Behaviour Policy
October 9, 2009
Llantrisant Primary School
Behaviour Policy
1. Introduction
The purpose of this policy is to outline the nature and practices used at Llantrisant Primary School to encourage pupils to have respect for themselves and one another, and to do so in a spirit of thoughtfulness and humanity.
By providing an environment where these qualities thrive, we will have an environment where every child can succeed socially and educationally.
2. Principles
• By creating a total environment that actively encourages and fosters desirable behaviour rather than adopting isolated practices to deal with discipline problems. Within this context the recognition and reinforcement of positive behaviours is paramount.
• The school is pupil orientated and establishes an environment whereby the pupils experience the success of doing something well.
• Focus is directed on causes of discipline problems rather than symptoms. With this in mind programmes are constructed to emphasize positive behaviours and use preventative measures rather than punitive actions to improve discipline.
• The staff has pride in the school and high expectations of the pupils.
• Classroom staff handles all or most of the routine problems themselves and are regularly evaluating their performance and strategies.
• Critical review from school and outside sources is welcome and evaluated.
• Efforts are made to reduce authority and status differences amongst all persons in the school. Ways of proving “team” problem solving techniques are given a high profile.
• Pupils are encouraged to feel a sense of loyalty to the school and school rules and discipline procedures should promote self-discipline.
• Curriculum and instructional practices will continue to improve in order to reach more pupils.
Our practice on Anti-bullying makes an effort to identify the problem in objective terms whilst also focusing on preventative measures by establishing a social and behavioural policy based on systems analysis. This also manufactures a whole school approach towards prevention while also providing a code of specific action when warranted. A unit in our PSHE scheme deals directly with this issue.
• Ethos is such a valuable but elusive ingredient of all schools which may be developed by adopting a whole school approach to self-esteem led by a committed teaching staff. Self concept and many other personal qualities will be increased by using the SEAL as a tangible classroom input. (See Practice on Self Esteem). It will also address the insidious elements of bullying.
• A considerable emphasis will be placed on lunchtime and playtime activities. Midday supervisors will be given training in behaviour management and their status improved. Environmental and activity factors will be addressed both inside and outside the school building. It is also important the midday supervisors are supported by the teaching staff and they identify with the school’s rewards and punishment PRACTICE.
• A menu of Rewards and Sanctions exists. A copy will be retained by each teacher and one will be housed in the appendices. The construction of a class based reward and consequences strategy will be available for teachers.
• Rules and routines throughout the school focus strongly on movement and sound. They are effectively communicated in a clear, specific and marketable form. The PRACTICE requires some imagination to create emphasis and a welded staff to reinforce desirable behaviours.
• Involvement and co-operation of parents is a particularly important aspect of school life these days. Involvement and co-operation, frequently ad hoc ingredients, require an objective and obstructive approach to ensure that community and parental involvement is productive and satisfying to all parties.
3. Practice
Classroom Management
Effective classroom management is the cornerstone of a policy on behaviour. All behaviour is maintained or altered by experience and this is affected by each new environment we enter. It is very important therefore that classroom conditions are arranged to provide a good learning environment. Within this context emphasis will be placed on a regular appraisal of the physical layout to ensure that it targets both social and academic behaviours, i.e. movement and the National Curriculum (see Appendix A).
Another important factor is the exact nature of the work demands at any particular time. The tasks must be explained clearly, differentiated appropriately and contingency work should be provided (see Appendix B).
Routines within the classrooms are usually associated with entry, exit, fetching, returning and requesting. They are very important aspects associated with the smooth running of a lesson and assist the teacher in time management (see Appendix C).
Underpinning and influencing most aspects of noise and movement are the classroom RULES. They will be obtained through collaboration with the class and displayed and applied in an imaginative manner (see Appendix D).
Continual disruption, aggression by an individual pupil, after using the strategies outlined in Appendix E, will lead to the Head teacher either obtaining support from an appropriate agency or considering alternative actions at his disposal.
Self Esteem
A child grows up with all sorts of ideas about himself, his abilities, his attributes and appearance. These are acquired and influenced by his perceptions of how he is accepted and valued by the adults who are for him. This self image goes with him at all times and influences what he does and how he behaves. From his interaction with significant others, the child forms an impression of the abilities and personal qualities which are admired and valued. From these he can compose a picture of the desirable person, an ideal-self.
Many of the children who behave badly in school and fail to learn because of their behaviour, rather than their lack of ability are frequently those whose self-esteem is threatened by failure. They may surface as those who constantly talk when it is inappropriate and unproductive; hinder other children by interfering with their equipment; make distracting noises, display physical aggression; make cheeky and inappropriate responses in conversation; break things; show no regard for other children’s work; can’t settle to work; have few ideas about what they would like to do in terms of work or either never finish anything or finish quickly in a slap dash way.
Some Particular Considerations
If we consider lack of self-esteem to be an important factor in failing to learn academic and social skills, then we should recognize that it starts from small events both at home and at school. We have to help such children to achieve their potential, both academically and socially, whilst being aware of the consequences if we are ineffective.
• If a child thinks badly of him/herself then there will probably be fewer reasons for good behaviour.
• Children who don’t value themselves will behave badly because they won’t care what other people think.
• Low self-esteem will mean that such children won’t like facing the possibility of failure.
• To avoid failure they will avoid situations where failure is possible, e.g. learning anything new.
• Improving the child’s self image gives more security.
• A better sense of security might mean that they feel secure enough to chance failure and will try something new.
• An improved self-image and small successes will reduce anti-social behaviour.
Some Strategies to Increase Self-Esteem.
Individual
• Build on the child’s strengths and interests respond with appreciation rather than praise.
• Provide reassurance and encouragement even during times of disappointment (A child’s sense of self worth and self confidence is not likely to design when adults deny that life has its ups and downs).
• Treat children respectfully, taking their views and opinions seriously. Give them meaningful and realistic feedback.
• Praise positive behaviour and deal with each cash of poor behaviour with sensitivity and where necessary talk privately rather than publicly.
• Give responsibility to a child as a way of developing self confidence.
Classroom (Appendix F)
? Use circle time and SEAL materials as a way of developing self-esteem.
Learning to be happy
Whole School Strategy (Appendix G)
Rewards and Sanctions
Children are very sensitive of praise and condemnation. They find pleasure in being esteemed and valued, especially by their parents, and those whom they depend on.
Some Guidelines – Rewards
1. Don’t take “good” behaviour for granted.
2. Reward – verbal, non-verbal or tangible – is not a bride.
3. Academic and social behaviour should be rewarded.
4. It is important to understand what children consider to be a reward.
5. Attention and praise from adults are powerful rewards.
6. Any praise is more effective when it is sincere and natural.
Some Guidelines – Sanctions
1. Focus the sanction on the misdeed.
2. Don’t use a ‘sledgehammer to crack a nut’.
3. Let the sanction (maybe a verbal or non-verbal rebuke) fit the misdemeanor or offence.
4. Sanction given soon after the offence.
5. Always be consistent.
6. Where possible, state a positive outcome.
7. i) disapproving look
ii) ticking off
iii) time out
iv)referral to Head Teacher
The Practice
a) Rules and Routines for Lunchtimes
Children in doors at lunchtime.
If working in class there should be a teacher.
If ill then go into the medical room.
Children will only be allowed to stay indoors with permission.
Children need permission to retrieve a ball from over the fence or from the car park.
On the yard the whistle will be blown twice: the first time to stop playing; the second time will signal the children to walk in via the appropriate entrance.
b) Midday Assistance Training
One day will be set aside each term for the Head Teacher or deputy to consult with the MDA’s with regard to the implementation of the rules and routines outlined here and also for enhancement of skills necessary for dealing with different patterns of behaviour.
c) Specific lunchtime Strategy (including/sanctions)
At lunchtime the children will be expected to file into the hall quietly. This may entail the class teacher taking the children into the hall as a class, or the children, depending on age, filing individually.
Children come in and line up straight at the serving areas. All food served in the hall is to be eaten in the hall. One MDA will be on duty in the yard at 12:15pm, everyone else should be in the yard by 12:30pm at the latest. Costs should be taken immediately after eating.
Lunchtimes and Playtimes
The report of the Committee of Enquiry chaired by Lord Elton “Discipline in Schools” indicated that the supervision of pupils at lunchtime was considered the biggest single behaviour related problem that many schools face. This was also confirmed by a number of expert witnesses. The Report continued “we observed lunchtime supervision arrangements at most schools we visited. It seemed clear to us that they were a source of difficulty even in the best ordered schools we saw. We concluded that this is an issue which needs to be taken very seriously.
Practice
a) Designated areas for different activities to take place which embrace elements of fun, co-operation, interpersonal skills, physical skills and National Curriculum. An artists impression may be seen in appendix
b) The PRACTICE will take cognizance of the practice on School Rules and Routines alongside School Rewards and Sanctions.
c) The midday assistants, in line with the recommendation of the Elton Report (R54) will receive a training course on the management of pupils’ behaviour and their role within the “Schools Policy”.
d) Lunchtime play leaders will run play activities once a fortnight to ensure some variety for the children.
With regard to behaviour during outdoor or indoor lunchtime (or break time) rewards can be awarded for good behaviour. This is important particularly for those children usually seen to be troublesome. House points, simple things such as a kind word, a rub on the hand, or a “cwtch” can increase a child’s self-esteem considerably and lead to much improved behaviour.
Sanctions:
1) disapproving look
2) ticking off
3) timeout
4) referral to Head Teacher
e) Wet Lunchtimes & Playtimes
The decision as to whether it is a wet dinner time or not will be taken by the Head Teacher or deputy, the staff and MDA’s being notified accordingly by word of mouth. During wet playtimes children are to be limited to their own classrooms or area with ample and varied resources available to keep them occupied e.g. board games such as drafts, ludo, chess etc. or books, colouring materials and the computers.
One MDA will be stationed in each of the schools main areas.
f) Physical provisions & Resources for Lunchtimes & Playtimes.
