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5

Vision and Values

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Executive Team Governing Body Staffing Structure Our Students  Student Uniform and Appearance  Student Recognition  Student Behaviour  Behaviour and Sanctions  Sixth Form Disciplinary Procedure  SEN Information

12 12 14

Academy Day Policies and Procedures Child Protection Health and Safety Emergency Evacuation Financial Procedures Data Protection Additional Staff Information Professional Standards Staff Professional Responsibilities Site Maps

28 28 29 30 31 32 33 35 37 38 40

16 18 19 20 22 24


Whenever we welcome new visitors into The Samworth Church Academy, they very often comment on the sense of positivity, energy and general friendliness you feel as soon as you enter the building. Our Academy is a special place which is only confirmed when you meet with our young people and the staff that support them. The Academy was established in 2008 by joint sponsors Sir David Samworth and the Diocese of Southwell and Nottingham. Their vision was to create an inclusive place where people and students come first and where students can be educated holistically as well as academically and leave prepared for a long and happy adult life – 70 plus great years. Our emphasis and exploration of our Christian values, as well as our membership of the international Round Square organisation, encourages students to ‘Be The Best They Can Be’ and to explore their own (perhaps hidden) talents and potential in a wide range of ways. Our beautiful and lovingly cared for campus houses a range of sometimes unexpected facilities including a climbing wall, high ropes course, Dance Studio and Drama Pod, a Combined Cadet Force, a fully functioning hairdressing salon and well populated animal care unit. We are also committed to delivering the best academic education we can for our young people and to training and supporting our teachers to be the best and most innovative teachers they can be. Our teaching facilities are modern and well-equipped and we are always looking for ways to improve them further. We are very proud of what has been achieved by our fantastic young people in the past and excited at the limitless potential of current and future students. If you would like to find out more about what they get up to, our website is a great place to start but also please get in touch with any further questions or for a look around the Academy at work at any time of the year. We would be very happy to demonstrate how inspiring our students are and to give you a flavour of the wonderful things they achieve as they strive to ‘Be The Best They Can Be’.

Lisa McVeigh Principal


Our vision is to create an environment that provides the best start to a bright future for all our students, by giving them all the opportunity to be fully qualified for adult life, in the fullest sense of the term. We realise this vision by offering a broad range of courses, to cater for as many interests and abilities as possible. We also work in partnership with other Mansfield schools to maximise opportunity. To broaden the educational experience we have introduced Sport, Dance, Music and Drama into the curriculum. Not just for the select few, but for absolutely everyone. There are many different ways of defining achievement but ours is unusually holistic. Good qualifications are crucial to young people and their futures but we also know that other things are important to prepare young people for the challenges they face.        

We give all our students the best start for a bright future and help them become the adults they want to be. We welcome, value and respect students of all faiths, or none, and encourage their input in how the Academy is run. We have a distinctively Christian ethos that is tolerant and respectful of everything except bad behaviour and bullying. We raise aspirations and nurture self-confidence so that all our students can raise their expectations of what the future holds. We make quality, leadership and a business and enterprise culture part of daily life in this Academy. We encourage students to challenge themselves and embrace the Outward Bound approach to enjoyable and constructive learning. We play an active role in the community outside the school gates. We respect the environment in all we do.

Our Christianity is at the heart of the Academy's ethos. So, to promote and encourage Christian values, we think it's important that everyone is involved in an act of collective worship and that all have the opportunity to take an accredited religious course. We respect the feelings of parents who don't feel comfortable with this, however, and will allow their children to be excluded from religious education provided their objection is explained to the Principal in writing.

The Samworth Church Academy officially became accepted as a Global Member of the Round Square in January 2016. Round Square is a world-wide association of schools on five continents sharing unique and ambitious goals. Students attending Round Square schools make a strong commitment, beyond academic excellence, to personal development and responsibility. The Round Square approach promotes six IDEALS of learning: Internationalism, Democracy, Environment, Adventure, Leadership and Service. These are incorporated into the curriculum throughout all member schools.


Lisa McVeigh

David Broomhead

Chris Vallance

Carl Bennett

Maria Fletcher

Ian James

Geoff Mills

Adam Cave

Caroline Ashley

David Sabbagh

Ellie Slack

The Samworth Church Academy Governors play a vital role in ensuring that every child receives the best possible education. The Governing Body or the governors of the Samworth Church Academy are the company’s directors under company law and the trustees of the company under charity law. They oversee the effective operation of the Academy. They provide their services voluntarily and may not profit from the Academy. They have a strong focus on three core strategic functions:   

To ensure the clarity of vision, ethos and strategic direction. Holding the Principal accountable for the educational performance of the school and its pupils and the performance management of staff. Overseeing the financial performance of the school and ensuring its money is well spent.

The full Governing Body hold five meetings a year. In addition the ASAG committee (Achievement and Standards Advisory Group), chaired by Mrs V Leivers, collectively meet six times a year and the FFPAG committee (Finance, Facilities and Personnel Advisory Group) chaired by Mr N Spraggins, meet three times a year.


