Policies
Behaviour Policy
Stepgates Community SchoolBEHAVIOUR POLICY
This policy is based on our Mission Statement and Aims for our school.
Through this policy we promote these aims by:
Encouraging each child to develop self-discipline and an awareness of the rights of others.
Creating an atmosphere in school in which high quality education can be delivered.
Using a consistent and balanced approach towards discipline.
Creating a safe environment in which pupils can feel physically and emotionally secure.
Supporting pupils to manage their own behaviour.
Helping each child to assume responsibility for their own actions using the four constructs of the ?Family Links Nurturing Programme? and individual positive behaviour programmes.
Providing a calm, purposeful and caring environment enabling pupils to work and live in harmony with others.
Responding to incidents that cause children anxiety and deal with them promptly, we shall report to parents on actions when necessary. Incidents of bullying, racial and sexual harassment and acts of violence will be recorded, monitored and followed up appropriately.
Ensuring all staff will follow the Family Links Nurturing Programme within their own class and the whole school community.
PUPIL EXPECTATIONS
At the beginning of each school year the school rules are agreed between children, staff and parents. These can be found in our Prospectus and are displayed throughout the school:
Always do your best.
Listen and follow instructions carefully
Keep your hands and feet to yourself
Be fair and take turns
Be polite and show respect for others
Look after other people's belongings
When children follow our school rules there are rewards:
Individual rewards:
Verbal praise
Stickers
Team points
Golden Time
Well Done certificates
Visits to the Head Teacher / Head Teacher's Award
Merit awards & weekly raffle for good behaviour around the school
Collaborative rewards:
Class or group tokens will be awarded e.g. marbles/pencils in a pot, when the class or group have followed the school rules & expectations of the teacher. When the class or group has reached the agreed number, the whole class/group receives a pre-agreed reward of up to 10 minutes on an agreed activity.
When children do not follow the rules there are sanctions.
Classroom sanctions
For each session the following sanctions should be followed:
First warning (green traffic light)
Second warning/up to 5 minutes time-out (amber traffic light)
Loss of 5 minutes ?Golden Time? (red traffic light)
If the child is still unable to behave appropriately & follow school rules
& expectations of the teacher then they will be sent to a member of
the Leadership Team, accompanied by a member of staff, as follows:
Year 5/6 to Miss Rush/Ladybird Class
Year 3/4 to Mrs Scott/Busy Bee Class
Reception/Year 1/2 to Miss Van den Broek
KS1 SLCN children (Busy Bee Class) will not be excluded from class.
Class teacher/TA must complete a Class Exclusion Record (see Appendix 1), to be sent with the child, together with work to be completed. These should be available in a plastic wallet by the door in each classroom. Child must also write a letter of apology to the class teacher. These will be kept on file. A member of staff will accompany the child back to class at the end of the session. The teacher in class should inform the child?'s parent by the end of the day so that they are aware of the incident.
After 3 incidents within the same week, parents will be invited into school to discuss with the Head Teacher and the class teacher the areas of concern and further sanctions will be agreed. Another incident in the same week will result in a fixed term formal exclusion. A Behaviour Support Programme/Pastoral Support Programme may be put in place if appropriate.
If a child is not willing to leave the classroom to go to a member of the Leadership Team when instructed to do so, then the class teacher will send a 'Red Card' with a child/adult to the office. The office will notify the Head Teacher/Deputy Head and they will encourage the child to leave the classroom. If the child still refuses to leave, then the class teacher will remove the class from the area. School to inform parents of the incident and the child to be formally excluded for a fixed term.
Crisis Management
Children will be sent immediately to the Head Teacher/Deputy Head if they injure other children or adults deliberately e.g. by hitting, kicking, biting, spitting or use aggressive and abusive language. An Incident Report (Appendix 2) will be completed by the class teacher at the end of the session and handed to the Head Teacher/Deputy Head. When the child is calm they will be taken to the appropriate member of the Leadership Team to write a letter of apology. They will remain with the appropriate member of staff for the remainder of the day. Parents will be informed of the incident and sanctions as soon as possible. If the child is unable to calm down with support then parents will be informed and the child will be sent home. This may be a Fixed Term Formal Exclusion.