As mentioned earlier a variety of games should be easily available appropriate to age group. The children should be told clearly what can be used and what can’t be used.
A double buzzer will sound 5 minutes before the start of the afternoon school to inform the children to start tidying away. A single buzz will signify the start of the school.
School Rules and Routines
Establishing appropriate rules is a key factor in effective school management. In any social group we find it necessary to have rules which set guidelines for behaviour but these usually take the form of setting-out what should NOT be done. We, however, try to set out our rules in a more positive form. A number of general principles about the use of rules are made in the Elton Report.
Report:-
Rules unlike guidelines have consequences when they are broken.
Rules should be derived from and be part of a school’s behaviour policy and the policy should establish the reasons behind the rules.
Short lists of rules are generally thought to be more effective than long ones.
Rules should be clear enough for anyone and everyone to agree whether or not they have been broken in particular cases.
Wherever possible, rules should be phrased positively.
Where possible, pupils should be involved in the formulation of rules.
Rules should be reviewed regularly.
School routines on the other hand are different from rules although one may involve the other. They establish a pattern of necessary and controlled movement INTO, OUT OF and THROUGHOUT the school. Routines are sequences of actions initiated by a brief instruction and are the main ingredient within a school which establishes strong elements of CONSISTENCY from staff and children.
Cognizance must also be given to general routines which may require greater detail, e.g. school trips, injury to children, etc.
School Rules and Lunch time Rules
Routines for Dry and Wet Days
DRY WET
Entry
A.M. Remain on yard
The whistle is blown at 9.00am.
Class 1 enters at main entrance. All other classes through side entrance.
Duty staff member on the yard at 8.50am. Learning Support classes enter through their own classroom door Teachers to be in classes on duty by 8.50 am to supervise children admitted early.
Break
A.M. Two playtimes.
Buzzer sounds at 10.30 am & 10.45 am. Exit on instruction from teacher. Re-entry after whistle is blown by teacher on duty. Twice for drinks and toilets – 2 minutes before official end of play. Juniors and class 2 should use the side entrance. Buzzer sounds at 10.30am & 10.45 am. Each class will be provided with suitable activities in their own classroom.
Lunch
Break Prayers in the classroom. Buzzer does not sound at mid-day. Class1, 2, 5 & 6 enter the hall to sit at tables. Juniors line up for lunch at 12.15pm. Lunchtime as dry day. After lunch each class will be provided with suitable activities. At 1.15pm buzzer will sound. Class 6 will be split for cover purposes.
Break
P.M. Buzzer at 2.25 & 2.40pm. Exit on instruction from teacher. Re-entry after whistle. Play ends at 2.35 & 2.50 pm. Buzzer at 2.25 & 2.40 pm. Each class provided with activities. Play ends 2.35 & 2.50 pm.
Home Prayers. Dismissed at 3.30pm. Class 5&6 leave at 3.15pm. As dry day.
Always respect others.
Be kind to each other.
Give everyone a chance to learn.
Listen to other people’s ideas.
We always come to school on time.
We walk when indoors.
Your new school rules
(Drawn up from ideas created by your school council)
Lovely Lunchtimes
What is a lovely lunchtime like?
Everyone:
Walks into the hall.
Lines up sensibly.
Talks at a reasonable volume.
Sits at one table.
Uses knives and forks properly.
Doesn’t speak with mouth full.
Finishes all food before leaving the table.
Keeps the floor clean.
Empties any leftovers in the waste bowl and returns tray to the counter.
Walks out of the hall.
Parents and Community
The influence of parents on the social and emotional development of their children is clearly very strong. Educators have appreciated the valuable contribution that parents can make to the educational process through their commitment to, and knowledge of, their children.
We work closely with our parents both formally & informally.
The P.T.A. holds several events throughout the school year.
Discos’
Christmas Fair
Summer Fair
Guess the score - rugby internationals
Easter egg hunt
Father Christmas
Home School Links
a) Non - Educational Activities
Fund Raising
Maintenance of equipment etc.
Sharing special interests (Art etc)
Practical Activities (Help with concerts, trips and cooking)
b) Information & Social Links
Telephone calls, letters
Informal access to Head Teacher & Deputy Head Teacher
Parents Evenings
P.T.A.
Parents Home/School Books
Social Activities - coffee mornings
Website, weekly letter
c) Parental Involvement in Child’s Education
Encouragement
Monitoring progress
Reading - sharing
Parents helping with project work & homework
Parents help in our class
d) Community Links
EBP
Library
Borders
Allotments
Farm
Church
Local shops, factories & construction sites
Anti – Bullying
Rationale
To safeguard and promote the welfare of pupils, the school seeks to provide a safe, secure and positive environment in which children and young people ca maximize their potential and be treated with respect and understanding.
Bullying is characterized by group bullying, aggression, extortion, lying in wait on the way to/from school and so on. If bullying is defined as the repeated infliction of injury or distress with the intention of being hurtful, then whatever age, the child must be able to understand the feeling of others.
Bullying among children is hard to identify, even within a supervised classroom setting. The name calling, abusive remarks, pushes, thumps and snatching of equipment, can all occur behind the teacher’s back. In the bustle of a large playground disputes, the aggressors, on being accused of bullying, claim to have ‘only been playing’. Bullying is a covert activity often causing severe stress and fear, yet leaving little visible evidence and rarely anyone willing to act as a witness. Extreme vigilance is therefore required particularly when supervising children at play.
One aspect of bullying common to both boys and girls and reported by both to be the most distressing is name-calling. Youngsters of all ages appear to be imaginative and astute in identifying the Achilles ‘heel of their target, and in choosing an apt and humorous name, qualities which ensure the durability of these abusive names.
Most bullying appears to start with the spontaneous testing out of those suspected of being vulnerable, for the entertainment of the individual or the group. This can quickly escalate to a distressing level if the opportunity occurs. There are times and places throughout the school day when the quality of supervision needs reinforcing.
Whole School Response to Bullying
a) This school has made considerable inroads into developing a PRACTICE on anti-bullying by establishing a systems based Social and Behaviour Policy. The practices i.e. School Rules and Routines, Lunchtime and Playtime. Rewards and Sanctions, Effective Classroom Management, Self Esteem and Parents and Community, are important elements within their own right but also strongly overlap and compliment each other. They all, however, directly effect and influence the children’s behaviour in a positive and desirable way.
b) This major thrust against bullying i.e. systems that emphasize organizational and skill factors, creates an approach which is proactive rather than purely reactive.
Organization & Administration
* Introduce a PRACTICE on anti-bullying into the school.
* Document a procedure to follow should explicit bullying occur.
* Co-coordinator should be appointed to this PRACTICE.
* The co-coordinators or the Head Teacher should be ‘named persons’ who children may talk to in confidence.
* Involve all non-teaching staff in discussions involving the PRACTICE on anti-bullying and related PRACTICES. A whole school approach.
* Ensure that the PRACTICE on Parents and the community embraces a partnership in anti-bullying.
* SEAL, Drama, R.E., Creative Writing, and Circle time lend themselves to a conscious and systematic way of teaching social behaviours and social skills.
Teachers
* Watch for early signs of distress in pupils. Whilst concerning behaviour may be systematic of other problems, they may be the early signs of bullying.
* Listen carefully and record all incidents of concern.
* Use all pupils as a positive resource in countering bullying. Peer counseling groups may be used to resolve problems. Pupils can also be used to help shy children or newcomers feel welcome and accepted.
* Offer the victim immediate support and help by putting the school’s procedure into operation.
School Procedure
1. A report of bullying by either a pupil or adult should be responded to immediately.
2. Victims should be encouraged to report to an adult.
3. A pupil who is concerned about someone else being bullied should report it to his/her class teacher who will report the information to the Head Teacher who will continue the investigation if warranted.
Active Response
1. Further investigation to substantiate accusation.
2. Bullied pupil will be interviewed formally and asked to record the events in writing.
3. The bully will be interviewed formally and asked to record the events in writing.
4. The teacher/Head should record any discussions with both parties.
5. The parent/s/carers of the bullied child/children should be made aware of the school’s concern and given an insight into action being taken.
6. The parent/s/carers of pupil/s involved in the bullying should be invited to the school and presented with the documented information. It is important at this stage that the parents contract - formally or informally depending on circumstances - to ensure their child’s behaviour improves to an acceptable level.
7. All documentation relating to the incident/s are retained.
8. If this procedure fails to bring a satisfactory result the advice of an educational psychologist may be sought or exclusion may be considered.
Communication
It is of vital importance that the school Governors, School Adults, Pupils and Parents are fully advised about the School’s PRACTICE on ANTI-BULLYING.
Bullying is when
you are being hurt often,
by the same person or people
and you are not able
to stand up for yourself.
Appendix A
1. What use is made of wall space?
* It is too stimulating or too dull?
* Are rules displayed prominently?
* Is the work of all pupils displayed?
* Are there focal points of interest?
2. How is floor space used?
* Are high traffic areas kept to a minimum?
* Are chairs and desks observable?
3. Are children’s desks/tables appropriate and sensibly arranged?
* Are they well away from high traffic areas?
* Are they away from doors and sinks?
* Are desks appropriate for age of children?
* Is size of chairs appropriate?
* Are desks/tables grouped or in rows?
* Is there flexibility to change?
* Can children see the teacher when they need to?
4. Are resources and equipment located sensibly?
* Is there ease of access/are they free from congestion?
* Is the area easily monitored by the teacher?
* Are they easily kept tidy?
* Are bookcases accessible/easily monitored?
* Is there ease of access to sinks, rubbish, bins, power points, etc.?
5. How is the teacher’s desk located and used?
* Does the teacher spend long periods of time at his/her desk?
* Do queues form?
* Is the desk accessible to children?
* Does it afford a view of the whole class?
6. What is the general environment like?
* What ‘message’ does the room give?
* Are there pets, plants and other points of interest?
* Are they located appropriately?
* Do children have responsibility for upkeep?
* Are there interest areas around the classroom?
* Is temperature and lighting appropriate?
* Does the classroom have clear, quiet, ‘time out’, carpeted, wet and dry, and play areas?