Appearance It is important that our students present themselves in a business like manner, ready to learn. Although it is the students’ responsibility to make sure they are correctly presented, we need to remind them of their responsibilities and that they should be making the right decisions. What should you be looking out for?

 White school shirt with a top button. Top button fastened and a sensible knot tied at the fastened top button.

 TSCA school tie worn to the same length as the blazer piping, as a minimum. Only Academy long sleeved or sleeveless jumper may be worn under the blazer.

 TSCA Blazer with Academy badge to be worn at all times. Sleeves worn to at least, the wrists.  Plain black school trousers, not to be tight fitting to the leg. No visible badges, studs zips or other

  

adornments. TSCA branded skirt to be worn at the knee, not above it. It should not be tight fitting. Sensible, plain black, polishable shoes. Plain black or grey socks. If tights are worn they should be black or flesh coloured.

Jewellery No visible jewellery other than a practical watch (not an Smart watch) General Appearance  If worn, make up should be minimal, discreet and appropriate.  Hairstyles should be appropriate and not contain colours or exaggerated styles.  No hats, caps or hoods are to be worn in school other than for religious reasons.  If belts are to be worn they must be black, discrete and appropriate.  No badges are to be worn on blazers other than those issued by the Academy. Coloured nail varnish, acrylic nails/false nails, gel nails, should not be worn and students doing so will be reasonably requested to remove offending materials. We all need to be committed to assisting our students to make the right choices and should remind them of our expectations whenever they are not met. If we are not consistent with our approach to uniform we will not achieve the high standard we require. Sixth Form Dress Code Post 16 students should wear smart, business dress at all times. Electronic Devices Mobile phones and other equipment such as iPods and MP3 players etc. should not be brought into school. However, should students have these devices about them they should be switched off at the school entrance and placed in a bag or pocket. They can be switched on at the end of the school day, once they have left the Academy entrance. If a student is seen with these items in school they will be confiscated and we will arrange collection of the item by a parent/carer as outlined in a previous communication to parents/ carers. Students are aware of this rule and any failure to comply should be dealt with according to the sanction policy. Lunchtime arrangements Students must remain on site during the lunch time period unless their carer has discussed with the Academy the reasons why they have a need to leave the site. Basic equipment All students have been instructed that they need to bring basic equipment to lessons. You can expect them to have at least:  Pens


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Pencils Ruler Eraser Calculator Sports kit


It is important that students’ good behaviour is recognised. This is done through positive comments recorded on individual students’ electronic file and a student’s Attitude to Learning score which is included for every subject in the half termly report to parents. Graduation and Celebration As mentioned above, rather than focusing upon tangible rewards, the reporting and assessment cycle will allow us to accurately monitor students’ Attitude to Learning. The average or termly ATL scores will play a significant role in whether or not a student graduates across a key stage or qualifies for participation at a celebration event. We feel that this type of event will further serve to reinforce positive attitudes and support our achievement agenda encouraging students to take responsibility for their learning. Reporting to Parents Parents receive half-termly information about their child’s progress and Attitude to Learning. Parents are invited in to discuss their child’s progress by tutors and at Parents’ Evening. Our system simply seeks to recognise every occurrence of ‘Extra Effort’ a student makes in their school life on their journey to ‘Be the Best They Can Be’. The simplicity of this criterion caters for the variety of age groups, dispositions of students and individual judgements of teachers and other adults in the school. ‘Extra Effort’ can be recognised both subjectively and objectively. Objectively for any measure of excellence to be achieved it can be assumed that a student will have had to put in significant and sustained ‘extra effort’ to secure a given achievement:           

100% attendance for a week. Nil behaviour points for a week. 100% in a homework task. Exceptional classwork. Representing the Academy in any way. Being a ‘student receptionist’. Being a ‘buddy’ to a new student. Leading a session in the classroom. Being courteous. Showing care for the environment. Attendance at extra sessions.

Subjectively teachers can recognise ‘extra effort’ relative to a student’s normal or historic form. Improvement in an attendance compared to the previous week.     

Reduced behaviour points compared to the previous week. A higher standard of homework than usual. A higher standard of classwork than usual. The ability to own behaviour and apologise for mistakes. An ability to forgive the mistakes of others.

Recognition can and should be given to all of these examples and many more. Staff will be issued with star stickers at the start of the year. Extras can be obtained from Reprographics. Staff will issue a star sticker and their initials for every instance of ‘extra effort’ they see in the academy. Students will collect stars in on a designated sheet in their Planners and report to their tutor when they have collected multiples of 10 stars. At multiples of 10, tutors will log the number on iSAMs. Certificates and prizes will be issued in assemblies. They are logged by tutors on iSAMS.


