3 Year 10.
• Providing GCSE grades to Year 10 for pieces of work is potentially misleading and inaccurate: full courses have not been covered therefore only some subjects will provide a grade for PR3
• Even ‘subject-created’ mark schemes include a degree of subjectivity and speculation that can potentially provide false insight to students and families.
Year 11:
PR1 is ATL only.
PR2 and 3 will include a PPE 1&2 outcome respectively - teachers will also provide a Forecast Grade on PR2.
Percentage scores will also be presented, however below/on track/above is not present.
How GCSE Targets are created
• Students are now completing their subject’s curriculum and can now be more accurately assessed.
• Students are now far more ‘exam literate’ with lessons explicitly referencing assessment and exam criteria.
Targets are set via an organisation named Fischer Family Trust (FFT). The FFT processes the National Pupil Database for the Department of Education and provides data and analyses to all schools in England and Wales. They provide the benchmark (target grades) for student attainment at the end of KS4 and schools subsequently share these with students, usually at the start of the GCSE course in Year 10.
The FFT targets are based on Key Stage 2 (Year 6) SATS scores. The FFT look at the historic GCSE scores nationally of all the students who got the same scores as pupils when they were in Year 6, and then use that algorithm to estimate a current pupils’ GCSE grade. These datasets are updated each year.
Key Stage 2 Assessments are related specifically to English and Maths, so the FFT use this as the starting point for their analysis, eventually working out what children who achieved similar SATs scores, achieved for other subjects when they took their GCSE’s in Year 11. In short, they look at the range of results achieved by ‘similar pupils’ who took GCSEs in the same subjects in the past. The FFT definition of ‘similar pupils’ is ‘pupils with the same prior attainment (their English and Maths KS2 scores), gender and month of birth’. Schools will then take this data and provide the target grade to families.
At Glyn, the target grade generated is exactly that: a target. It is not a prediction, nor is it defined by teachers as an ‘expected’ grade – as a school we are tenaciously ambitious and aspirational for our students and indeed see it as part of our mission and purpose that students far exceed the estimates the FFT provides.
Additional note on Target Grades
Target Grades for students who were in Year 5/6 during the 2019-20 pandemic year, did not sit KS2 SATS. As a result, many schools, including Glyn, completed their own baseline/benchmark assessments when children arrived in Year 7: the CAT4 tests were completed by all students at this time. We provided this data to the FFT, who using the methodology described above, generated target grades for all students.
Key Stage 5
At each ‘data drop’ associated with a PPE the following is collected for Key Stage 5 students:
• Current Assessed Grade (CAG): Teachers should input a grade that best represents the quality of a student’s work up to that point in time. This will be based upon a specific assessment or PPE and/ or coursework. The explanation reported to Parents and Carers will read: Considering all evidence available, including the latest assessments, this is the grade that the teacher believes your son or daughter is currently at.
• Teacher Predicted Grade (TPG): Teachers should input a grade that best represents the most likely grade a student would get at the end of Year 13 for Key Stage 5 students. The grade should be based on evidence, i.e. coursework, classwork and examination performance. The TPG is a shadow grade which is not sent home to parents, instead being used for internal monitoring and strategic interventions.
• Students` percentage score on an assessment - for reference purposes, parents are provided with the highest and average percentage score in the cohort.
Key Stage 5 Targets
These are primarily based upon students` Key Stage 4 results since these are the measures the Government uses. The target setting methodology we use is based on the nationally used FFT model. The targets given to Key Stage 5 students are for the end of Year 13.
Whole School Reporting Assessment Calendar 25-26 (subject specific practical and NEA dates are included on the live calendar)
To view the timetable in full view, please click here
Meetings and Directed Time:
In addition to scheduled calendar meetings, the following events are considered part of Directed Time for teaching staff:
Open Evening
• All teaching staff are required to attend.
• It runs from 4:30pm to 7:30pm (school will close early on this day).
Options Evenings
• All teaching staff are expected to attend Year 9 and/or Year 11 Options Evenings.
• Please coordinate with your Head of Subject (HoS) or Head of Faculty (HoF) regarding your role and attendance
Celebration Evenings
• First Celebration Evening: For Years 11 and 13.
• Second Celebration Evening: For Years 7–10 and Year 12.
• Teaching staff must attend one of these as part of directed time.
• Associate staff are warmly invited to attend
Parents’ and Carers’ Evenings
• All colleagues who teach students in the relevant year group are expected to attend.
• Evenings typically run from 3:30pm to 7.30pm. Some are in person, while some are online. Remote may be conducted away from the school site.
Meetings fall under directed time and take precedence over any other planned school activity. Planned absence should take account of this when submitting the Request for Absence Form to VACANCY, via email glyncover@glynschool.org. Missed meetings must also be noted when booking CPD using the External Training Booking Form and when submitting an Extracurricular Sporting Fixture Form. These forms contain a section for noting any missed directed time/meetings, which will be taken into account when considering the request. This applies even where a colleague will teach their timetabled lessons, but will not attend meetings before or after school. In addition, all colleagues should notify the person chairing the meeting to send their apologies as soon as the planned absence is known, especially where colleagues have not completed the form themselves.