7. How well organized is provision for the personal belongings of children?
* Is there space for lunchboxes, toys, coats and shoes?
Appendix B
Curriculum
1. Is the teacher working within the curriculum guidelines for the school?
2. Is the content of work meaningful, relevant and interesting for all children?
• Does the teacher make use of published/televised curriculum materials?
3. Is there a matching of curriculum activities and tasks to the attainment level of each child in the class?
4. How are groups organized?
• Mixed ability/matching skill levels/friendship?
• Do groupings change?
• Are the sizes of groups appropriate?
• Is co-operative learning in evidence?
• Are children working as groups or in groups?
5. Are a number of curriculum areas in action at any one time?
6. Is there a balance of activities – whole group, small group, teacher talk, seat work, practical work?
7. How appropriate is curriculum organization and delivery?
• Are children clear about activities? WALT
• Do they have sufficient time?
• Do they have clear goals/work targets? WILF
• Is teacher presentation clear?
• Does the teacher use appropriate language of instruction?
8. Is there a balance of questioning techniques – open/closes, speculative/factual – linked to attainment level of child?
9. Is there appropriate feedback to children about their work – speedy marking/constant monitoring/high and specific praise levels?
10. What techniques of pupil assessment and monitoring are used?
? Normative or curriculum – based tests?
? Ongoing or occasional?
11. Is there planned encouragement of independent working and learning habits?
12. What are the reward systems for work and effort?
? Are they accessible to all children?
? Are they valued by children?
13. What provision is made for children with special needs in basic skill acquisition?
? How are special needs defined?
? How are special need children identified?
? Is there a high percentage of children with learning difficulties in the class?
? Are children withdrawn of support in class?
? Do these children get extra attention, for example in smaller groups?
? Do they get daily teaching and practice?
Appendix C
Developing Routines
Consider whether the class or teacher have routines for:
1. Entering the classroom.
• Do children walk in single file?
• Do they walk quietly?
• Do they go straight to their desks?
2. Getting out materials.
• Does the class have monitors?
• Who initiates this – teacher or pupils
• Are too many children out of their seats at one time?
3. Getting work marked.
• When does this happen?
• Does the teacher go to the pupil or vice versa?
• Does the teacher use stickers/smiley faces?
4. Getting the attention of the class.
• Does the teacher use verbal or non-verbal signals?
• Do they have a ‘catch phrase’?
• Is the teacher’s position in class appropriate?
• Is their body language ‘authoritative’?
5. Changing activities.
• Does the teacher use ‘switch signals’?
• Does the class have clear activity cycles?
6. Making up non-completed work.
• Is this done at playtime/during a preferred activity?
• What use is made of parental involvement to complete unfinished work?
7. Occupying pupils who finish first or when work is completed.
• Are there alternative activities?
• Is there a menu of options?
• Is there an agreed place for these activities?
• Who decides when they’ve finished – teacher or pupil?
8. Giving administrative information to children e.g.
• Giving out letters home
• Giving reminders/instructions for the next day.
9. Going to the toilet.
• When are children allowed to go?
• How many children at a time?
• Are there toilet passes, etc?
10. Getting started and winding down.
• How do children greet the teacher?
• Is there time for social chit chat?
• Does the day start/finish with exercise/prayers/summary of the day/time spent together as a group?
Appendix D
Classroom Rules
Rules should be:
• Few in number, succinct and catchy, and linked to the Positive School Discipline Plan.
• Negotiated with the children.
• Flexible – open to re-negotiation.
• Positively phrased.
• Teachable and enforceable.
• Clearly displayed for easy reference.
• Frequently read through.
• Usually general and exemplified by routines.
Appendix E
Rules – Praise – Ignore
Rules – Praise – Ignore is dependent on the following aspects of teacher behaviour.
1. The negotiation of a clear set of rules with the class.
2. A high rate of praise.
3. Use of ruled – related praise.
4. Ignoring of minor infringements of rules where possible.
5. Use of ruled – related reprimands.
6. Use of brief, simple correction procedures.
Praise
Why use Praise?
1. To contribute to an ethos of warm, friendly acceptance.
2. To encourage positive self – esteem.
3. To reinforce simple rule – following and exemplify general rules. (People learn more quickly when given positive feedback).
4. To draw other pupils’ attention to appropriate behaviour.
5. To give an emphasis to the wanted behaviours rather than to the unwanted.
6. Praise can be used to encourage both academic work and social behaviour. BOTH ARE IMPORTANT.
Ignore – Praise
Use when:
• Behaviour does not disrupt the lesson.
• Behaviour does not pose a threat to others.
Procedure:
1. Ignore the ‘target’ child but praise a nearby child who is behaving appropriately.
2. Once the ‘target’ child behaves, wait a few minutes, then praise.
3. Ignoring constitutes a correction so praise the ‘target’ child at least twice more if possible through the remainder of the lesson.
• Warn of reprimand if procedure fails.
Monitoring and dealing with inappropriate behaviour
What techniques does the teacher employ to monitor and cut short misbehaviour?
1. In preventing problems:
• Has the teacher asked for extra help with this group?
• Does the teacher use grouping to avoid undesirable combinations?
• Does the teacher use grouping to put difficult children together and close to her/his desk.
• Has the teacher established clear expectations for behaviour by using rules, routines and work targets?
• Does the teacher use frequent praise?
2. In monitoring behaviour in the classroom:
• Does the teacher move round the class?
• Does the teacher seem aware of what’s happening?
• Do they get the right child and quickly so the situation does not escalate?
• Are records of behaviour kept?
• Are children encouraged to monitor their own behaviour?
3. Cutting short inappropriate behaviour (non – verbally).
Does the teacher:
• Use body language.
• Move closer to the child.
• Change facial expression, make eye contact, raise eyebrows, etc.
• Use touch?
4. Cutting short inappropriate behaviour (verbally).
Does the teacher:
• Stop speaking and wait for attention.
• Use altered tone of voice.
• Remind the child of the rule.
• Remind the child of the consequences.
• Ask a question about expected behaviour.
• Praise other children who are behaving appropriately.
• Use a reprimand effectively.
• Use a motivational challenge, e.g. I bet you can’t get this work finished before playtime.
• Talk to the child about the problem.
5. Cutting short inappropriate behaviour (other possibilities).
Does the teacher:
• Send the child on an errand.
• Move the child to another part of the room.
• Move the child nearer to them.
• Change the activity.
Appendix F
Practical Strategies for building self – esteem in the school & classroom
1. Circle time (see enclosed booklet).
2. Rewards related to our marking policy e.g. “Well Done”. “Good Work”, Stars, Stickers, credit & merit certificates.
3. Situations to re-inforce values and attitudes:-
a) Showing & telling in groups, class, assemblies, other classes.
b) Displaying work with the child being involved in the choice of work.
c) Verbal praise whenever an opportunity presents itself by Head Teacher and staff.
d) Giving responsibility – every child should have a chance to be responsible for something in the classroom. It affirms trust.
e) Involvement in decision making – this could apply to setting class rules.
f) Celebrating achievements in class and assemblies.
g) Informing parents of achievements by letter, certificate or note. Help raise parents self esteem too.
h) Positive marking policy – see school policy.
i) Raising awareness of self-esteem as an ethos issue showing that is a shared responsibility.
Appendix G
Good Manners Day
This a part of the PRACTICE on SELF –ESTEEM.
It should help to add novelty, provide courtesy, increase self concept, help classes to unify and be recognised while also improving the Quality of the day without any undue disruption. It will be held over a week concluding with a Friday presentation.
1. A sign will be displayed in the entrance to the school.
2. Place a Good Manners Day Chart on the wall in the hall with six stages indicated e.g. a) please b) thank you etc.
This will then allow a gradual build up of desirable manners and act as a reminder.
3. The day will have a competitive element. The class will win a certificate for each child and a cup for the class.
4. Choose a committee to choose the winning class – comprising of the head teacher, secretary, caretaker and lunchtime supervisors.
5. The class and teacher will be judged during Good Manners Day and the presentation made during the next assembly.
6. The winning class will be presented with the award during assembly.
7. The award will be kept safely in the hall with a class number in front.
MODEL FRAMEWORK FOR WRITTEN POLICY STATEMENT
School Anti-Bullying Policy
Name of School:
Date of Policy:
Member(s) of Staff Responsible:
Review Date:
Description of Policy Formation and Consultation Process
Identify clearly:
• that consultation has taken place;
• the people involved (i.e. teaching and non teaching staff, pupils, parents, governors and school council);
• the consultation stages/process followed.
Issues considered:
• consultation;
• definitions of bullying;
• strategies for school, parents and pupils;
• procedures;
• monitoring & evaluation process;
• confidentiality;
• Behaviour Policy;
• links with other school policies;
• compliance with WAG Guidelines: Respecting Others- September 2003 (Circular No 23/2003)
• ‘An Evaluation of Anti – Bullying Policies in Schools in Wales – Final Report carried out by Cardiff School of Social Sciences – January 2006.
Rationale
To safeguard and promote the welfare of pupils, the school seeks to provide a safe, secure and positive environment in which children and young people ca maximize their potential and be treated with respect and understanding.
The school acknowledges the importance of its pastoral role in the welfare of children and young people, and through the general ethos of the school, will seek to encourage pupils to report any incidents of bullying and offer appropriate support and intervention strategies for both the victim and the perpetrator.
To acknowledge that bullying can take place at all levels and to endeavour to ensure that no member of the school community is subject to bullying or harassment of any kind by any other member of the school community.
Aims and Objectives of Policy
• To take positive action to prevent bullying from occurring.
• To show commitment to bullying by practicing zero tolerance.
• To encourage pupils and staff not to suffer in silence.
• All staff (teaching and non-teaching), governors, pupils and parents should have an understanding of what bullying is and each know what they should do if bullying arises.
• As a school we take bullying seriously and pupils and parents should be assured that they would be supported when bullying is reported.
• To work in partnership to raise awareness of bullying and to promote zero tolerance.