If a child is not willing to go to the Head Teacher/Deputy Head when instructed to do so then the class teacher will send a 'Red Card' with a child/adult to the office. The office will notify the Head Teacher/Deputy Head and they will encourage the child to leave the classroom. If the child still refuses to leave or follow instructions, then the class teacher will remove the class from the area. School will inform parents of the incident and the child will be formally excluded for a fixed term.
Lunchtime Sanctions
If pupils are not able to follow our school rules at lunch time the following sanctions will be applied:
First warning (Green traffic light)
Second warning (Amber traffic light) / Time out for 5 minutes
Third warning (Red traffic light) / Sent to member of Leadership
Team on duty, lunchtime exclusion from the playground/dining hall.
After 2 incidents within a week, resulting in the child being sent to a member of the Leadership Team, the child will write a letter home explaining why they have been in trouble.
If behaviour persists then the child will be excluded from the playground/dining hall at lunchtime for one week and parents will be invited into school to discuss the areas of concern and further sanctions will be agreed as appropriate. This could result in a fixed term formalexclusion.
Roles and Responsibilities
The success of this policy depends on the full support of the staff, parents and children. All staff will be excellent role models to pupils and will promote positive behaviour in the school by following the Behaviour Policy.
THE CLASS TEACHER WILL:
Be an excellent role model for pupils
Discuss concerns with parents and inform all staff working with the chil and those concerned with behaviour management.
Identify causes for concern
Set up Individual Education Plans when there are causes for concern.
Liaise with SENCO to initiate a Behaviour Support Programme
Liaise with external agencies.
THE SENCO &/or HEAD OF SLCN CENTRE WILL:
Provide support and guidance to class teachers
Liaise with external agencies.
Keep Head Teacher informed.
Liaise to produce a Behaviour Support Programme/Pastoral Support
Programme where appropriate.
Monitor delivery of recommended procedures.
THE HEAD TEACHER WILL:
Be aware of pupils whose behaviour is a cause for concern.
Implement procedures set out in agreed behaviour programmes.
Communicate with parents in accordance with behaviour programmes.
Follow exclusion procedures.
We believe that our behaviour policy will achieve its greatest success with the support and involvement of parents. Parents are introduced to our approach to behaviour management in our school prospectus and at induction meetings.
We give support and guidance to parents if needed. Parents are offered regular communication with staff about their child's behaviour, especially if there is cause for concern.
PARENTS WILL:
Bring to the school's attention any matter that may affect their child's behaviour.
GOVERNORS WILL:
Sit on the Disciplinary Committee that deals with excluded pupils, to
ensure fairness and consistency in the schools approach to behaviour management.
Monitoring and Evaluation
The Head Teacher monitors incidents of unacceptable behaviour each half term and reports concerns/exclusions to Governors Curriculum Committee.
The Head Teacher evaluates the impact of the school?s Behaviour Policy on the general ethos of the school - classroom practice, staff-pupil communication, Merit Awards, monthly /Well Done/ Assembly certificates, and in the number of incidents reported.
Equal Opportunities
The Management of Pupils Behaviour follows the school?s Equal Opportunities Policy and Race Relations Policy.
GLOSSARY
IEP Individual Education Plan
SENCO Special Educational Needs Co-ordinator
Golden Time Weekly individual reward time that children receive when
their behaviour meets expectations in class.
Merit awards All staff hand out merit awards for good conduct around
the school, to be entered into a weekly raffle draw with
small prize.
Behaviour Support Programme A clearly structured plan for managing a
child's behaviour.
Pastoral Support Programme An agreed plan for supporting children who
are at risk of exclusion in managing their
behaviour. Back to top
Homework Policy
Homework PolicyMission Statement
At Stepgates Community School all our children will have the opportunity to learn and grow together, developing an enthusiasm for learning, within a happy, healthy and safe environment.
This policy is based on our Mission Statement and Aims for our school.