Meeting
Day AM/PM Who
Monday PM PM PM
Tuesday (PM meetings carousel each half term) AM PM PM PM PM PM
House Leaders CPD Programme
ECT/SCITT
Staff Briefing Faculty
HOD/HOY CPD Year Teams
Whole School Thursday PM ECT
All meetings require an agenda that should be shared with colleagues in advance of the meeting to support their preparation and participation. Ideally, agendas will be shared with attendees as early as possible, but not later than two days prior to the meeting.
Agendas should contain a review of the actions from the last meeting’s minutes. Asking colleagues to do this before the meeting and only covering actions still outstanding can make this a swifter process.
All agenda items should focus on improving the quality of education our students receive. Meetings form part of our ongoing cycle of planning, reflection and review that drives the raising of standards.
This will relate to:
• Clarifying our intent for the broad curriculum experiences our students receive.
• Planning for its consistent implementation between colleagues, teaching groups and ages.
• Reflecting on the extent to which our intentions are being effectively and consistently implemented by using a range of evidence to reflect on the impact it is having on our students.
All meetings should be minuted and should note:
• Attendees.
• Apologies.
• Summarised discussion of agenda items.
• Actions – by whom and the deadline.
• Links to the meeting slides or any referenced documents.
It is essential that the minutes are shared with all colleagues affected, whether in attendance or not, to ensure clear communication, especially with part-time colleagues. Ideally, this will be no later than two days after the meeting. This should include the Line Manager/s of the Faculty/Subject/House/Year, etc
Teaching and Learning and Curriculum Monitoring 2025-26
When Activity
Autumn 1
Ongoing: Daily Steplab Drop-ins and feedback - all term
Ongoing Bi-weekly
Ongoing: Half-termly
Ongoing: Termly
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Quality of form times
Student Curriculum Conversations
1/09/25 29/09/25 DSEFDP 25-26
15/09/25 10/10/25
20/10/25 14/11/25
06/10/24 25/10/25
Autumn 1 Autumn 2
Exam Report Meeting HoS/JGA/Line Manager
Quality of Form Time review
Student Voice: T&L / Form time group
Subject Development Plan Review in Link Meeting
1/12/25 - 17/12/25
Autumn 2 Spring 1
Spring 1
Quality of Curriculum and Teaching and Learning review
Subject Development Plan Review in Link meeting
Ongoing: Daily Steplab Drop-ins and feedback - all term
Ongoing Bi-weekly
Autumn 2
Ongoing: Daily Steplab Drop-ins and feedback - all term
Ongoing Bi-weekly
Ongoing: Half-termly
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Quality of form times
Ongoing: Half-termly
Ongoing: Termly
5/1/25 16/1/25
2/02/26 27/02/26
Spring 1 Spring 2
Spring 2
Ongoing: Daily
Ongoing Bi-weekly
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Quality of form times
Student Curriculum Conversations
Student Voice: T&L / Form time group
Quality of Form Time review
Subject Development Plan Review in Link Meeting
Steplab Drop-ins and feedback - all term
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Ongoing: Half-termly
Quality of form times
Ongoing: Termly
Student Curriculum Conversations
Ongoing: Termly
Student Curriculum Conversations
When Activity
9/03/26 - 26/03/26
Spring 2
Quality of Curriculum and Teaching and Learning review
Summer 1 Subject Development Plan Review in Link Meeting
Date TBC Date TBC
Summer 1
Ongoing: Daily
Ongoing Bi-weekly
Ongoing: Half-termly
GLF School Effectiveness Review
Ongoing: Termly
20/4/26 4/5/26
11/5/26 5/6/26
Steplab Drop-ins and feedback - all term
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Quality of form times
Student Curriculum Conversations
Student Voice: T&L / Form time group
Quality of Form Time review
Summer 1 Summer 2 Subject Development Plan review in Link Meeting
Summer 2
Ongoing: Daily
Ongoing Bi-weekly
Ongoing: Half-termly
Steplab Drop-ins and feedback - all term
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum
Quality of form times
Ongoing: Termly
22/6/26 6/7/26
15/6/26 3/7/26
Student Curriculum Conversations
Student Voice: T&L / Form time group
Quality of Curriculum and Teaching and Learning review
Summer 2 Summer 2 Subject Development Plan evaluation
When Activity
Ongoing: Daily Steplab Drop-ins and feedback - all term
Ongoing Bi-weekly
Ongoing: Bi-weekly
Ongoing: Bi-weekly
Curriculum Monitoring through Link meetings - all term
Quality of T&L and Curriculum (all colleagues - at least 2 Drop-ins each HT + next steps – 1 LMT / 1 HoS/LP/KS lead)
Quality of form times (all tutors - at least 2 Drop-ins each HT + next steps – 1 LMT / 1 HoY/DHoY)
Responsible Focus
LMT/HoS/DHoS/ HoY/DHoY/LPs
LMT link/ HoS
Termly
Quality of form time review
LMT/HoS/DHoS/ LPs
• T&L review (in tutor times and lessons)
• Complete Steplab Drop-ins + next steps
• Findings from curriculum monitoring during the HT discussed
• Review Drop-ins feedback and responses in Link Meetings
Ongoing: Termly
Student Curriculum Conversations
LMT/HoY/DHoY
Ongoing: Termly
Quality of Curriculum and Teaching and Learning review
HoS/DHoS/KS leads
• Review Drop-ins feedback and responses in Link Meetings
• Review of the quality of Form time (1 hour)
Meeting with HoY
Review Steplab Drop-ins feedback and responses
Student voice review (e.g. reflection Friday, form time reading student voice etc)
• Co-observations
• Scheduled in-person conversation with group of students (key groups/by key stage) – 1 adult questions, 1 adult makes notes
• Check what students know and remember over time
• Evaluate the curriculum intent and implementation so that it has the intended impact
• Review of the quality of curriculum and teaching and learning (1 hour)
Meeting with HoS
LMT/HoS
Student voice
MTH / RPI / MKE
LMT Year Lead / SST / HoY
Review Steplab Drop-ins feedback and responses
Work-scrutiny / Student curriculum conversations (review or speak to students)
Co-observation (if needed)
• Students` opinions on their learning (classroom and form time)
• T&L / Form time surveyed (PAH, PAM, PAL, SEND and PP split) within the highlighted Key Stage selected to complete the Student Voice questionnaire or panel.