Definition(s) of Bullying
• Did you consult with pupils, parents, governors, staff?
• Do you have a clear definition of bullying and acknowledged the issue of relative power, made reference to persistence and the violation of freedom and rights?
• Have you provided examples of the underlying issue that may be associated with bullying (e.g. racism, homophobia, cyber, etc)?
• Have you pointed out that not all incidents are bullying? Some behaviour, particularly with very young children, might be aggressive but have no knowing intent to cause distress or injury. It is not bullying when two people have an occasional fight or disagreement.
Identify Behaviour as Bullying
• Elaborate on your definition of bullying using examples and making reference to the dynamics of important related social categories e.g. race, gender, sexuality, disability, language, nationality
• What kind of behaviours might constitute bullying?
• Why does bullying take place?
• Include a section to help parents, teachers and pupils to identify bullying as bullying by listing warning signs, symptoms, changes in behaviour, etc.
Strategies
For School
• Have you demonstrated how a whole-school approach has been implemented?
• Have you included detailed explanations of a wide range of strategies (for both the victim and the perpetrator) and identified how they link to the curriculum i.e. as a cross-curriculum theme or as a particular theme to be approached in PSE?
• Is your policy designed to promote inclusion?
For Parents/Carers
• Do you have clear strategies for parents to follow and what are they?
• Have you indicated the importance of involving parents of both parties of bullying in finding a solution?
• Has it been made clear to parents who they should contact in the school for advice and the methods of contacting that person?
• Have you included within your policy specific guidance of bullying for parents of both the victims and perpetrators of bullying?
• Do you have a separate leaflet available for parents on bullying matters?
For Pupils
• Clearly identify and elaborate on the range of ways in which a pupil can report incidents of bullying – direct and indirect.
• Evidence what support is available to both victims and perpetrators? (e.g. playground pals, school council, peer support, bully boxes, circle time, circle of friends, buddying, medication by adults or peers, work with external agencies and statutory services, etc).
• Recognize the importance of consultation with the bullied child as key to dealing with bullying.
• Have you included strategies for pupils o adopt?
Procedures
• What are the procedures from the various perspectives of staff, parents and pupils? (show the various stages, including conflict resolution, which will be followed before the sanctions of exclusion apply).
• How will the school induct new staff, pupils and parents into the policy and process?
• Have you considered using flowcharts to identify procedures for staff, pupils and parents?
• Are there any procedures in place for bullying that may take place off school’s premises such as when pupils are traveling to and from school or are attending school trips? In view of the wide catchment area of schools in Wales, and the need for many pupils to take buses into schools, consideration may need to be given to implementing a range of steps to assist in such incidents (see Respecting Others (September 2003), part 1, page 5).
• How do you intend monitoring and reviewing procedures?
• How will you record incidents of alleged bullying? (example recording sheet attached).
Monitoring and Evaluation of Policy and Procedures
• Who is responsible for identifying progress and establishing whether the policy is effective?
• How well do staff, governors, pupils and parents feel the policy is working? How is this evidenced?
• Are there any problems or areas where further work may be needed?
• How will records be used for monitoring, how long will they be kept and who should have access to them?
• Are staff, pupils, parents and governors reminded regularly of the policy, how it will be made available to them and the procedures to be followed?
• Do you at least annually, use the information collated to review and update the policy?
Additional Notes
The policy needs to conform to the Welsh Language Act and consideration should be given to the linguistic needs of pupils where English is not their first language or not the first language of their parents.
ANTI-BULLYING CLUSTER
Name of Cluster: Example School
Schools in Cluster: X
Y
Z
Date of Policy: 12 December 2006
Member(s) Responsible: Mr X and Mrs Y
Review Date: December 2007
Statement of Intent
To safeguard and promote the welfare of pupils, the Example School Cluster seeks to provide a safe, secure and positive environment in which children and young people can maximize their potential and be treated with respect and understanding.
The cluster acknowledges that bullying can take place at all levels and will endeavour to ensure that no member of the school community is subject to bullying or harassment of any kind by any other member of the school community.
Our Commitment to Action
As a cluster our schools have a responsibility to respond promptly and effectively to the issues of bullying; to prevent incidents from occurring whenever possible; to protect and support pupils/staff who are victims; and to modify the behaviour of the perpetrator by helping them learn different ways of behaving.
We are committed to:
• providing a caring, friendly and safe environment for all our pupils so that they can learn in a relaxed and secure atmosphere;
• encouraging children and young people to talk about their worries, confident that an adult will listen and will offer help;
• promoting the message that bullying of any kind is unacceptable and not tolerated;
• ensuring that the anti-bullying policies, within our individual schools, comply with Welsh Assembly Government guidelines, and that they are reviewed and monitored regularly to ensure their effectiveness;
• making sure that all governors, staff, pupils and parents are consulted on the development of the anti-bullying policy and aware of its content;
We will make it clear to pupils, staff, parents/carers and governors that if and when bullying occurs, we will work together as a community and a cluster, in accordance to our individual school policies, to ensure the safety of the victim and to support improved behaviour from the perpetrator of bullying.
What is Bullying
‘The intentional hurting of one person by another, where the relationship involves an imbalance of power. It is usually repetitive or persistent, although some one-off attacks can have a continuing harmful effect on the victim, leaving them traumatized and nervous of future recurrence.’
Bullying is the use of aggression with the intention of hurting another person. Bullying results in pain and distress to the victim.
Bullying can be:
Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
Physical pushing, kicking, hitting, punching or any use of violence
Racist racial taunts, graffiti, gestures
Sexual unwanted physical contact or sexually abusive comments
Homophobic because of, or focusing on the issue of sexuality
Verbal name-calling, sarcasm, spreading rumours, teasing
Cyber all areas of internet, such as email & internet chat room misuse; mobile threats by text messaging & calls; misuse of associated technology, i.e. camera & video facilities.
‘Anti-Bullying Policy for schools Some Guidelines’ Kidscape
Bullying is a behaviour intended to hurt, threaten or frighten someone else.
Aims and Objectives of Cluster Policy
To ascertain that as a cluster we work towards ensuring a consistent and equitable approach in ensuring:
• we take positive action to prevent bullying from occurring at all levels;
• that the whole school community have an understanding of what bullying is and are aware of the possible signs and symptoms;
• that the whole school community know what our individual school policies are on bullying and fully aware of what procedures to follow if bullying arises;
• that staff, pupils and parents are assured that they will be supported when bullying is reported and that the issue is taken seriously;
• our commitment to bullying by practicing zero tolerance on a whole-school basis and continually emphasize this in our school’s environment, through the curriculum, during assemblies and through the regular reinforcement of the school’s policy at each available opportunity;
• that all bullying incidents are recorded and procedures followed efficiently;
• we each regularly monitor and review the effectiveness of our policies and procedures through consulting with, and seeking the views of staff, school council, pupils, governors and parents/carers on how well the policy is working and identifying any problem areas;
• as a cluster we will work together and help each other to safeguard and promote the welfare of all our pupils and members of staff.
PRACTICE
CO-ORDINATOR
Classroom Management
David Owen
Self Esteem
Sarah Bromham
Rewards & Sanctions
Mike Emanuel
Lunchtime & Playtime
David Owen
Rules & Routines
Lisa Davies
Parents & Community
Sue Warrilow
Anti-bullying
Ann Lamerton
Policy Statement for Transition
October 9, 2009
Y Pant and Cluster Feeder Schools
Policy Statement for Transition
Bracketed section specific to Llantrisant Primary School
1. Introduction
The purpose of this policy is to outline the procedures carried out between feeder primary schools and Y Pant Comprehensive School for the effective transfer of pupils between Key Stages 2 and 3.
2. Documentary Requirements
This policy was drawn up following a meeting on the 6th June 2001, between the representatives of all involved schools
3. Main Objectives.
Five Bridges have to be crossed for successful transition between primary and secondary phases. The successful crossing of these bridges is the main objective of this policy. The bridges are:-
a) The bureaucratic bridge – involving formal liaison between schools, usually at the senior management level.
b) The social bridge – to develop social links between students and their caregivers with the new school prior to and immediately after transfer, and student ‘induction’ into the new school.
c) The curriculum bridge – sharing plans for the content to be taught on either side of the ‘divide’. Teachers rather than senior managers would be involved here.
d) The pedagogy bridge – to develop a shared understanding of how students are taught. This is a major hurdle as teachers are trained so differently, and perceive learning from quite different perspectives.
e) The management-of-learning bridge – which emphasises how each student can be encouraged to manage the transition into high school. This would entail empowering the student and the family with information about achievement and needs and the confidence to articulate these needs in the new environment.
The first three of these are easier to manage, but have less impact than the last two.
4. Procedures for Achieving Main Objectives.
a) The bureaucratic bridge:-
During the autumn term a meeting is arranged between the heads’ of the primary feeders and senior management staff at Y Pant, to discuss:
• dates for the various visits to Y Pant
• dates for visits to the feeder schools
• information sheets to be completed by the feeder schools and the parents.
• the effectiveness of the arrangements for the previous year and ways of improving the process
• test results from the previous summer are given and any perceived under achievement can be discussed.
In the summer term, prior to transfer, end of Key Stage the data transfer form Key Stage 2/ Key Stage 3, will be completed in the three core subjects. Friendship groupings will be adhered to where appropriate to ability. General details regarding standard information e.g. address, telephone number and emergency contacts will be passed on.
Attendance should be discussed when Heads of Year visit the feeder primary schools during the Summer Term.
b) The Social Bridge.
Open Days – these are held during the spring term with the parents of the prospective Year 6 pupils able to come and see the school during a working day.
Year 6 pupils visit Y Pant for a one day session in June.
These taster days will serve as induction to secondary education.
During the summer term the children are invited for ‘Sports Day’ when they will have an opportunity to meet pupils from other primary schools.
A pastoral booklet will be prepared prior to Mrs Johns and Mrs Rose’s visit in the summer term. The booklet will contain questions and concerns that the children in the feeder primary schools have relating to their transfer. Y Pant will produce a similar booklet identifying what the new intake found most difficult after their transfer. A plan of the school will be given to the children to help them find their way around plus information about looking after their property and about dealing with bullying.