The following list of behaviours has been drawn up to help staff. There are four categories of inappropriate behaviour. Some inappropriate behaviour such as using abusive language can fall into more than one category, depending on the context in which the language is used. Each time an incident is logged by staff, it receives a score that is automatically recorded. Category 1 behaviour receives a lower score than more serious behaviours. However, the system is designed to ensure that repeated or continual category 1 behaviour will default to category 2 and carry the appropriate sanction. This is not an exhaustive list and it is our intention to ensure that the electronic recording system contains a clear, concise and comprehensive list of behaviours. An important point to reinforce is that the logging of incidents and scoring system will allow repeat offenders to be identified and dealt with. Therefore, we should be able to pick up on students who, for example, continually disrupt lessons. On the first occasion, the incident should be logged and the sanction may only result in 10 minutes Time Owed. If a student continues to repeatedly disrupt, the level of sanction would be 30 minutes Time Owed with a School Leader or more senior member of staff. Following this, a further repeat may result in a period of isolation or a fixed- term exclusion. Clearly, parents may think it harsh that their son or daughter is being excluded for what might appear to be a minor/trivial offence such as lateness to lesson. However, the real reason for the exclusion would be for “repeated failure to comply with reasonable instructions, as set out in the Home/School Agreement.� The great advantage of the electronic logging of incidents is that they provide an excellent evidence trail to support our actions. Post-Exclusion Students will only be re-admitted to school following an exclusion period, upon completion of a satisfactory post-exclusion meeting between the parents, student and Learning Manager.


The following list of behaviours has been drawn up to help staff. There are four categories of inappropriate behaviour. Some inappropriate behaviour such as using abusive language can fall into more than one category, depending on the context in which the language is used. Each time an incident is logged by staff, it receives a score that is automatically recorded. Category 1 behaviour receives a lower score than more serious behaviours. However, the system is designed to ensure that repeated or continual category 1 behaviour will default to category 2 and carry the appropriate sanction. This is not an exhaustive list and it is our intention to ensure that the electronic recording system contains a clear, concise and comprehensive list of behaviours. An important point to reinforce is that the logging of incidents and scoring system will allow repeat offenders to be identified and dealt with. Therefore, we should be able to pick up on students who, for example, continually disrupt lessons. On the first occasion, the incident should be logged and the sanction may only result in 10 minutes Time Owed. If a student continues to repeatedly disrupt, the level of sanction would be 30 minutes Time Owed with a School Leader or more senior member of staff. Following this, a further repeat may result in a period of isolation or a fixed- term exclusion. Clearly, parents may think it harsh that their son or daughter is being excluded for what might appear to be a minor/trivial offence such as lateness to lesson. However, the real reason for the exclusion would be for “repeated failure to comply with reasonable instructions, as set out in the Home/School Agreement.” The great advantage of the electronic logging of incidents is that they provide an excellent evidence trail to support our actions. Reports A small number of students are on report for poor behaviour or non-compliance with the Academy’s expectations. Students will carry their report with them and it should be completed at the end of each lesson by the member of staff according to attitude, behaviour and completion of work. If the student fails to achieve well, further action will be taken by their Learning Manager. Post-Exclusion Students will only be re-admitted to school following an exclusion period, upon completion of a satisfactory post-exclusion meeting between the parents, student and Learning Manager. Consequence Behaviour System (C1-C6) Behaviour Sanctions A behaviour system was introduced in November 2014, this system outlines the levels of unacceptable behaviour from students and this ranges from C1 (Minor) to C6 (Extreme). This data is reported on the monthly KPI’s, so the following information should prove helpful. Consequence 1 Refusal to complete a simple request/disrupts learning. C2 Continues to disrupt learning. C3 Continues to disrupt learning. C4 (4th Misbehaviour) If the student still disrupts learning, the student is sent to a Matrix Room (Classroom) to continue with his/ her lesson.