Tutor Guides to the Year
Below is a skeleton guide to the events that happen for each Year group. This overview intends to inform Form Tutors of their responsibilities throughout the year.
Year 7
With Year 7, the key focus is on students’ successful transition to secondary school. Establishing great habits, friendships and a passion for learning are all central to Year 7.
Monday: Assembly
Tuesday: Careers/House events
Form Time Daily Activities
Wednesday: Tutor reading
Thursday: Tutor reading
Friday: Quiz/Newsround
Autumn Term Month
PSHCE Themes
Half Term 1
Half Term 2
Information Evening (HoY in attendance) September
CAT 4 Tests and GL Progress Tests September
PR1 Data (ATL) September
Transition Review Evening October
Spring Term Month
PSHCE Themes
Half Term 3 Half Term 4
KS3 Progress Checks January
PR2 Data January
Parents` and Carers’ Evening February
Information/Actions
Being Me in My World. Celebrating Difference.
Tutors are not required to attend but at this event there will be an outline of the academic year, in particular the focus on basics. Field any follow up questions/calls from families.
These are used to improve our understanding of the new intake and can be used to identify undiagnosed SEND need and partly inform nurture groups. A timetable will be produced for these tests.
Analyse data from PR1, guided by HoY for actions per student. This will be done as ‘corridor conversations’ with individual students.
This is an informal event in the Library whereby Parents or Carers can come and chat to you and discuss how their child has settled in school.
Information/Actions
Dreams and Goals. Healthy Me.
Preparation sessions for how to revise for progress checks. These progress checks are done in lessons but all students on a side of the year will sit the same exam at the same time. It is well worth making sure which exams they have each day. Students’ reports include a ‘progress’ statement in English and Maths only which compares how they ranked to how they ranked in their SATs. Parents and Carers may want more details – please direct to Emma Pearson.
Analyse data from PR2, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
Meet with key students (if not attending as teacher).
Summer Term Month Information/Actions
PSHCE Themes
KS3 Progress Checks 2 June
5
6
PR3 Data June
Year 8
Relationships. Changing Me.
Same as January except students will receive a progress statement from all subjects which compares how they ranked in January to how they rank now. Again, if Parents or Carers want more information, direct to Emma Pearson.
Analyse data from PR3, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
With Year 8, the key focus is becoming great learners and taking advantage of enrichment activities.
Monday: Equipment check / Tutor Reading
Tuesday: Assembly
Form Time Daily Activities
Wednesday: Careers / Tutor Reading
Thursday: Form Admin / Tutor Reading
Friday: Quiz / Newsround / House Events
Autumn Term Month
PSHCE Themes
Information
Evening (HoY in attendance) September
GL Progress Tests September
PR1 Data (ATL) September
KS3 Progress Checks January
PR2 Data February
Parents` and Carers’ Evening March
Information/Actions
Being Me in My World. Celebrating Difference.
Tutors are not required to attend but at this event there will be an outline of the academic year, in particular the focus on basics. Field any follow up questions/calls from families.
Analyse data from PR1, guided by HoY for actions per student. This will be done as ‘corridor conversations’ with individual students.
Information/Actions
Preparation sessions for how to revise for progress checks. These Progress Checks are done in lessons but all students on a side of the year will sit the same exam at the same time. It is well worth making sure which exams they have each day. Students’ reports include a ‘progress’ statement in English and Maths only which compares how they ranked to how they ranked in their SATs. Parents or Carers may want more details – please direct them to Emma Pearson.
Analyse data from PR2, guided by HoY for actions per student. This will bedone as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which require specific actions from Tutors.
Meet with key students (if not attending as teacher).
Summer Term Month Information/Actions
PSHCE Themes
Half Term 5
Half Term 6
KS3 Progress Checks 2 June
PR3 Data June
Year 9
Relationships. Changing Me.
Same as January except students will receive a progress statement from all subjects which compares how they ranked in January to how they rank now. Again, if Parents or Carers want more information, direct to Emma Pearson.
Analyse data from PR3, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
With Year 9, the key focus is starting to make informed decisions around which subjects to choose for GCSEs and taking on wider responsibilities through avenues such as DofE, CCF or the ambassador programme.