Each feeder school will be invited to previews of shows that Y Pant produce. Y Pant band will come out to all primary schools in the week leading up to Christmas to play carols. An additional meeting will be held early in the spring term to discuss children with behavioural problems and the strategies currently in place to deal with these problems.
c) The Curriculum Bridge
To prepare children for the work expectations at Key Stage 3 level, a series of joint work activities is planned. The primary class teacher will be in the room and will act in a supporting role to the comprehensive school teacher. The project will be completed in the early weeks when the children have transferred to Y Pant.
The presentation of the work will be consistent with what was expected by that particular department on transfer to the comprehensive school.
d) The Pedagogy Bridge
The previously mentioned curriculum links will be taught by the teachers from the comprehensive. This will give the children a taster of the expectations of comprehensive staff relating to classroom behaviour and routines.
Year 6 pupils will be taken to Y Pant for a transition day. They will experience classroom activities similar to those that they will be doing the following September and enjoy as realistic a day as possible even though they will not have been put into their actual classes prior to this visit. Joint teaching and learning activities are undertaken by the cluster schools.
e) The Management of Learning Bridge
Worthwhile open days for parents are held to discuss transition issues. Every effort will be made to provide parents with enough information to enable them to support the learning of their children after they have transferred to Y Pant.
(Transition arrangements within school and between home and school- Llantrisant Primary)
• Meetings are established to plan and review transition arrangements.
• Liaison is established between members of teaching staff, (both within our own school and comprehensive school staff).
• Records are up to date and readily available at each stage of transition.
• In order to aid transition parents will receive the following booklets which are updated and revised regularly:-
Early Years Booklet
Learning Support Class Brochure
The School Prospectus (at Nursery/reception and as a new entrant into school)
Home/School Agreement
• Parents’ meetings and nursery pupil visits further support the process.
Induction
Pupils can start school on the day after their 3rd birthday. The school day is split into 4 sessions with new starters staying for the first session initially. The time at school will be lengthened as soon as the pupil displays the confidence, behaviour and maturity to stay longer. This will promote a calm and happy start for each individual and preserve the usual working atmosphere of the classroom.
Most of the children from Llantrisant Primary School go on to Y Pant Comprehensive School. Parents are required to state their preference for a comprehensive school while their children are in Year 6 of the primary school in accordance with the arrangements in section M “Applying for a place” of the “Starting School” booklet provided by Rhondda Cynon Taff Education Department.
The procedures for transition to Y Pant are as follows:-
• Primary school pupils visit Y pant for a one day session during year 6, pupils spend a day in school in July.
• Parents of pupils joining year 7 are invited to an open day at Y Pant held during February.
• The Head of Lower School and the Head of Year 7 visit Primary schools accompanied by representatives from Year 7 to meet pupils.
• Regular meetings are held in National Curriculum subject areas between staff from Y Pant and the partner primary teachers.
• Head Teacher meetings also allow discussion of curriculum content and other educational issues.
• Procedures relating to pupils transferring from other schools to Llantrisant Primary School are based on those used for nursery induction (except for the initial length of stay which will be age appropriate
-Induction meeting for parents.
-Induction visit by children (accompanied by parent).)
5 Assessment
Subjective judgements about new pupils’ levels of confidence and security as well as parents’ confidence in the system will be used to measure the success of the procedures.
6 Background documentation
This document has been based largely on the notes of the RCT Head Teacher lecture 2001 on transition, presented by Ruth Sutton and with reference to Porth County’s transition policy.
Other sources used are ‘Starting School’ Brochure provided by Rhondda Cynon Taff Education Dept., Llanhari Primary School Policy for Transition, Y Pant Comprehensive School Brochure and the consensus of opinion of all the teaching staff at Llantrisant Primary School.
7 Review
This policy was last reviewed by the Governing body in 2006 and is next due for review in the Autumn term 2009.
Policy for Special Educational Needs
October 9, 2009
Llantrisant Primary School
Policy for Special Educational Needs
1. Introduction
This policy is a statement of the aims, principles and strategies to ensure the effective and efficient provision for children with special educational needs S.E.N at Llantrisant Primary School.
L E A guidelines and the DFEE Code of Practice have been taken into consideration in the formulation of this policy. Children have S.E.N. if they have a learning difficulty, which calls for special educational provision to be made for them.
This document provides a framework for the identification of, and the provision for children with special educational needs. It is written for the benefit of all members of the school community. All children have the right to an education that will enable them to reach their full potential. We believe that each child has individual and unique needs and acknowledge that some children require more support than others. S.E.N. children often require additional or different provision from the provision made for other children of their stage of attainment in the school. In order to support these children, we recognise their needs and plan accordingly.
2. Statutory Requirements
To adhere to the S.E.N. code of practice for Wales and specifically to provide children with S.E.N. “full access to a broad, balanced and relevant education based on the National Curriculum (or) the Desirable Outcomes for children’s Learning before school age.”
3. Main Objectives
• To identify at the earliest opportunity, all children who need special consideration to support their sensory, social, physical, emotional, communication or cognitive development.
• To ensure that all children receive appropriate education provision through a broad and balanced curriculum that is relevant and differentiated and that demonstrates progression in learning.
• To ensure that all children are given appropriate support to allow every child to have full access to the National Curriculum in a positive framework.
• To give children with S.E.N. equal opportunities to take part in all aspects of the school’s provision.
• To enable every child to experience success.
• To promote individual confidence and a positive attitude.
• To involve parents, carers and the children themselves in planning and supporting, at all stages of the pupil’s development.
• To ensure that the policy for S.E.N. is implemented and maintained by all staff and governors.
4. Procedures For Achieving Main Objectives
Provision for pupils with S.E.N. is the responsibility of the school as a whole.
(iv) Class teachers will:
• Be involved in the development of the policy.
• Be aware of the procedures for identifying, assessing and making provision for pupils with S.E.N.
• Have responsibility for adapting the curriculum in order to meet the needs of all the children in the class, including pupils with S.E.N.
(v) The Special Education Needs Co-ordinator (SENCO) will:
• Oversee the day-to-day operation of the school’s S.E.N. policy.
• Co-ordinate provision for pupils with S.E.N.
• Oversee records of all children with S.E.N.
• Liase with and advise colleagues.
• Liase with parents of children with S.E.N.
• Liase with outside agencies e.g. Educational Psychology Service. Health professionals etc.
• Support colleagues in the planning and implementation of Individual Education Plans.
(vi) The Headteacher will:
• Have responsibility for the day-to-day management of the school, including provision for the children with S.E.N.
• Work with the SENCO to ensure that appropriate provision is made for pupils with S.E.N.
• Keep the Governing Body informed.
(vii) The Governing Body will:
• Ensure that the necessary provision is made for any child that has S.E.N.
• Review the S.E.N. policy and report annually to parents.
• The Governing Body will nominate a governor as an appointed S.E.N governor who takes a particular interest in the school’s management of S.E.N. pupils.
•
4a Identification, Assessment and Monitoring.
This follows a graduated approach as required by the revised Code of Practice. The National Curriculum Inclusion Statement emphasises the importance of providing effective learning opportunities for all pupils and offers three principles for inclusion:
• Setting suitable learning challenges.
• Responding to pupils’ diverse needs.
• Overcoming potential barriers to learning and assessment.
The new code does not assume that there are hard and fast categories of S.E.N. but recognises four broad areas.
• Communication and Interaction (Language and Autistic Spectrum Disorder)
• Cognition and Learning (General Learning and Specific Learning Difficulties)
• Physical and Sensory.
• Behavioural, Emotional and Social.
Teachers will use their own professional judgement to make informed decisions about children they consider to be performing at a level significantly different to that of their peers.
Most children will have their needs met through normal classroom arrangements and appropriate differentiation; however, should a child make little or no progress even when teaching approaches are differentiated, the class teacher will discuss this with the SENCO and appropriate action will be taken. Parents will be kept informed.
4b (i) Procedures For Achieving Main Objectives
Early Years Action:
• When Early Years Teacher and SENCO identify that a child may have S.E.N. Together they provide interventions that are additional to, or different from those provided as part of the class’s usual curriculum and strategies.
• An I.E.P will be devised.
Early Years Action Plus:
• The Early Years Teacher and SENCO are provided with advice and support from outside specialists.
• Alternative interventions or strategies may need to be put in place.
• A new I.E.P. will be devised.
4b (ii) The Graduated Approach in the Primary Phase
School Action:
• When a class teacher identifies that a pupil has or may have S.E.N., the class teacher devises interventions additional to or different from those provided as part of the school’s usual differentiated curriculum.
• The class teacher remains responsible for working with the child on a daily basis and for planning and delivering an individualised programme.
• An I.E.P. will be devised.
• SENCO could take the lead in
o Planning future intervention for the child in discussion with colleagues.
o Monitoring and reviewing the action.
School Action Plus.
• SENCO and class teacher in consultation with parents, ask for help from external services.
• Class teacher and SENCO are provided with advice or support from outside specialists.
• Additional or different strategies to those in School Action are put into place.
• An I.E.P. is devised.
• SENCO should take the lead in:
o Any further assessment of the child.
o Planning future interventions for the child in discussion with colleagues.
o Monitoring and reviewing the action taken.
Statements of Special Education:
A small minority of pupils who have lifelong difficulties may undergo a multi- agency assessment (Statutory Assessment Process) in order to establish their specific needs and the range of provision to meet their needs. A statement Document will be issued by the LEA which will be reviewed annually.
4b (iii) Complaints
Any complaints regarding the S.E.N. policy or the provision made for children with S.E.N. should be addressed in the first instance to the class teacher. If parents need further advice, they are welcome to arrange a meeting with the SENCO. If they feel their child’s needs are still not being met, they should make an appointment to see the Headteacher.
4b (iv) The Voice of the Child
In this school we encourage pupils to participate in their learning by:
• Being involved in target setting and identifying teaching and learning strategies that work for them.