C5 (5th Misbehaviour) This is issued if the student refuses to attend the Matrix Room or has truanted from another lesson. A C5 consists of the student being sent to the Consequence Room, this room is equipped with individual cubicles and the student works alone with supervision. C6 (6th Misbehaviour) Student disrupts or refuses, to attend Consequence room this results in a 1 day Fixed Term Exclusion. A student must be issued a C1-C3 first. If a C4 is issued you should complete the yellow sheet by filling in the date, time, lesson, member of staff and matrix room that you are sending them to. Note: matrix rooms are displayed on a timetable in classrooms. The student should return just before the end of the lesson and hand you their yellow form. A student must be issued a C1-C3 first. If a C4 is issued you should complete the yellow sheet by filling in the date, time, lesson, member of staff and matrix room that you are sending them to. Note: matrix rooms are displayed on a timetable in classrooms. The student should return just before the end of the lesson and hand you their yellow form. You must log this C4 on the day of issue using iSAMS. If you do not log it on the day and hand in the yellow form to Reception, the C4 detention will be cancelled. If a student fails to return with their yellow sheet at the end of the lesson still log the C4 but in the description box add that they failed to return. This would then be a C5 (a day in the consequences room) which will be dealt with by Sara Sheppard. Please use the consequences board, students need the visual reminder. Please do not allow other students in lesson to use the board. Do not issue group or table consequences. Consequences IC4 These can be issued both inside and outside the classroom for a number of reasons. A student does not have to receive a C1-C3 before being issued an IC4. If you issue an IC4 and the student decides to run off, this would then become a C5 so log it as an IC4 and write in the description box that they ran off. Sara Sheppard will pick it up from there and proceed with a C5. Homophobic and Racist Comments Homophobic and racist comments are also instant C5’s and should be sent to Sara Sheppard in A11. The Learning Managers will then be informed and after investigation a final sanction will be issued depending on the outcome of their investigations. Please use your professional judgement in these situations. Mobile phones If a student uses their mobile phone without permission please request that they hand it over. If they refuse then send them to A11 and Sara Sheppard will sort it from there. Any confiscated phones must be signed in at reception as soon as possible so that parents are able to collect them at the end of the day. Swearing If a student has an outburst of swearing and looks like it could develop into something more threatening this would be a C5. If a student swears at a member of staff or makes deeply personal or inappropriate comments this would also be a C5 and could escalate to a C6 (exclusion) after investigation. If a student is swearing at another student in lesson, although this is unacceptable, this would be managed by the class teacher using the consequence system. Matrix Rooms If you are in a matrix room and you receive a C4 student you should write them time they arrived on the top of the yellow form and get them to sit down and complete the form. If the student does anything to disrupt your lesson e.g. talking, then this is considered a C5 so send them down to Sara Sheppard in the consequence room and drop her an email to say the student is on their way down. You do not need to log this. Any issues/queries contact Sara Sheppard via email or see her in Room A11.


Sixth formers are expected to:

1. Have 95% attendance at all lessons. 2. Be punctual to registration and lessons. 3. Exhibit responsible behaviour in and around the school. 4. Adhere to the expectation for Sixth Form including dress code. 5. Respect everyone within the school community. 6.

Complete all schoolwork on time.

Failure to meet the expectations will result in a DS. You should log a DS in the same way as a C4 but select DS in the dropdown box. Pupils will then proceed through the below system. Stage 1: Informal Warning (0-5 DS’s) For every DS issued to a student, a text message will be sent to a parent/carer to inform them of the expectation that has not been met. Students accumulating 3 DS’s will have a meeting with a member of the Sixth Form Team to discuss any support that needs to be put in place. Students accumulating 5 DS’s will result in parents/carers being contacted to discuss the student’s attitude towards learning and any improvements that need to be made. Stage 2: Verbal Warning (6-10 DS’s) For every DS issued to a student, a text message will be sent to a parent/carer to inform them of the expectation that has not been met. Students accumulating 8 DS’s will be placed on a five day report to monitor their attitude in the sixth form. This report will be signed off by classroom teachers and a Sixth Form Learning Manager. Students accumulating 10 DS’s will result in a meeting taking place between the student (with parents/carers invited) and the Post 16 Deep Support. During this meeting students will receive a verbal warning with regard to their attitude towards learning and this will be placed on the student’s file for the remainder of their time in the Sixth Form. Stage 3: 1st Written Warning (11-15 DS’s) For every DS issued to a student, a text message will be sent to a parent/carer to inform them of the expectation that has not been met. Students accumulating 13 DS’s will be placed on a five day report to monitor their attitude in the sixth form. This report will be signed off by classroom teachers, a Sixth Form Learning Manager and the Team Leaders for each of the student’s subjects. The student will also have to attend supervised study periods in the Library for a ten day period. Students accumulating 15 DS’s will result in a meeting taking place between the student (with parents/carers invited) and the Post 16 Deep Support. During this meeting the students will receive a 1st written warning in regard to their attitude towards learning and this will be placed on the student’s file for the remainder of their time in the Sixth Form. Stage 4: 2nd Written Warning (16-20) For every DS issued to a student, a text message will be sent to a parent/carer to inform them of the expectation that has not been met. Students accumulating 18 DS’s will be placed on a five day report to monitor their attitude in the sixth form. This report will be signed off by classroom teachers, Team Leaders for each of the student’s subjects and Post 16 Deep Support. The student will also have to attend supervised study periods in the Library for a ten day period and have a weekly meeting with Deep Support Post 16 for four weeks. Students accumulating 20 DS’s will result in a meeting taking place between the student, (with parents/carers invited) Post 16 Deep Support and the Director of Deep Experience/Principal. During this meeting students will receive a 2nd written warning in regard to their attitude towards learning and this will be placed on the student’s file for the remainder of their time in the Sixth Form. Stage 5: Final Warning (21-24 DS’s) For every DS issued to a student, a text message will be sent to a parent/carer to inform them of the expectation that has not been met. Students accumulating 23 DS’s will be placed on a five day report to monitor their attitude in the sixth form. This report will be signed off by classroom teachers, Team Leaders for each of the student’s subjects, and the Director of Deep Experience. The student will also have to attend supervised study periods in the Library for a ten day period and have a weekly meeting with Deep Support Post 16 for four weeks. Students accumulating 24 DS’s a meeting will take place between the student, (with parents/carers invited) Post 16 Deep Support and the Director of Deep Experience/Principal. During this


meeting students will receive a Final written warning in regard to their attitude towards learning and this will be placed on the student’s file for the remainder of their time in the Sixth Form. Stage 6: Permanent Exclusion (25-26 DS’s) Students accumulating 26 DS’s will attend a meeting (with parents/carers invited), Post 16 Deep Support and the Principal. During this meeting, and after careful consideration that all other procedures to encourage the student to obey, the Principal will decide whether a permanent exclusion is required.