Tutors are not required to attend but at this event an outline will be given of the academic year, in particular the focus on basics. Field any follow up questions/calls from families.
Analyse data from PR1, guided by HoY for actions per student. This will be done as ‘corridor conversations’ with individual students.
Preparation sessions for how to revise for progress checks. These Progress Checks are done in lessons but all students on a side of the year will sit the same exam at the same time. It is well worth making sure which exams they have each day. Students’ reports include a ‘progress’ statement in English and Maths only which compares how they ranked to how they ranked in their SATs. Parents or Carers may want more details – please direct to Emma Pearson.
Analyse data from PR2, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in form time and individuals will be discussed at ‘Raising Standards’ which make require specific actions from Tutors.
Spring Term Month Information/Actions
PSHCE Themes
Half Term 3
Half Term 4
Dreams and Goals. Healthy Me.
Options Choices April/ May Launch Year 9 Options process. Indicative survey for all Year 9 students.
KS3 Progress Checks
PR3 Data April
Same as January except students will receive a progress statement from all subjects which compares how they ranked in January to how they rank now. Again, if Parents or Carers want more information, direct to Emma Pearson.
Analyse data from PR3, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from tutors.
Summer Term Month Information/Actions
PSHCE Themes
Half Term 5
Half Term 6
Parents` and Carers’ Evening May
Year 9 Options Evening May
Year 10
Relationships. Changing Me.
Meet with key students (if not attending as teacher).
Students will attend Options Evening with their Parents or Carers. This is an opportunity for them to discuss all of the different GCSE courses with relevant staff members and students.
With Year 10, the key focus is starting GCSE courses and developing strong retrieval habits.
Monday - Tutor Reading
Tuesday - How to revise sessions/other/Tutor Reading
Form Time Daily Activities
Wednesday - Careers/votes for schools
Thursday - Assembly
Friday - Quiz/Newsround/Topical discussion
Autumn Term Month
PSHCE Themes
GCSE Information
Half Term 1
Half Term 2
Evening (HoY in attendance) September
PR1 Data (ATL) October
KS4 Progress Checks December
Information/Actions
Being Me in My World. Celebrating Difference.
Tutors are not required to attend this event, but are welcome to, as there will be an outline of the academic year, in particular focus on basics.
Tutors field any follow up questions/calls from families.
Analyse data from PR1, guided by HoY for actions per student. This will be done as ‘corridor conversations’ with individual students.
Preparation sessions for how to revise for progress checks. These Progress Checks are completed in lessons.
Spring Term Month
PSHCE Themes Half Term 3 Half Term 4
PR2 Data January
Parents` and Carers’ Evening January
Information/Actions
Dreams and Goals. Healthy Me.
Analyse data from PR2, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
Meet with key students (if not attending as teacher).
Summer Term Month Information/Actions
PSHCE Themes Half Term 5
6
End of Year Assessments June
PR3 Data June
Year 11
Relationships. Changing Me.
These assessments cover all content from Year 10. Percentage score will be given but no grade. Results assembly for Year 10.
Analyse data from PR3, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
With Year 11, the key focus is successful completion of GCSE courses, continuous retrieval practice and reflection. Choices regarding post-16 education are also made this year.
GCSE Information Evening (HOY in attendance) September
PR1 Data (ATL) September
Revision Evening September
Sixth Form Open Evening October
Tutors are not required to attend this event, but are welcome to, as there will be an outline of the academic year, in particular focus on basics.
Tutors field any follow up questions/calls from families.
Analyse data from PR1, guided by HoY for actions per student. This will be done as ‘corridor conversations’ with individual students.
Year 11 students are invited to attend a Revision Evening with their Parents or Carers. Key skills are discussed for how to revise effectively.
Students will attend this evening to make informed choices around post- 16 education. In Form time, there will be a focus on different post-16 options.
PPE1 November
PR2 Data December
Parents` and Carers’ Evening 1
December
Preparation sessions for how to revise for GCSEs. PPEs will allow students to sit in formal conditions, similar to their GCSEs. These are centrally held in The Proctor Hall and smaller rooms for those with access arrangements.
Students will have a Results Assembly where they receive their PPE1 results. Analyse data from PR2, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
Meet with key students (if not attending as teacher).
Form Next Steps Meetings
PPE2 January/ February
Parnts` and Carers’ Evening 2
Student Voice
March
Students will have an individual appointment with a member of staff to discuss their post-16 options. If they have applied to Sixth Form, their choices will be discussed. If they have applied to college, their overall application will be discussed.
Preparation sessions for how to revise for GCSEs. PPEs will allow students to sit in formal conditions, similar to their GCSEs. These are centrally held in The Proctor Hall and smaller rooms for those with access arrangements.
Analyse data from PR3, guided by HoY for actions per student. This will be done as ‘academic monitoring’ in Form time and individuals will be discussed at ‘Raising Standards’ which may require specific actions from Tutors.
Meet with key students (if not attending as teacher).
Students’ learning and achievement are at the core of Glyn School. From the school mission statement, we see that ‘every person is highly valued’ and as part of this process we seek the views of students to help us make informed decisions.
Student Ambassadors
The Student Ambassador programme, overseen by Mel Thompsett, is made up of students from Years 7-10. Students from Years 7-10 apply to become an Ambassador, working with a group of Sixth Form Prefects from one of the pillars listed below. The Ambassador/Prefect teams meet once or twice a half term.