• Considering their views.
• Encouraging self evaluation and independence.
4b (v) Inclusion
This school strives to be an inclusive school, engendering a sense of community and belonging through its:
• Inclusive ethos
• Broad and balanced curricula for all pupils.
• Systems for early identification of barriers to learning and participation.
• High expectations and suitable targets for all pupils.
5. Monitoring and Evaluation of Policy and Provision
The success of this policy will be judged by:-
• The early and accurate identification of children’s learning difficulties and needs.
• Children achieving the targets set on I.E.P.s, which indicates that targets are specific, achievable and appropriate.
• Appropriate movement of children through the graduated approach.
• Close working links with outside agencies and the Governing Body.
• The positive involvement of and feedback from children and parents.
6. Bibliography
This document was informed by reference to the 2002 code of practice for Special needs, Lincolnshire Curriculum Service and policies from Dundry C of E Primary School, Springfield Primary School, Hampshire County Council and Kent L.E.A.
7. Review of Policy
This policy has been reviewed following the introduction of the revised Code of Practice. The SEN policy will subsequently be revised in the Spring Term of 2012.
Policy on Sex Education
October 9, 2009
Llantrisant Primary School
Sex Education Policy
1. Introduction
The purpose of this policy is to outline the principles and strategies used at Llantrisant Primary School in the teaching of sex education.
2. Statutory Requirements
There is a statutory requirement to produce a sex education policy and this policy fulfils that obligation.
3. Main Objectives
To help young people adapt to physical and emotional changes in themselves, peers, siblings and other family group members.
To give young people a basic personal health knowledge and an understanding of human development.
To emphasise to young people that they have control and choice over their health and present lifestyle.
To encourage pupils to have due regard for the moral consideration for adult life.
To help young people to develop and improve their self esteem.
4. Procedures for Achieving the Main Objectives
The social and emotional elements of the approach to sex education will be covered through our PSHE resource – SEAL.
Early Years
The children will be given opportunities to:-
• discuss, explore and consider what they like and what they don’t like.
• how to look after themselves in terms of cleanliness, exercise and rest
• look at the changes they have gone through and will be going through in the near future.
• recognise and express their feelings,
• to start to be still and reflect
• make and maintain friendships.
• know the names of parts of the body.
Key Stage 1
As Early Years and in addition:-
• recognise and express their feelings
• develop simple safety rules
• resist inappropriate touching.
• Practice making informed decisions.
• To understand that rules are essential in an ordered community.
• To know what is fair and unfair and what they believe to be right.
Key Stage 2
Children will be given the opportunities:-
• To build on that covered in Key Stage 1 revisiting areas as is necessary.
• to respect others
• to value friends and family as a source of love and support.
• to resist unwanted peer pressure and behaviour
• to empathise with others’ experience and feelings.
• to be able to discuss emotions and problems in a secure environment in which certain ground rules must be adhered to i.e
a) no personal comments or put-downs, no-one being forced to take part in a discussion where
b) only agreed terminology for body parts will be used and where
c) the meanings of words will be explained in a sensible, factual way
d) children will then begin to begin to manage different emotions and handle change and new situations.
Teaching will take place which will help children to:-
• understand the physical and emotional changes which take place at puberty.
• to know how babies are conceived and to understand how the baby develops in the uterus and is born.
• the effect of exercise and diet on growth and change will also be covered.
Cultural differences relating to any of the above within the community can be examined and in each Key Stage we will look at people who can help when problems arise in the lives of our young people.
Parental choice will be respected on whether children take part in these sessions or not.
5. The Curriculum Cymreig
In Llantrisant Primary School pupils will be given opportunities, where appropriate, to develop and apply their knowledge and understanding of the Welsh language and the culture of Wales if appropriate opportunities arise.
6. Resources
SEAL, SAFE
Units of work have been taken from the NSPCC Take Care Pack for issues not dealt with within SEAL can be found in English schemes of work and Evans Educationals ‘PSHE Key stages 1 and 2 Photocopiable Activities’ which cover Conflicts, Citizenship, Community issues, Public Debate, Drugs, Equal Opportunities, Keeping Healthy, Safety, Friendships, Self Esteem, Self awareness, Self Education, Parenthood and Loss. These units have been placed as the Speaking and Listening class elements of the English Scheme of Work and are time-tabled into each teacher’s programme.
7 Assessment
This will be on an informal basis but will be evident during class discussions, brainstorming, group works, circle time, role play and the responses of the children during the activities undertaken. The children will have the chances and opportunities to develop attitudes and values, demonstrate their skills and show their growing knowledge and understanding.
8. Background Documentation
Personal and Social Education Framework Key Stages 1 to 4 in Wales, published by ACCAC. Sex & Relationships Education in Schools published by the Welsh Assembly Government.
9. Date of Review
This policy will be reviewed in the summer term of 2012.
PRACTICE
CO-ORDINATOR
Classroom Management
David Owen
Self Esteem
Sarah Bromham
Rewards & Sanctions
Mike Emanuel
Lunchtime & Playtime
David Owen
Rules & Routines
Lisa Davies
Parents & Community
Sue Warrilow
Anti-bullying
Ann Lamerton
Policy for Race Equality and Cultural Diversity
October 9, 2009
Llantrisant Primary School
Policy for Race Equality and Cultural Diversity
1. Introduction
This policy outlines the purpose nature and management of the Race quality and Cultural Diversity Policy at Llantrisant Primary School.
The school policy reflects the consensus of opinion of the whole teaching staff and has been drawn up as a result of staff input and has the full agreement of the Governing Body.
The implementation of this policy is the responsibility of all staff and the principles behind it must be adhered to by all visitors to the school and adult helpers.
2. Statutory Requirements
Under the Race Relations Act 2000 we are committed to: -
• Promoting equality of opportunity
• Promoting good relations between members of different racial, cultural and religious groups and communities.
• Eliminating unlawful discrimination.
3. Main Objectives
• Promote equality of opportunity
• Every pupil should develop the knowledge, understandings and skills that they need in order to participate in Britain’s multi-ethnic society, and in the wider context of an interdependent world.
4. Procedures for Achieving Main Objectives
• We ensure that the principles listed above apply to the full range of our policies and practices.
• The needs of all pupils and students should be met and they should be able to reach their full potential. This should help to raise standards across the school.
• Target action should be taken to remove inequalities between racial groups in their levels of progress and achievement, their experience of disciplinary measures, including exclusion, admissions or assessment.
• A positive and inclusive atmosphere should be created where there is a shared commitment to respect, diversity and difference, challenge and prevention of both racism and discrimination and the encouragement of good relationships between people of different racial groups.
• Support children who are targets of overtly racist behaviour
• Help children who behave in a racist way to understand the damage this does to other children and to their own views and perceptions.
• We ensure that the content of this policy is known to all staff and governors, and also, as appropriate, to all pupils and parents.
• We respect the religious beliefs and practice of all staff, pupils and parents, and comply with all reasonable requests relating to religious observance and practice.
• Breaches of this policy will be dealt with in the same way that breaches of other school policies are dealt with, as determined by the Head Teacher and governing body.
Roles and Responsibilities
The Governing Body is ultimately responsible for seeing that the school meets the duty. The Head Teacher is responsible for the day to day running of the school and overseeing the implementation of the policy. The teachers are responsible for the personal and social education of the pupils which includes race equality and teachers will report any breaches of the policy to the Head Teacher. The pupils have a responsibility to behave well and not breach the policy. The parents have a responsibility for their children’s behaviour at school and will be informed by the Head Teacher if the policy has been breached by their child. The local authority will be informed as they always are of any possible racist incidents at our school.
5. Assessment
The policy will be reviewed regularly by staff who will be implementing the policy. Reviews will be made available to members of the Governing Body who may also observe the implementation of the policy themselves and observe good practice at the school. The formal review of the policy will take place, as is the practice of other policy documentation at the school, but at least every five years from the commencement of the implementation of the policy.
5. Background Documentation
The background documentation of this policy comes with thanks from the draft policy of the United Britain Trust/Multicultural Teaching Journal and also Brynna Primary School.
7. Review
The policy will be reviewed during the Summer Term 2012.
Performance Management Policy
October 9, 2009
Llantrisant Primary School
Performance Management Policy
1. Introduction
The purpose of this policy is to outline the procedures that will be implemented at Llantrisant Primary School to meet legislative requirements relating to Performance Management.
2. Statutory Requirements
The policy will apply to all teachers employed by the education authority at Llantrisant Primary School.
3. Main Objectives
In this school we are committed to develop all staff and improve teaching and to raise standards of achievement for all children.
Our Performance Management policy will be implemented on the basis of fairness, openness and equal opportunities. All staff will be encouraged and supported to achieve their potential by agreeing objectives, undertaking professional development and having their performance assessed in a clear and professional manner.
We want to improve school performance by developing the effectiveness of staff, both as individuals and as teams.
The policy will provide the means whereby the work of all staff will be aligned to the aims, values and strategic priorities of the school. All teachers will be expected to set pupil progress objectives which can be clearly linked with overall school targets and with the school improvement plan.
The school will identify resources to support the professional development of all staff. Within the limits of the resources available all staff will be supported to develop the skills required to become more effective and to enable them to make progress according to their career plan.
4. Procedures for achieving the main objectives
(i) Roles
The Governing Body has a strategic role in agreeing the school’s Performance Management Policy, ensuring that performance of all staff at the school is regularly reviewed, and for monitoring the Performance Management process. The Head Teacher is responsible for implementing the school’s Performance Management policy and ensuring that performance management reviews take place.
Performance Management involves both the team leader and the staff member working together to ensure that objectives are discussed and agreed; regular and objective feedback is given; adequate coaching, training and development is provided and that the performance review takes place. An external Advisor will provide advice to the Governing Body’s representatives on the setting of performance objectives for the Head and Deputy Head and will support them in reviewing performance at the end of the review cycle.
(ii) The Annual Performance Management Cycle
Governors will be appointed to carry out the Head Teachers performance review.