Students will sometimes be out of lesson in either the PLC or the Bridge. The PLC houses students who often have emotional issues or have difficult personal circumstances and, therefore, occasionally require time out of their lesson to complete work. The Bridge aims to gradually re-enter these students into lessons. Some students in your lessons will have Bridge passes. These passes entitle them to leave your lesson to go to the Bridge for 5 minutes to collect themselves. You do not need to do anything with the pass; it will just be shown to you by the student. If you feel the pass is being misused, please email the Bridge Manager. How do I know if there are students with SEN in my class? This information is on iSAMS system, CPOMS andthe Inclusion register on the shared drive. How do I know what their Special Educational Needs are? On the Staff Share ‘S Drive you will find a folder named ‘Inclusion’. If you open this folder you will find a document entitled ‘Inclusion Register’. This is arranged by year group and gives a brief indication of the needs of individual students. For all students there is a Student Passport which provides a more detailed picture of the nature of the difficulties of the student together with strategies to help to minimise these difficulties. Please feel free to add any strategies which you have found to help the student. You may wish to copy the profile into your work area and add targets you have set the student, but please do not copy these back into the shared file. If you wish to add anything please do so on the original document.


8:20

Arrival on Site

8:25 — 9:25 Period 1

9:25 — 10:25

10:25 — 10:45

10:45 — 11:00

11:00— 12:00

Period 2

Tutor Time/ Assembly/ Break

Tutor Time/ Period 3 Assembly/ Break

12:00 — 1:30

1:30 — 2:30

Period 4/ Staggered Period 5 Lunch

2:30 onwards Period 6/ Enrichment Activities

We operate a rolling lunch where students will take their half hour lunch break at some point during Lesson 4. Tutor Period Tutor Period is a time for considering progress, target setting, reflection and monitoring uniform and equipment etc. Every tutor follows a programme that can be found in the staff shared area under ‘Deep Learning’, followed by ‘Tutor Programme’. During the tutor period tutees must sit in a circle so that they can carry out a barazza. Period 6 Each Year 7 and 8 pupil must attend one Lesson 6 of their choice each week. Lesson 6 is designed to stretch students and encourage them to take part in activities outside their normal curriculum.

There are many policies and procedures at the Academy and staff need to ensure that they familiarise themselves with all of the policies. Policies will be reviewed on a rolling timetable by the responsible person. Should any changes need to be made then recommendations will be forwarded to the Governing Body for agreement. Below is a list of all the Academy policies that are available on the Staff Intranet which all staff have access to: Abuse Allegation Procedure Accessibility Plan Admissions Policy Anti-Bullying Policy Appointments Procedure Assessment, Recording & Reporting Attendance Policy Blood Spillage Policy Budgetary Control Procedure Bullying and Harassment Policy Capability Procedure Careers Education (CEIAG) Policy CCTV Policy Charging & Remission Policy Charity Policy Child Protection Policy Code of Conduct for All Staff and Volunteers Collective Worship Policy Community use management Complaints Policy CPD Policy Critical Incident Policy DBS Policy Display Policy Equality & Diversity Policy Failure to Complete Registers Policy Fire Procedures First Aid Policy Flexible Working Policy Freedom of Information Policy General Data Protection Policy Gifts and Hospitality Policy

Grievance Procedure Health & Safety Policy Home School Agreement ICT Acceptable Use Policy Literacy Policy Lockdown Policy Lost Property Policy Manual Handling Policy Marking & Assessment Policy Maternity Policy No Smoking Policy Ordinary Paternity Leave and Pay (Births) Outside Learning Policy Performance Management Support Policy Performance Management Teachers Policy Procedures for the use of Ebay, Amazon & Paypal Reserves Policy SEND Policy Sex and Relationships Education Policy Shared Parental Leave Policy (Adoption) Policy Shared Parental Leave Policy (Births) Staff Disciplinary Procedure Staff Leave of Absence Policy Staff Redundancy Hearing Procedure Staff Sickness and Absence Policy Student Behaviour Policy Supporting Students With Medical Conditions Policy Tendering Policy Terms of Reference Vision Statement Whistle Blowing Procedure