The provision of Inclusion in schools nationally has undergone considerable change since the introduction of the Keeping Children Safe Act 2014 and the Special Education Needs and Disability Act 2014.
We have an exemplary Inclusion Department, led by our SENCO. The SENCO is supported by a team that includes a Deputy SENCOs, an Intervention Lead, SEND teacher and School Counsellor. We also have Learning Support Assistants (LSAs) who support through interventions and in class.
We provide a wide range of facilities to support our students. These include:
• In-class support for our students with EHCP (Educational Health and Care Plan).
• Various interventions aimed at meeting the needs of the students we have at Glyn School. The interventions are structured around the four broad areas of need.
• A qualified Counsellor to support students in a 1:1 environment.
• A supportive and peaceful place within school available throughout break, lunchtimes and after school.
In support of the students that have Special Educational Needs and Disabilities in your classroom:
• It is essential for teaching staff to liaise with LSAs before the lesson to share and develop resources.
• Inclusion at Glyn School incorporates a wide team of multi-professionals, and at times they will require you to give feedback on students in your class or observe them in a lesson. You may also be invited to attend specific training sessions for students you teach with agency staff by the SENCO.
• We have three SEND codes at Glyn School. These are all represented on Bromcom via a different coloured heart. SEN E – EHCP Student, SEN K – SEND Support (this student receiving additional intervention, SEN M – SEND Monitoring (this student does not receive additional intervention but will have an OPP to ensure adaptive teaching is being delivered to meet their needs). The K and E coded students also have a one page profile. For advice and support on how to request that a student is assessed for SEND, please contact the student’s HoY who will work with you to complete a SEND referral form so that we can correctly assess and identify any SEND issues.
Every colleague must be aware of the students’ needs within their classes. These are clearly identified in Bromcom in relation to their SEND, EAL, PP, disability or medical needs. Additional information is available via their one page profile, some students will also have documents saved in the documents saved on Bromcom (Eg – An ADHD report). Please speak to a member of the Inclusion Department if you have any further questions regarding an individual student.
Access Arrangements
Access arrangements are available to allow candidates who have special educational needs, disabilities or temporary injuries to access assessments. Arrangements for candidates with special educational needs
or disabilities need to be organised in advance through the Special Educational Needs and Disabilities Coordinator. Relevant students should be receiving these adjustments as a normal way of working including during internal examinations.
Disadvantaged Students (in receipt of Pupil Premium funding)
Students who receive Pupil Premium funding should have every chance to achieve the same success as any other student in the school. The financial disadvantage of a student’s background should not affect their attainment or achievement. Our pledge to each disadvantaged student is that we will support them at every opportunity to make this a reality.
The Pupil Premium budget is allocated to children from low-income families. A significant proportion of these students fall into any of these categories:
• Students eligible for Free School Meals (FSM). Once a student qualifies for FSM, they then become entitled to the Ever 6 scheme (also known as the Ever 6 FSM measure). Ever 6 means that the student will receive this funding for six years.
• Children who are classified as LAC/CLA (Looked After Children/Children Looked After). This qualifies any student who is in care or has been looked after continuously for more than six months.
• Children of Service families.
At Glyn School, many of our disadvantaged students have the full potential to attain very high grades. Economic circumstance is not an indicator of academic performance at Glyn. It is vitally important to challenge and counter this misconception that disadvantaged students struggle academically. What we must also acknowledge and appreciate is the significance of Glyn’s pastoral mechanism for our disadvantaged students. Just like the remaining student body, the pastoral care system nurtures and supports our students at great lengths throughout their time at Glyn School. It is therefore important to invest heavily in our pastoral care system to support our drive on academic success. Our disadvantaged provision is summarised by our commitment to the following:
• To spend the PupiI Premium funding as effectively as possible to meet the requirements of the students that are eligible.
• To use the Pupil Premium funding to support disadvantaged student engagement (attendance, suspensions, progress, enrichment and equipment).
• To eliminate the disadvantaged vs non-disadvantaged gap in terms of student attainment and progress.
• To provide the opportunity for all disadvantaged students to progress to university, degree level apprenticeships or training-based employment at the age of 18, whilst eliminating disadvantaged NEETS (Not in Education, Employment or Training).
To work closely with all disadvantaged families to ensure outstanding support and success.
Student Support
Our Student Support Team consists of Heads of Year (HoY), Deputy Heads of Year (DHoY), Home School Link Workers and Interventions Leader. Our Sixth Form Student Support Team consists of a Deputy Head of Sixth Form, Heads of Year (HoY), Deputy Heads of Year (DHoY) and a Senior Learning Mentor (SLM).
The Year team, consisting of your Tutor, HoY, DHoY and Home School Link Worker will support students systematically in their years at Glyn School to ensure students are settling in and becoming part of our community in the best possible way. Tutors meet their students every morning in their Tutor room with
fellow tutees where registration and a uniform check will be carried out. This is such an important start to the day as it sets the standards for the day ahead. In addition, students will have a chance to be involved in discussions, reflect on assembly or have a chance to talk about successes experienced in their day. Morning registration is an opportunity for Tutors to read out and discuss with students the school notices emailed the previous evening.