The one-year performance management cycle will be developed to link with other school management cycles (SP planning target setting, budget planning etc.) The annual cycle will follow the course of the academic year. Targets being reviewed and revisited on a termly basis.
(iii) Planning
The purpose of planning meetings is to agree what objectives are to be set and how those objectives will fit with the targets for the subject or key stage and with overall school targets. The final planning meeting will then take place at the start of the Autumn term.
A range of information will be used including curriculum information, details about pupil’s prior attainment, their projected levels as well as contextual information about SEN. The teacher’s job description and career plan will also be used.
Teachers will set objectives that will cover pupils progress, professional development together with any additional responsibilities they may have relating to the overall management of the school. Objectives will match the nature of the job and will pick out key expectations and yardsticks.
The Head Teacher’s objectives will cover school leadership and management as well as pupil progress.
Team Leaders will ensure that objectives are understood and the means of monitoring and reviewing the teacher’s performance are clear. Objectives will be written out in a clear concise form. All objectives will focus on matters over which the staff member has a direct influence. They will take into account fully the wider socio-economic, cultural and external influences on pupils.
Objectives for professional development will balance a teacher’s personal professional needs with the requirements in the SP and in subject or key stage plans.
The Team Leader will record objectives for the review period. The School will work to ensure that these objectives are agreed. If there are any differences of opinion between the teacher and the Team Leader then the teacher will record his or her comments.
The Governors will work with the external advisor to agree, monitor and review Head Teacher and Deputy Head Teacher objectives. If the Head/Deputy and the representatives of the Governing Body are unable to agree on the setting of objectives then the Governors will set and record the objectives. The Head/Deputy Head Teacher will be entitled to add written comments.
(iv) Monitoring
The staff will meet regularly with the Team Leader during the year to review progress and decide upon any further support that may be needed. The teacher and the Team Leader will agree information that will be used at these meetings in order to monitor progress. These meetings will occur at the start of the Christmas and Spring Terms for all staff. Supplementary meetings will be agreed as required.
The Team Leader will make the necessary arrangement either to undertake classroom observations or with the teacher’s agreement to receive written reports from other colleagues who have undertaken such observations (i.e. literacy co-ordinator, numeracy co-ordinator, SMT). The Team Leader will consult with the teacher before seeking information about the teacher’s performance from other people.
Team Leaders will be given the necessary training to help them to develop their skills in classroom observation, giving constructive feedback, supporting professional development and any other areas felt to be appropriate.
(v) Review
This meeting will take place during the second half of the Summer Term.
The performance review is an opportunity for teacher and Team Leader to reflect on the teacher’s performance in a structured way, to recognise achievements and to discuss areas for improvement and professional development. The focus of the review should be on how to raise performance and improve effectiveness, in particular through the identification of professional development needs. It will include an assessment of the extent to which the recorded objectives have been met, and the teacher’s contribution to the school as a whole over the review period, taking into account the stage at which the teacher is in his/her career.
The staff member will have the opportunity if he or she wishes to submit a self-review statement to support the review process.
Much of the ground will have been covered during the interim meetings between teacher and Team Leader and the purpose of the review meeting will be to round off the process and enable the Team Leader to complete the review statement. It is likely that discussions will also begin about new objectives and so in practice the review and planning meetings will merge.
Notes will normally be written on the target tables outlining the extent to which targets have been met. In cases where little progress has been made towards achieving the targets, the Team Leaders within ten days of the review meeting, write a review statement. It will include main points and conclusions and any development needs will be identified. The teacher will have ten days in which to add written comments to the statement.
In the case of a newly qualified teacher the final review meeting of the induction period will be used to agree objectives and professional development opportunities as the first stage of the teachers’ subsequent performance management cycle.
The individual plan and review statements are personal and confidential documents and will be kept in a secure place. The Head Teacher and the member of staff concerned will have the only available copies. The principles of the Data Protection Act 1998 will be followed at all times.
(vi) Links to Pay and Career Progression
Any newly qualified teacher employed by the school will have full support throughout the induction phase. The final review of the induction period will be used to set objectives for the first phase of the Performance Management Cycle.
Up to the threshold all teachers can expect an annual increment as long as their overall performance including the addressing of agreed objectives is judged by the Head Teacher to be satisfactory.
For teachers beyond the threshold, advised skills teachers and those in the leadership group, performance reviews will form part of the evidence used to make decisions as detailed in the school pay policy.
(vii) Managing Weak Performance
Performance review does not form a part of disciplinary or dismissal procedures. Capability procedures are already the subject of a separate national agreement. However, where information from the review gives rise to concern about the capability of a teacher, it may lead to a decision to investigate and record performance more intensively. Where a decision is taken to enter into a formal capability procedure, that procedure supersedes performance management arrangements.
(viii) Managing and Monitoring the Performance Management Policy
Access to Outcomes
? The Head will ensure that professional development needs are included in the school’s training programme;
? The Head will ensure that the person responsible for continuous professional development will have information about identified training needs;
? The Head will report annually to the Governors on PM in the school. The report will include an evaluation of the effectiveness of PM procedures and a summary of training and development needs;
? The Chief Educational Officer/Director of Education can request from the Chair of Governors a summary of the performance assessment section of the Head’s review statement.
All review statements will be kept for at least three years.
(ix) Complaints
Complaints will be dealt with by following normal complaints procedures.
5. Assessment
This school is committed to an ongoing professional development of all staff. We are also committed to a continuous cycle of school improvement.
The head will also ensure that all reviews are completed according to the timetable and that the assessment of the performance is applied consistently across the school.
Time will be allocated during the Summer Term to compile and update this portfolio. The school will continue to develop criteria allied to national standards for the assessment of performance and will assist teachers to compile a professional development portfolio.
6. Background Documentation
The Model Performance Management Policy produced by the Five Counties Advisory Service plus Performance Management Guidance Notes produced by NafW.
7. Review
This policy will be reviewed when there is any legislative change or every five years unless working practices necessitate an earlier review.
8. Confidentiality
This section emphasises the confidential nature of performance management documents and the need to keep them in a secure place.
The individual plan and the review statement are personal and confidential documents and should be kept in a secure place. The principles and provisions of the Data Protection Act 1998 must be followed at all times by those who have access to the documents.
This section is recommended.
9. Access to outcomes
This section sets out the statutory position about who can have access to review statements or information contained in them.
There will only be two copies of the review statement – one held by the teacher and another held by the Head on a central file, to which the Team Leader or Governors responsible for making decisions regarding pay could request access. A copy of the Head’s review statement should additionally go to the Chair of Governors. The Head should ensure that individual training and development needs reflected in the school development plan and the programme for professional development.
Information about performance reviews should be made available as listed below:
? The Head should provide a copy of the annex to the review statement (relating to training and development needs) to the person responsible for training and development at the school.
? Any appeals officer must be provided with a copy of the appraisal statement and the statement of objectives for the performance management cycle.
? Where a new Team Leader is (or new Governors to review the Head) appointed other than at the start of the performance management cycle, they must be provided with a copy of the current statement of objectives.
? On request to any Governors responsible for advising about, or taking decision in relation to, the promotion of school teachers or the use of any discretion in relation to pay; and *
? The local Education Authority can request from the Chair of Governors a summary of the performance assessment section of the Head’s review statement.
The Head Teacher should keep review statements for at least three years. The Governing Body should keep the Head Teacher’s review statements for at least three years.
Policy Statement for Helpers in the School
October 9, 2009
Llantrisant Primary School
Policy Statement for Helpers in School
1. Introduction
The purpose of this policy is to outline the nature of the schools expectations of adult helpers and to outline the school support structure for them.
2. Statutory Requirements
The drawing up of this policy is not a statutory requirement but the LEA recommends the production of such a document.
3. Main Objectives
a) To further enable small group work under the supervision of the teacher.
b) To enable the children to access a wider range of adult expertise and talents
c) To make the most of abilities that lie within our community.
d) To build positive relationships with families and the wider community
4. Procedures for Achieving Main Objectives
• Prospective parents are invited to become adult helpers at school during the admissions seminar, delivered by Mr. Emanuel. Early in each year the weekly letter includes an invite to parents to come along to the school to work with the children.
• All volunteer helpers will be asked to complete a criminal records check with copies of passports or a drivers license and other forms of identification brought to school, copied and sent to the LEA.
• Additional volunteers will be sought to accompany classes on school visits
• The attached information sheet indicates to Parent Helpers the procedures to follow in order to contribute and gain more from their time at the school.
• The school will attempt to find a balance between adhering to the letter of legislation in regards to safety of the children and allowing the school community to benefit from the expertise that parents and other adult helpers can bring to the school. We will attempt not to make it so difficult that people will not want to volunteer.
5. Assessment
Quantitative measures are quite difficult to make. Qualitative informal measures in terms of ethos, although subjective, are usually very positive.
6. Background Documentation
The head teacher would like to thank Mrs. Ros Williams of Llanhari Primary School for the use of their school helpers policy as a draft document for this policy.
7. Review
This policy will be reviewed during the autumn term of 2011.
Information Sheet for Parent Helpers
In order to help you enjoy and get the most out of your experience as a parent helper with Llantrisant Primary School we have prepared this information sheet for you.
Please be sure:-
1. to ask for guidance on any matters you are unsure of.
2. work in liaison with the class teacher/head.
3. that you respect the confidentiality of the children that you are working with by discussing their progress with their teacher only.
4. that you are familiar with routines and practices of school, ( school rules, play times and fire procedures).
5. give clear instructions to help children with the activity in hand.
6. work either with a small group or in a class supervised by the teacher,
7. to refer uncooperative children to the class teacher,
8. to be prepared to undergo a CRB check
Parent helpers are also invited to accompany groups on school trips. The same expectations apply. Safety is of paramount concern.
We are very grateful for your help. You are making a difference – Thank you.