Aims of this Policy
? To provide guidance on the setting of homework and ensure
consistency in homework provision across the school
? To help parents understand the value of homework and become active
partners in their children?s learning.
Relationship to other documents & policies
? Curriculum Policy
? Teaching & Learning Policy
? Equal Opportunities Policy
? Marking Policy
? Presentation Policy
? Monitoring and Evaluation Policy
Introduction
At Stepgates we define ?homework? widely to mean any work or activities which children are asked to do outside lesson time without the guidance of teachers. It is usually done with the support of parents or carers and is an opportunity for adults, other than teachers, to become active partners in supporting learning.
Purpose
Homework should:
? consolidate and extend children?s learning in the classroom.
? be enjoyable for the children and motivate them to share their learning
with parents/carers.
? be specific and differentiated for children at different ages or stages
? be appropriate for the level of ability that the child is working at
? foster good study habits, including research and presentation skills.
? develop skills in personal organisation and a sense of responsibility.
? contribute to raising children?s achievement.
? prepare for the next stage of education.
Procedures
Reception year Daily reading ? 10 mins
Weekly phonic focus
Years 1 & 2 Daily reading ? 10 minutes
Weekly spellings
Weekly writing activity
Weekly Maths focus
Years 3 & 4 Reading - 10 minutes at least 4 times a week
Weekly spellings
Weekly writing activity
Maths focus
Tables
Year 5 & 6 Daily reading
Weekly spellings
Written English activity
Science or topic activity (as appropriate)
Tables/Maths focus
Roles and responsibilities
Teacher
to plan homework relevant to their classroom lessons. The homework should be varied and fun so that it motivates and encourages enthusiasm in the children
to mark, value and monitor homework set
to praise and reward children who complete homework tasks to encourage
regular and successful commitment to homework e.g stickers, team points
to ensure that homework diaries are checked and signed in school weekly
to respond to any comments by parents
to liaise with parents when more than 3 homework tasks are not completed
Child
to record homework set in their Homework Diary (KS2)
to complete tasks set to a high standard of presentation, and hand in homework for marking on time
to complete homework tasks set in their absence, wherever possible. If child
is ill they should ask the teacher for homework set and be given the same
amount of time to complete the task as other children.
to attend lunchtime detention to complete homework not handed in on the due
date
to attend Homework Club for help if they have difficulty completing
homework tasks at home.
Parent/Carers
To provide a quiet space for their child to complete their homework.
If this is difficult, parents can contact staff for support;
To praise and encourage their child to take pride in their homework
To encourage children of all ages to read as much and as widely as possible
To record comments on tasks set in their child?s Homework Diary as
appropriate, and sign weekly
Equal Opportunities
? Homework will be set for all children
? Facilities are available in school to support those children without
facilities at home to complete homework set e.g Homework Club
? Content of tasks should motivate and reflect the varying interests of
the children, regardless of gender or culture
? Homework set should be differentiated, challenging, but achievable for
all children.
Monitoring and Evaluation
? Teachers should record homework not completed and liaise with parents
? Homework should be regularly monitored and evaluated by Leadership
Team and Subject Leaders to ensure that it is manageable by both
children and staff
? A Homework Diary (KS2) is used to show progression and evidence and
home-school feedback. Back to top
Curriculum Policy
Curriculum PolicyMission Statement
At Stepgates Community School all our children will have the opportunity to learn and grow together, developing an enthusiasm for learning, within a happy, healthy and safe environment.
This policy is based on our Mission Statement and Aims for our school.
Relationship to other documents & policies
This policy should be read in conjunction with the following documents and policies:
? Teaching & Learning Policy
? Individual subject policies
? Assessment Policy
? Equal Opportunities Policy
? Monitoring and Evaluation Policy
Our Curriculum
The subjects we teach at Stepgates cover all requirements of the National Curriculum including Curriculum 2000.
Teaching and Learning for the pupils in our Reception class follows the Early Years/Foundation Stage Guidelines from Surrey Local Authority. This has a "hands on' approach to learning.