Our staff are in regular and frequent contact with young people and are particularly well placed to observe signs of abuse. We have a responsibility to help protect young people from abuse and inadequate care. We will collaborate with the Local Authority and act in accordance with agreed procedures whenever there is a concern, as detailed in “Working Together to Safeguard Children 2015”, Nottinghamshire Safeguarding Children Procedures November 2016 and “Keeping children safe in education Statutory guidance for Schools and Colleges October 2016” (see Appendix 1). Safeguarding is everyone’s responsibility and for services to be effective, each individual should play their part and should take a child-centred approach, based on a clear understanding of the needs and views of children. General Information and Advice for Staff It is the duty of all adults in the Academy to protect children from harm. If you suspect any type of ‘abuse’ of a physical, emotional or sexual nature or neglect, it is your legal responsibility to pass on your concerns to the Designated Safeguarding Lead or the Child Protection Officer. Staff Action  Inform the Designated Safeguarding Lead or the Child Protection Officer immediately.  Try to pass the child over to the Designated Safeguarding Lead or the Child Protection Officer as soon as possible to try to avoid making the child have to tell their story twice.  If in any doubt, REFER! If a child begins to disclose to you:  You must make the child aware immediately that you will have to share the disclosed information and who you will have to share it with.  Do not make any promises.  In an interview situation you are strongly advised to make sure another member of staff knows where you are, or have someone nearby and that the door is left open.  If you still have concerns ask another member of staff to be present.  Do not jump to conclusions.  Do not try to get the child to disclose to you.  Do not speculate or accuse anyone.  Be receptive and accessible, listen carefully and take it seriously.  Reassure the child that they are right to tell their story.  Write everything down, make a note of the time and the place, keep a copy for yourself and give a copy to the Designated Safeguarding Lead or the Child Protection Officer. If you have a safeguarding issue you must log on to CPOMS and log the incident. This will alert the necessary staff and help build a picture of what might be happening in a particular child’s life. Tell -Tale Signs We are often in a better situation to see ‘unusual changes’ in a child than almost anyone else in their lives. Tell-tale signs to look out for:  Sudden changes in personality including anger, aggression, mood swings or loss of confidence.  Weight loss.  Unusual reactions to unusual situations.  Changes in attendance/punctuality patterns.  Bruises, grasp/hand marks, self-harming or other visible signs. If you notice any of the above do not automatically assume ‘abuse’ but do keep an eye on the situation, discuss the situation with another member of staff or refer to the Designated Safeguarding Lead or the Child Protection Officer. Please visit the intranet and read the Child Protection Policy.


An accident is any unplanned event that causes injury or damage to property. If you are involved in an accident you must: Ensure all injured people receive appropriate first aid. Ensure there is no danger of others being hurt. Report the Accident immediately to the Site Manager. Assist in the completion of the Accident Report and Investigation.

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First Aid If there is an injury or illness which you do not feel confident of dealing with you should: Stay with the person (unless you cannot get assistance without leaving them), offer reassurance and make them as comfortable as possible. Contact the Student Information Desk or the designated First Aider for the area. Complete an Accident form.

  

Fire Safety In the event of you discovering a fire you should:     

Set off the fire alarm using the nearest ‘Break Glass Alarm Point’. Tackle the fire using the appropriate type of fire extinguisher, if you feel confident that you will not endanger yourself or others. Ensure all pupils evacuate the building by the quickest, safest route. Close all windows and doors, if safe to do so. Ensure your own personal safety by leaving the building if you are unable to control the fire.

In the event of the fire alarm sounding you should:     

Ensure that all pupils leave the building by the quickest and safest route. Ensure all rooms that you pass on your way out are clear and report to the Sweep Controller those rooms you have checked. Members of staff who assume the role of sweep marshal should pick up the sweep route map for that route and, if safe to do so, ensure that rooms on the route are clear. People should only tackle any fire if they are confident in the use of a fire extinguisher and it is safe to do so. On reaching the assembly point students should line up in tutor groups. Sweep marshals should report to the sweep co-ordinator, report the route they have checked and identify any room they have not confirmed to be clear. These procedures will be tested at least once a term.

Emergency Plan Detailed hard copies of the Emergency Plan can be located on Reception, Principal’s Office, Reprographics (B2), Support Office (B1) and A3. An electronic version is available on the intranet.


Roles Incident Controller Usually the Site Manager or, in his absence, a member of the executive team of the Academy. Main responsibilities to co-ordinate the actions of the Academy staff to ensure the incident is resolved in a safe manner and to be the main point of contact between the emergency services and the Academy. The incident controller will be responsible for informing the emergency services if necessary. Sweep Co-ordinator Usually a member of the executive team of the Academy or, in their absence, the senior member of staff present at the assembly point. Main responsibilities to ensure the results of the fire sweeps are correctly co-ordinated. Sweep Marshall A member of staff working in a room designated as a sweep starting point. Procedure The signal for the evacuation of the building will normally be the continuous sounding of the alarm bell but, in exceptional circumstances, the instruction may be verbal. On hearing the instruction to evacuate everyone should leave the building via the shortest safe route. Personal possessions should be left and, if safe to do so, windows and doors should be closed, not locked. Where possible a member of staff should lead groups of students to the assembly point on the MUGA via the nearest safe exit. Members of staff who assume the role of sweep marshal should pick up the sweep route map for that route and, if safe to do so, ensure that rooms on the route are clear. People should only tackle any fire if they are confident in the use of a fire extinguisher and it is safe to do so. On reaching the assembly point students should line up in tutor groups. Sweep marshals should report to the sweep co-ordinator, report the route they have checked and identify any room they have not confirmed to be clear. Once the sweep co-ordinator has questioned all employees, rooms where no information about their status is known should be identified and reported to the incident controller These procedures will be tested at least once a term.