The office of the HoY and DHoY is a place where students can go to at any time before or after school, break or lunch, to talk to people if they are worried about things in or out of lessons. Whilst the HoY monitors behaviour in lessons and students’ academic progress, the Tutor is the day to day point of contact for students. Curriculum areas are expected to deal with any behaviour issues that may arise during lesson time.
The Student Support team also has access to student mentors, counsellors, a school nurse as well as key workers for students who are experiencing difficulties in school. We also are the hub school for a team of Mental Health Practitioners.
Form Tutors have a very important role to play in transmitting the values and virtues of the school through their daily contact with the students in their Form group. There is only one adult that each student in the main school sees daily and that is the Tutor.
SECTION 8 – SIXTH FROM
Introduction to the Sixth Form at Glyn School
Glyn School supports students through a seven-year journey, the pinnacle of which is their time in the Sixth Form.
Due to the nature of Sixth Form studies and the increase in academic challenge alongside the addition of unstructured ‘independent study periods’, there are some policies and procedures that differ between students in Years 7-11 and those in Years 12-13. Our key aim is to create the conditions for a smooth transition between GCSE and A Level study, achieved by supporting students in developing the skills to succeed academically whilst also providing them with more freedom and responsibility.
To ensure that our Sixth form students are held to a consistently high account, key information, policies and procedures pertaining to the Sixth Form are outlined below.
The Sixth Form Team
Michelle McKenna Head of Sixth Form
Jonny Ellis Head of Year 13
Martyne Johns Learning Mentor
Uniform Policy
Marise Jeyarajah Deputy Head of Sixth Form
Rosie Laidlaw Deputy Head of Year 12
John Maude Sixth Form Study Area Supervisor
Alex Summers Head of Year 12
Tom Oaten Deputy Head of Year 13
Sarah Florence Sixth Form Support Officer
We have high expectations of our Sixth Formers and this includes personal appearance. We believe that our uniform policy benefits the school in a number of ways:
• It encourages identification with the school and nurtures the notion of community.
• It protects students from social pressures to dress in a particular way.
• It supports discipline and good behaviour and ensures the health and safety of students.
• It instils a sense of pride in the school.
• It allows staff to concentrate their time and effort on teaching and learning.
The decision about what is and is not acceptable will always remain with the school. Students are expected to adhere to the uniform rules on the journey to and from school.
Full details can be found via these links: Sixth Form Uniform Policy
Progress
Over the duration of students` Sixth Form studies, there are six progress review points which provide students, Parents and Carers with feedback on how students are progressing with their studies. Alongside the progress reports that are sent home, we, as a Sixth Form, use progress reports to review where interventions need to be put in place to support our students. Interventions are bespoke and designed to suit the needs of individual students. The table below provides an overview of some of the interventions we put in place at different points in the year.
Year 12 Progress Review Point
Year 12 Transition Report
Year 12 PR2 (Post-PPE)
Year 12 PR3
Year 13 Progress Review Point
UCAS Predicted Grades Year 13 PR1
(In class progress checks)
Year 13 PR2 (Post-PPE)
Interventions In Place
• After school study skills sessions.
• Parental contact from subject teacher(s).
• Fortnightly Report (low ATL).
• Progress meeting with SFLT, Parents and Carers (during Parents` and Carers` evening).
• Student Agreement put in place.
• Subject interventions.
• Six-week mentoring programme (with SFLT).
• Private study sessions booked in.
• Subject Report (weekly meeting with a member of the relevant subject).
• Progress meeting with SFLT, Parents and Carers.
• Student Agreement put in place (or reviewed if already in place).
• Summer transition task.
Interventions In Place
• Parental contact from subject teacher(s) where there is a concern.
• Progress meeting with SFLT, Parents and Carers (during Parents` and Carers` evening).
• Subject Report (weekly meeting with a member of the relevant subject).
• Four-week mentoring programme (with Tutor).
• Timetabled Year 12 lessons (where requested by subjects).
• Progress meeting with SFLT, Parents and Carers (during Parents` and Carers` evening).
• Student Agreement put in place.
• Subject interventions.
• Six-week mentoring programme (with SFLT).
• Private study sessions booked in.
• Progress meeting with SFLT, Parents and Carers.
• Private study sessions booked in.
• Compulsory school attendance over the duration of study leave.
Reports, IEPs and PSPs
Unfortunately, despite being a post compulsory, 16+ provider, in rare situations, some students may struggle to adjust to our code of conduct regarding behaviour. In these rare circumstances, the Sixth Form Team may make the decision to put a student on report. This document outlines the procedure and threshold for each reporting level. Please come and speak to a member of the Sixth Form Team if you have concerns over a student’s behaviour.
Attendance
The correlation between attendance and students’ educational achievement is well documented, for this reason we encourage students to keep their attendance as high as possible.
Truancy from Form time or lessons is taken seriously and failure to meet expectations in this regard should be proactively tackled by classroom teachers prior to escalation to the Sixth Form Leadership Team.
Form Time Attendance
Year 12 are expected to attend Tutor time at 8.40am until 9.00am each day. In Year 13, Tutor time runs every day except for Fridays. On Fridays, students will have individual appointments with their Tutors on a rotational basis.