Mike Emanuel
Head Teacher
Parent Helpers
At Llantrisant Primary School we welcome known adults to help support the children’s learning. Whether you are a parent, grandparent or other relative or member of the local community you are very welcome and your interests, talents and willingness to act as a helper is greatly appreciated. In order to get the most of your help at the school we will:-
Discuss with you the exact nature of your involvement, help you understand the working practices of the school in terms of routines and rules so promoting our aim to make the school a safe, friendly but disciplined environment.
Enable you to work with a small group or with the whole class when supervised by the class teacher.
Help you with any queries you have for guidance on any matters you are unsure of.
Your willingness to become involved at the school is much appreciated by pupils and staff.
Thank you.
M. Emanuel
Head Teacher
Policy for PSHE
October 9, 2009
Llantrisant Primary School
Policy for PSHE
1. Introduction
This policy outlines the purpose, nature and management of PSHE taught at Llantrisant. The Skills Curriculum of 2008 gives opportunities to help children learn but without but without children having a readiness to learn, little will be achieved. PSHE is the core to helping children be ready.
The policy for PSHE reflects the consensus of opinion of the whole teaching staff.
2. Summary of Statutory Requirements.
PSHE is not currently a statutory requirement of the school curriculum. However, the following aspects of PSHE will be developed within the school context.
Social Spiritual
Community Moral
Physical Learning
Sexual Environmental
Emotional
3. Main Objectives
The PSHE programme at Llantrisant aims to raise children’s confidence and help them to develop inter-personal skills, social skills and communication skills, all of which are vital for everyday life. They will be given the opportunity to understand their responsibility as citizens within a community, to respect the lives and beliefs of others and to take responsibility for their own lives as far as they are able. They will be encouraged to be thoughtful and respectful members of their communities. They will be helped to deal with issues that affect their happiness and ability to succeed.
4. Procedures for Achieving Main Objectives
The main resource for the delivery for PHSE through out the school is SEAL ( Social and Emotional Aspects of Learning). The resource is made up of 7 units whose titles include going for goals, say no to bullying, getting on and falling out and 4 others which provide the children with the opportunity to consider how they feel about and deal with a range of emotions, which include friendship and seeing things from another point of view, working together, managing feelings and resolving conflict. It’s a whole school approach which runs from Foundation Phase to the end of Key Stage 2 and involves the whole school community working on the same theme at the same time.
Additional assemblies will be delivered to deal with any contingent issues if they are outside the unit of work being covered.
Representatives of the community and external agencies will be invited in to speak to the children when appropriate.
Additional PSHE issues that arise through the course of the day/week will be addressed as and when necessary.
Children will be taught in the normal class groups.
Year 6 children will take part in the SAFE programme and presentation.
All children will take part in the All Wales Police Core Programme.
All teachers will be responsible for the teaching of the subject.
Certificates will continue to be given out to one child in each class every other Friday assembly for any outstanding personal or social achievements.
Teachers will endeavour to create a safe and secure atmosphere so that the children can approach them with any PSHE concerns. Opportunities will be provided for children to share their concerns with trusted staff members.
5. Assessment
PSHE will not be formally assessed but attitudes and understanding towards and of the issues addresses will be evident during classroom based activities, end of unit assemblies and any individual support sessions required.
6. Background Documentation
This policy was informed by reference to the “Personal and Social Education Framework” document published by ACCAC in 2000.
7. Date for Review
The headteacher and staff will review this policy in the light of any changes to school practices that occur . Any suggested amendments will be presented to the Governors for discussion at their first meeting afterwards. Otherwise this policy will be reviewed at the Spring Term 2011
Policy on Marking and Feedback
October 9, 2009
Llantrisant Primary School
Policy for Marking
Introduction
In order to formulate a policy for the marking of children’s work, the functions of marking first have to be determined. They may broadly be stated as follows:-
1. Evaluation
Evaluation of Children’s Progress
This function is self-evident. Without marking one simply could not assess pupil’s progress, development and understanding of the work undertaken.
Evaluation of Teaching Effectiveness
Pupils’ performance is directly related to the quality of the teaching. The marking and subsequent assessment of children’s work is a sure pointer to the effectiveness of this teaching.
2. Motivation
It has long been known through psychological testing that positive motivation considerably enhances achievement. Marking children’s work sympathetically is an ideal way in which such motivation can be given. Stars, stickers, house points etc. are the more usual forms of approval. In our school house points will be given for good work and the headmaster will give stickers for excellent work as an incentive.
3. Diagnosing Weaknesses
Careful, discerning marking enables the teacher to determine common faults. Remedial action can quickly be taken on an individual, group or class basis in order to remedy such faults.
Due to the different nature of the many subjects studied in Primary schools nowadays there can be no uniform marking strategy. Mathematics would be marked differently from Language; Project Work would be marked differently from Welsh; Art, P.E. and Music, being more aesthetic subjects, necessarily invite a more subjective assessment.
Moreover, because each individual has his/her own special needs then the teacher would adapt his marking accordingly. For example, a child who experiences difficulty in Language would not have his work marked as fastidiously as a child who possessed fluency in the written word.
Nevertheless basic principles would still apply. Marking should be:-
a) Positive. Remarks such as Quite Good, Fair, etc. although inevitable at times are generally vague and ambiguous. It would be an improvement to write particularly in Creative Writing “Quite Good” but followed by constructive criticism.
b) Selective. Keep in mind the ability and capability of the child whose work you are marking.
c) Consistent. By being consistent the pupils know what to expect from the teacher. He will hopefully remedy his/her mistakes.
d) Follow up. There should be follow up. As stated earlier, one of the functions of marking is that of diagnosing weaknesses. These weaknesses must be acted upon, by doing either additional work or at least the corrections. If this is not done, a great deal of time is spent in marking has been obviated and an important opportunity for pupil learning has been lost.
Further Points
All marking would be far more effective if the child were present at the time. Of course, this is sometimes impossible. Nevertheless, where it is possible, advantage should be taken of the opportunity.
On occasions marking can be done by the pupils themselves. This is especially so with older pupils or where mechanical or one word answers are required. This strategy allows the teacher far more time in which to actually teach. However, he must ensure the work is checked carefully at a more opportune time.
In conclusion, we must be aware of the individual concerned when marking and comments should be well chosen and positive in order to encourage improvement.
Punctuation and spelling mistakes will be underlined and grammatical errors corrected as appropriate to the child’s ability level.
Policy Statement for Homework
October 9, 2009
Llantrisant County Primary School
Policy Statement for Homework
1. Introduction
The purpose of this policy is to outline the nature and purpose of homework set by staff at Llantrisant Primary School. The policy reflects the consensus of opinion of the whole teaching staff.
2. Statutory Requirements
The drawing up of this policy is desirable as involvement of parents at an early stage in their children’s education is extremely beneficial. Homework, is however non-statutory.
3. Main Objectives
a) To provide opportunities to practise skills taught at school.
b) To involve parents in the learning process.
4. Procedures for Achieving Main Objectives
At Llantrisant we recognise the importance of homework as a formal, regular feature of pupils education. To this end we believe homework should:-
• contribute to and extend pupils learning.
• seem purposeful to pupils
• not simply be a strategy to complete work which should have been dealt with in school time.
• not make unrealistic demands upon resources/facilities available to less advantaged pupils.
Specific to Classes
Class 1 Homework will reflect the work the children are doing in class. Both letter and number formation will be practised regularly. Specific challenges will be identified by the class teacher during October Parents’ Evenings. General targets in the seven areas of learning; personal and social, communication, mathematical, physical, bilingual, creative and knowledge of the world: for the term are available on request from the class teacher, as are lists of topics to be covered.
Regular contact should be maintained in each child’s Reading Record Book. Parents should sign the book, regularly, and any queries be noted.
Class 2 Homework set will usually consist of spelling, reading, English and maths work. The maths and English work will reflect the work that has been covered during the week in the class and will be relevant to the end of Key Stage assessments.
At least one reading scheme book should be completed per week. General targets in maths and English for the term are available on request from the class teacher, as are lists of topics to be covered.
Regular contact should be maintained in each child’s Reading Record Book. Parents should sign the book, regularly, and any queries noted.
Class 3 Homework set will usually consist of spelling, reading, handwriting and maths. Homework will be given weekly. The maths and English work will reflect the work that has been covered during the week in the class. At least one reading scheme book should be completed per week. General targets in maths and English for the term are available on request from the class teacher, as are lists of topics to be covered in other subjects.
Regular contact should be maintained in each child’s homework book. Parents should sign the book, regularly, and check that the quality of the work produced is to the best of their child’s ability.
Class 4 Reading, spelling and maths homework will be given over the course of a week. The mental maths will cover present and past work while Heinemann worksheets will cover current work. Additional homework will be agreed with individual parents as required. General targets in maths and English for the term are available on request from the class teacher, as are lists of topics to be covered in other subjects.
Regular writing activities will be given.
Regular contact should be maintained in each child’s homework book. Parents should sign the book, daily, when satisfied with the quality of the work produced.
Classes 5 and 6 Specific individual targets are set in each child’s Individual Education Plan. A copy of these will be given to each parent and regular contact maintained in each child’s home/school book. Home/school tasks are given to parents at Parents’ Evenings.
Parents should:
• Have a clear understanding about the purpose of homework and its expectations of pupils and teachers.
• Understand it is not an abrogation of teachers’ responsibilities.
• Try to contribute to pupils’ homework/learning outside school through their interests and access to particular environments.
• Ensure homework is completed – see Home/School Agreement and homework record.
Teachers should ensure:
• work is regularly responded to.
• allow time for response to homework.
• provide guidance which will enable parents to offer encouragement and help where necessary.
• consider provision for pupils whose circumstances are such that they are unable to complete homework at home.
5. Assessment
At junior level speaking and listening homework activities will be assessed. Reading progress will be regularly monitored for fluency, expression and accuracy. Homework tasks will be marked in the same way as classroom tasks.
6. Background Documentation
The structure of this document is based on the Lincolnshire County Guidelines. The content on the Llanhari Primary School Homework Policy with the kind permission of Mrs. R.Williams.
7. Review
The policy has been presented to the governors and will be reviewed at the Spring Meeting in 2012, following any legislative changes or as required if prior to this.