Key Stage 1 and Key Stage 2 pupils have a main focus on Literacy and Numeracy along with the other core subjects of Science, ICT and RE.
We provide a well-balanced curriculum in History, Geography, Art, D&T, P.E including swimming and Music plus a whole school approach to the children's spiritual, moral, social, cultural and emotional development.
We provide daily collective worship, and health, sex and citizenship education.
This is an overall curriculum policy and is linked to individual subject curriculum policies and the Teaching and Learning policy for the school.
Parent-School Liaison
Children achieve most when home and school support each other. In a changing world we would like parents, along with staff, to encourage their children to be independent with a positive attitude towards life and learning. Pupils are encouraged to learn and seek out information and we believe parents are able to help their children to develop powers of concentration and the ability to think.
Parents should:
? encourage children to think that what they do in school is important;
? ensure children bring the correct equipment and books to school as necessary
? listen to what children want to share with their parents
? support children with their homework tasks
Home School Agreement
Each parent and child is required to sign our Home School Agreement. This outlines the expectations we have of each other in terms of work, uniform and behaviour. The agreement reinforces the necessary partnership between the school and home.
Equal Opportunities
The school curriculum, in both content and delivery will not discriminate against any section of the school community or individual pupils because of race, gender, class, ability or any other reason.
Delivery
Our curriculum and its delivery reflect the needs and demands of all our pupils.
Pupils may be taught in a range of ways including whole mixed ability classes, ability groups or sets, discrete year groups or individually.
We positively value the contributions made by different religions, languages, cultures, background and experiences.
Responsibilities
The Governing Body will fulfil its legal responsibilities for assessment and for publishing necessary information. The Governors Curriculum & Standards Committee will meet twice termly to monitor, evaluate and review the curriculum, policies and standards.
The Head Teacher has overall responsibility for the school curriculum, its implementation, resourcing and monitoring.
Curriculum Subject Leaders, in consultation with all teaching staff, plan the curriculum map and schemes of work for their curriculum area. They organise medium term planning to ensure curriculum coverage in each year group to meet national requirements. They plan a curriculum budget in order to resource subject areas to support learning and teaching.
Year teams plan weekly and daily work for classes using a range of teaching and organisational strategies to best meet the needs of their pupils.
Learning Support Assistants:
? support individuals and small groups with their learning
? support the class teacher in planning and preparation for children?s learning
? support children with Special Educational Needs individually focusing on Individual Education Plan targets
? run specific groups to support key areas of learning e.g. oracy, Early Literacy Support, phonics, maths Back to top
Admissions Policy
Admissions PolicyOn 28th March 2006 the Executive approved the Admissions Policy for Surrey?s Community Schools and Voluntary Controlled Schools. This policy was subsequently ratified by the full Council on 11th April 2006. The following admissions criteria are therefore to be used to allocate places when an LEA Community School is over subscribed (in Priority order):
First Priority: Looked After Children
Second Priority: Exceptional Arrangements:
Occasionally there will be a very small number of children for whom exceptional
arrangements will apply. These exceptional arrangements may override other admissions priorities. Schools may also be asked to admit in excess of their published admission number at other times under this category which will include:
i) Children with Statements of Special Educational Needs that name a School in the
Statement
ii) Medical grounds and other sensitive, individual and compelling family circumstances
Third Priority: Siblings:
A sibling is a child who will have an older brother or sister still attending the school concerned or a junior school on an adjoining/shared site at the time of the younger sibling?s admission (i.e. a younger sibling will be given priority for admission only if the older sibling will still be attending the school in September 2007).
Fourth Priority: Nearest School
Distance from home to school, measured by the shortest available walking route, will apply within each category as a means of prioritising places.
Fifth Priority: Any other applicant
Surrey will change to an equal preference system for all its Community and Voluntary Controlled schools for the September 2007 admissions round.
Waiting Lists:
For those pupils who do not obtain a place at their highest ranked school the LA will operate a waiting list for the period of one academic year only. Waiting list places will be allocated as and when vacancies occur according to the admission arrangements above. Back to top