Due to the range of important decisions that students will be making over their Sixth Form journey, we must ensure we are giving clear and consistent messages to students and their families regarding form time attendance. If students are not attending, then they will be missing important messages regarding UCAS applications, student finance, apprenticeship and careers opportunities, PSHCE and general school notices.
It is really important that teachers are as diligent with registers for our Sixth Form students as with the lower school. Attendance and punctuality data will often be discussed with Parents or Carers, therefore for this to be as impactful as possible it is important this is accurate.
Lesson Attendance
Students in the Sixth Form generally study three A Levels with nine hours of teaching in each subject. Students are expected to attend all their timetabled lessons to make the most of the expert input of their subject teachers. Students are encouraged to think about how they use their ‘unstructured’ time or ‘free periods’ most effectively and are allowed to leave the school site when not scheduled to be in a lesson or Form time.
Students not in lessons will be allocated a N code and any registers not taken will auto-populate with N codes - a temporary holding code until a reason for absence has been ascertained. Every single N code is chased up by the Sixth Form Team each week, for this and safeguarding reasons, it is critical that registers are taken accurately and promptly at the start of each lesson.
The Sixth Form Attendance Team and Sixth Form Team monitor lesson attendance with Heads of Year following up on any emerging patterns in each fortnightly cycle of lessons. It is of course important that all staff hold students to account with regards to their punctuality and attendance. In the first instance, should any concerns arise, classroom teachers are encouraged to contact home to discuss any contextual information with regards to attendance. As with all contact home, please ensure that some brief ‘communication log’ notes are taken and logged on Bromcom, this is an invaluable help should the issue be escalated.
Attendance Incentives and Rewards
• ‘Treats’ for those Form groups with the highest cumulative attendance at termly intervals.
• Attendance certificates.
• Letters home for those with exemplary punctuality and attendance.
Behaviour
Our Sixth Formers act as role models to those students in the lower school - we expect all Sixth Formers to model exemplary behaviours at all times. All of our school rules and regulations apply equally to our Sixth Form students as well as those in the lower school and it is important that as a staff body, we do not lower our expectations for our post-16 cohort. As such, the information from page 61 onwards pertaining to behaviour should be consistently applied to those in Years 12 and 13. Celebrating success is important for all of our students and there are a number of mechanisms that staff can use to flag up those students who are demonstrating positive learning behaviours.
• Sixth Former of the Week
• Star Students - awarded on Bromcom.
• Awarding achievement points.
• Handwritten commendation postcards.
• Emails home.
Having high self-esteem and perceived competence is imperative for students to push themselves out of their comfort zones and take risks with learning. Demonstrating resilience in bouncing back after perceived ‘failure’ is harder for students who doubt their ability to succeed. To ensure that students are actively engaged in learning and taking appropriate academic growth risks we look for opportunities to praise students for the positive behaviours they demonstrate.
Sixth Form Mobile Phone Policy
Students in the Sixth Form are permitted to use their mobile devices/headphones in the Private Study area and the Sixth Form Common Room/Canteen. Outside of these areas, students should not have these items visible. In instances where students are failing to meet this expectation, please confiscate the item.
Bromcom
The Sixth Form Team analyse patterns in achievement/behaviour points awarded over each fortnight and intervene as appropriate. The effectiveness of any intervention rests on the quality of information shared between staff. To this end, please do ensure that noteworthy behaviour instances (positive and negative) are logged on Bromcom. This is significant in us consistently holding students to account and having meaningful conversations with students and their Parents and Carers.
As with students in Years 7-11, please ensure that communication home is briefly documented in the ‘communication log’ on Bromcom. Please be aware that the communication log is shared with Parents and Carers.
All students and their Parents and Carers will be expected to sign a copy of the Learner Agreement. This is also signed by the student`s Form Tutor. This clearly outlines the expectations we have of all of our students to create the conditions whereby they can achieve their potential and aspirations
Glyn Sixth Form Learner Agreement
In choosing to become a student in the Sixth Form at Glyn School. I commit to abide by the following:
1. I will ensure that I am available, between school hours of 08.35 and 17.00 during term time.
2. I will arrange holidays, medical and other private appointments e.g. driving lessons, outside of school hours or during school holidays.
3. I will limit any term time, part-time working to a weekly maximum of 10 hours in total and ensure that shifts commence after 5pm to enable me to make full use of pastoral support and academic interventions at school.
4. I will arrive punctually for tutor time, all assemblies and all lessons, with a minimum level of 95% attendance. There is a strong correlation between attendance and academic achievement. All courses are intense and relatively short in duration. It is very difficult to catch up on work missed. It is not, therefore, acceptable for students to take holidays during term times.’
5. If I am unable to attend school, I acknowledge that only a parent/ carer can authorise this absence on 0208 716 4949 or by emailing 6thformabsence@glynschool.org before the start of school and daily thereafter for the duration of absence. I also acknowledge that it is my responsibility to catch up with missed work by contacting my teachers and checking Google Classroom. If I am unable to attend school, it is my responsibility to ensure I liaise with my subject teacher to catch up and complete any work that I miss. I accept that school reserves the right to ask me to attend in my study periods or outside of normal school hours, in order to complete outstanding work
6. I accept that I am a role model within an 11 – 19 school and also within the wider community. I understand that I am expected to set the highest standards in behaviour, attitude and academic example.