Buying stationery and supplies If you wish to purchase items you will need to raise an order through the Finance Office. Under no circumstances should orders be placed over the phone without an official purchase order. Collecting money All money should be collected via the till at the Student Information Desk. The Finance Office must be made aware of any collections in advance, otherwise students may be turned away. Under no circumstances should any other member of staff accept money from students. If you wish to sell items to students, please ensure you email the Finance Department in advance so that an account can be created on WisePay (the online payment facility). Please do not send letters home to parents or students before an account is set up. Expense Claims / Petty Cash Permission should first be sought from Subject Leaders if you choose to pay for something yourself and need to claim the money back. You will need to fill out an Expense Claim Form, print off a copy for your subject leader to sign and send to the Finance Office to approve. Please ensure all VAT receipts are attached. The Finance Department will then process all claims over ÂŁ25.00 via payroll and you will receive your payment in your monthly salary. Please ensure the Finance Office receives your form no later than the 1st of the month to be paid on the 20th of that month. If your claim is less than ÂŁ25.00 you will receive an email to advise you can collect petty cash. Alternatively, for small amounts of money, you can advise the Finance Office in advance and petty cash can be given. Please ensure you obtain a VAT receipt for all purchases.


At The Samworth Church Academy we use imagery and videos for a variety of purposes, including prospectuses, display boards, website, Facebook, Twitter and the Parent Portal. Under the legal obligations of the General Data Protection Regulation, the Academy has specific responsibilities in terms of how photographs and videos are taken, stored and retained. In order to ensure that, as far as possible, the use of photography and video is used safely at all times, the procedure below should be followed. This procedure is applicable to all forms of visual media, including film, print, video, DVD and websites.


How we use your information We process personal data relating to those we employ to work at, or otherwise engage to work at, our academy. This is for employment purposes to assist in the running of the academy and/or to enable individuals to be paid. The collection of this information is also required to enable the academy to fulfil its statutory obligation of the completion of the annual workforce census that will benefit both national and local users by:      

improving the management of workforce data across the sector; enabling development of a comprehensive picture of the workforce and how it is deployed; informing the development of recruitment and retention policies; allowing better financial modelling and planning; enabling ethnicity and disability monitoring; and supporting the work of the School Teachers’ Review Body

This personal data includes identifiers such as names and National Insurance numbers and characteristics such as ethnic group, employment contracts and remuneration details, qualifications and absence information. We are required, by law, to pass on some of this personal data to:  

our local authority the Department for Education (DfE)

We also share information about you with our providers of payroll, DBS and occupational health services where it is legitimately required to enable the academy to carry out its duties as an employer. We will not share information about you with third parties without your consent unless the law allows us to. Staff personnel files are retained for 7 years after the date of termination of employment in accordance with the guidance set out by the Information Records Management Society. If you require more information about how we and/or DfE store and use your personal data please visit:  

our website https://www.samworthchurchacademy.co.uk https://www.gov.uk/data-protection-how-we-collect-and-share-research-data

Contact: If you want to see information that we hold or would like to discuss anything in this privacy notice, please contact: Mary Mayes, HR Officer The Samworth Church Academy Sherwood Hall Road Mansfield NG18 2DY 01623 663450 If you have a concern about the way we are collecting or using your personal data, you should raise your concern with us in the first instance or directly to the Information Commissioner’s Office at https://ico.org.uk/ concerns/


If you know you are going to be absent you must complete a Planned Absence form available on the Staff Intranet and submit this to your Line Manager for approval. If the absence is due to a trip you must email absence@tscacademy.org.uk so that the dates can be recorded and the appropriate cover put in place. You must also set cover for any lessons you are missing. Unplanned Absence On the first day of your absence you should telephone your Line Manager before 7:00 am or for those whose start time is different from The Academy standard, one hour before the start of your day. You should confirm this absence by texting Mr Geoff Mills immediately after you have spoken to your Line Manager, confirming your identity on the first occasion. You will be expected to provide:  

The reason for absence Expected date of return

If your absence continues for longer than one week you should make contact with your Line Manager on every weekly anniversary of your absence. If you do not return on your expected date of return you should again contact your Line Manager. Mr Geoff Mills can be contacted on 07724171324. Pay and Conditions These will be in line with your personal contract with The Academy. If you have a problem concerning this, please contact the HR Officer in the first instance. Accessing School Files From Home Your personal files and shared all staff files can be accessed via The Samworth Church Academy website under the link ‘Home Access Plus’ or tscacademy VPN. Accessing Shared Files Files shared can be found by entering the staff shared drive (S:). Restaurant Services We are determined that our service will reflect the high standards of The Academy. We are aiming to raise the whole experience of using the restaurant so the following rules will apply to students and staff alike:   

No one should jump the queue. Meals should be eaten at the tables provided. Trays should be cleared when the meal is completed.

