Our church
October 28, 2009
If you have visited the infant department lately, you may have noticed our special role play area. With the creative expertise of Mrs Lloyd the role play corner has been turned into a church. As you can see the children have enjoyed re-enacting a christening but as the term continues the children will see that this area can also be converted in to a Jewish synagogue.
Rocket Man!
October 28, 2009
On Monday, the children from class 4 had the opportunity to design and launch their own rockets! The rockets varied in size and how many wings they had resulting in rockets travelling different distances. Well done to all of the children involved!
Christmas Fayre 2009!
October 28, 2009
Please bring your donations, including possible raffle prizes for the Christmas Fayre to class 2. Everyone is welcome on the day, whether you have children in the school or not. If you feel you could help out by looking after one of the stalls on the night please see Miss Bobeldijk from class 2 or Mr Emanuel (headteacher).
Newsletter 15/10/2009
October 16, 2009
Dear Parent,
Helping in the community!
October 11, 2009
Over the past week the children of class 2 took part in two community projects in Llantrisant. On Thursday we went up the castle green to plant daffodils ready for the spring and then on Friday, the year 2 children went to Gwaunruppera residential home to help clear up their garden. Keep up the good work class 2!
Our Christening!
October 11, 2009
We were lucky enough to be visited last week by the vicar. We are currently looking at Christenings in our religious education lessons as part of our festivals and celebrations theme. The vicar showed us exactly what happens in the service and some of the children became parents and God-parents for the day!
Apple-picking
October 11, 2009
As part of their children’s choice activity, the children chose to visit a fruit farm to go apple-picking. The weather was good and the children had a lovely time!
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.