7. I will not place or respond to any comments on Social Media that would bring the school into disrepute and I will not post/respond to anything that will cause hurt or unhappiness to any member of our school community.
8. I recognise that I have chosen to enrol in a Sixth Form with a compulsory uniform and that I will be expected to adhere to this at all times.
9. I will not use my mobile phone or other electronic devices such as headphones or earphones outside of the Private Study Area & Common Room/Sixth Form canteen.
10. Glyn School is a NON-smoking environment - smoking or vaping in uniform on or around the school premises brings the school into disrepute and will be sanctioned accordingly.
11. I recognise that whilst on school site, I am expected to use my time productively whether that be in the silent private study area or in less formal study spaces. Ball games should not be played on the school site during lesson time.
12. I acknowledge that the private study is available for use between 8:15 and 16.30 daily, and is closed at break and lunch times. I must conduct myself in a manner that promotes a quiet and productive atmosphere in private study at all times. I recognise that use of Sixth Form facilities such as the Private Study area and Common Room/Canteen is a privilege and one that can be withdrawn if behaviour is not considerate to other students and staff members.
13. I will work with the necessary commitment in order to complete assignments by the required deadlines and to a standard that reflects my personal minimum target grade. I will complete the courses I enrol upon. If I fail to complete the course, or fail to submit coursework within the deadlines, I acknowledge that the school reserves the right to request payment for examination entries.
14. I commit to aim to achieve one hour of effective and independent study time for each hour spent in class and to have this habit established by the start of Year 13.
15. In an instance where I am underperforming in one or more of my subjects, I will commit to working in private study during directed study periods: these sessions will be registered and tracked.
16. Once issued, Student ID badges must be worn or on my person and available for inspection, on request and if I lose or misplace the badge then I must pay £5.00 towards the cost of its replacement. Student ID badges must also be taken to all public examinations.
17. Students are expected to access their school email account for official school communication and to check this daily for new messages and announcements alongside relevant Google Classrooms.
18. I will fully immerse myself within the school community through supporting younger students and the school’s ethos.
To support you in achieving your potential in Sixth Form, Glyn School pledges to provide you with:
a) A form tutor, who is your main pastoral contact for the discussion of any academic or social issues that may arise.
b) A personal academic profile, based upon GCSE results, which will determine your personal minimum target grades for your courses.
c) Access to private study areas, between 08:15 and 16:00 each day.
d) Regular updates on my progress, to be discussed with parents/carers and my tutor.
e) Advice and guidance on the next steps you wish to follow beyond school, including applications to institutions of Higher or Further Education and apprenticeships.
I have read and agree to abide by the terms of the Sixth Form Contract above. I understand that if I do not comply with these terms then this may jeopardise exam entries and the ability to achieve the qualifications that I have committed to study.
Student Signature
Date
Parent Signature
Date
Sixth Form Student Leadership Team
The Student Leadership Team consists of our Head Students and Deputies. Their role is very diverse and includes the leadership of the Senior Prefect and Perfect teams. Prefects are organised under three pillars, applying for their roles in a particular area of interest. The three prefect pillars are Community and Environment, Teaching & Learning and Student Wellbeing.
Head Students
Sixth Form Prefects
Sixth Form Prefects perform a number of duties that are essential to helping the school to function effectively. Some key duties include:
• Supporting key events at school.
• Supporting lower school students with work.
• Mentoring lower school students to help improve their attitude to learning.
• Liaising with House Leaders to support House activities.
• Planning and delivering charity events.
• Supporting Year 12 students during induction.
The Deputy Team
Abishann Thaneeskaran
Nishok Naranjan
Jasmine Wright
Olivia English
Glossary and Standardised Language
At Glyn School we use specific terms when referring to school life. These should be as follows:
• A Level [rather than A level or A-level]
• Associate Staff [rather than Support Staff or Non-Teaching Staff]
• Autumn, Spring or Summer Term [rather than just using autumn, spring or summer term]
• Child [rather than son or daughter]
• Chromebooks [rather than Chrome Books)
• Colleagues [rather than staff]
• Dates: format to be number then month (i.e. 6 July) rather than 6th July or July 6
• e.g. [for example] [rather than e.g]
• Expectations [rather than ‘rules’]
• Faculty [capital F]
• Families – Parents and Carers/Parents or Carers should be used rather than ‘families’ or just Parents
• Form Tutor [with capital F and T]
• Form time [capital F, lowercase t]
• Glyn School [not just Glyn]
• Heads of Faculty [HoF] [not just HoF]
• Heads of Subject [HoS] [not just HoF]
• Homework [Independent Learning Tasks [ILTs has been replaced with homework]
• House [with capital H]
• i.e. (in other words) [rather than i.e.]
• Key Stage [not just KS]
• Leadership and Management Team [LMT] [rather than Senior Leadership Team or SLT]
• Teaching and Learning [rather than Learning and Teaching]
• Numbering – up to 10 use words [e.g. five] and from 10 up use numbers
• ParentPay [capital Ps]
• Prior Attainment High [PAH] [rather than able, bright or top set]
• Prior Attainment Low [PAL] [rather than weak, low ability or bottom set]