Publication Service The most efficient way to get documents either printed or photocopied is to use the Publications Department. This department will always endeavour to help but can only guarantee a turnaround of three working days. To assist in planning of work please give as much notice as possible. There are several printer/copiers positioned on Academy corridors for urgent copying. Before requesting a colour print please consider whether it is really necessary, as colour printing incurs significantly higher costs. Academy Announcements Academy Announcements can be found on the iSAMS Bulletin page and is a daily update of any events happening in and around the Academy. Announcements can be added by emailing Jayne Baggaley@tscacademy.org.uk, Publications and Communications Officer. IT and Other Equipment You will be allocated all equipment you require to fulfil your duties at The Academy. This may include a laptop or desktop computer. At all times they remain the property of The Academy and we may ask for their return at any time. The security of our computer systems and data is very important to our success. Please


ensure you abide by these simple rules:   

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All users must protect their passwords and these passwords should remain confidential to the user. Mobile communication equipment, such as laptops, mobile phones etc., supplied by the Academy must only be used by the Academy’s employees for Academy business purposes. Do not add any software on to any system, if you do require any further software adding please discuss your request with your School Leader or Line Manager who will, if appropriate, request the IT department to add the software. Ensure your password is safe, do not share it with anybody else, do not write it down where other people can find it, do not leave your computer open if you are going to be away from it. Make sure if you have a laptop it is physically secure where you leave it both in The Academy and away from it. Support Services will assist with any computer problems. Staff should report problems using the IT Help Desk on the staff intranet.

Room and Minibus Bookings If you wish to order equipment, order laptops, cameras, book certain rooms, book a minibus or coach you must log on to https://tscacademy.roombookingsystem.co.uk/ Laptop bookings must be made no later than 8:00 am on the day you wish to have them. Site Services If you encounter a problem, site staff will help with any building, plumbing or caretaking problems and can be approached either by phone or, if urgent, on-line using the Site Services Help Request system Visitors Reception should be made aware, in advance, of any visitors that you are expecting by recording them on the Visitors’ Calendar which can be found on the staff intranet page. All visitors should report to main reception, where they must sign in and obtain a visitor’s badge that should be worn visibly during their stay at the Academy.


Dress Staff need to be dressed in a smart and appropriate way which is relevant to the community we are working in. Staff and students feel it is inappropriate for staff to wear casual clothing. Deadlines Where reasonable, all staff should endeavour to meet deadlines, with the understanding that reasonable notice is given of the said deadline. Where a member of staff is finding it difficult to meet a deadline, it should be emphasised that support is available and where that support should come from. Communication Communication needs to be open and honest to all staff, to go up, down, and across at all levels where appropriate. It is recognised that some communication is to be held at a professional level and should not be divulged to students. Where possible, communication should take place electronically in order to reduce the use of paper. Smoking All staff are to follow the policy of a non-smoking site. Any staff who wish to smoke during their break/lunch must leave the school site and be out of view of any Academy students. We also expect all teachers to adhere to Teachers’ Standards available at www.gov.uk


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Professional responsibilities are to be adhered to as set down in your conditions of service. All staff are expected to actively support the Academy’s Code of Conduct. All professional responsibilities are to be focused on the enhancement of teaching and learning and must apply to all staff. As a group of staff we expect the Leadership Team of the Academy to manage the attendance and punctuality of staff effectively and appropriately. All staff are expected to actively seek to continuously improve their own and others’ professional practise. This includes participating in teaching and learning reviews, observations and continuous professional development.

Leadership and Responsibility  All staff in the Academy has the right to be given effective and consistent leadership and support.  Staff are to be empowered with the responsibility to be as effective as possible in order to maximise their effectiveness in their role. Duties All staff are expected to carry out duties as allocated by their team leader.        

Commitment to Students Care for the individual. Provide quality teaching and educational experience. Support academic work. Support and encourage personal development. Reward and recognise success. Reward and recognise effort. Provide a safe and secure environment.

Commitment to Colleagues All colleagues will be supportive to each other in the Academy environment. All colleagues should respect and take into account the decisions and opinions of other members of staff. Colleagues should be respectful of the role played by all the staff in the Academy. Mutual Respect To maintain a professional environment all staff should be addressed in a formal way, in the correct forum, to underpin mutual respect. Mutual respect needs to be established and maintained between staff and students, which reflects the high standards expected by The Academy.


The Samworth Church Academy Sherwood Hall Road Mansfield Notts NG18 2DY Tel: 01623 450025 Fax: 01623 450029

Core Values  
Core Values