Branksome Heath Procedures

E-Safety Policy November 2009

Branksome Heath Middle School - E-Safety Policy

Background / Rationale 

New technologies have become integral to the lives of children and young people in today's society, both within schools and in their lives outside school.
The internet and other digital and information technologies are powerful tools, which open up new opportunities for everyone. Electronic communication helps teachers and students / pupils  learn from each other. These technologies can stimulate discussion, promote creativity and increase awareness of context to promote effective learning. Children and young people should have an entitlement to safe internet access at all times.
The requirement to ensure that children and young people are able to use the internet and related communications technologies appropriately and safely is addressed as part of the wider duty of care to which all who work in schools are bound. A school e-safety policy should  help to ensure safe and appropriate use. The development and implementation of such a strategy should involve all the stakeholders in a child's education from the headteacher and governors to the senior leaders and classroom teachers, support staff, parents, members of the community and the students / pupils themselves.
The use of these exciting and innovative tools in school and at home has been shown to raise educational standards and promote pupil / student achievement.
However, the use of these new technologies can put young people at risk within and outside the school. Some of the dangers they may face include:
o Access to illegal, harmful or inappropriate images or other content
o Unauthorised access to / loss of / sharing of  personal information
o The risk of being subject to grooming by those with whom they make contact on the internet.
o The sharing / distribution of personal images without an individual's consent or knowledge
o Inappropriate communication / contact with others, including strangers
o Cyber-bullying
o Access to unsuitable video / internet games
o An inability to evaluate the quality, accuracy and relevance of information on the internet
o Plagiarism and copyright infringement
o Illegal downloading of music or video files
o The potential for excessive use which may impact on the social and emotional development and learning of the young person.
Many of these risks reflect situations in the off-line world and it is essential that this e-safety policy is used in conjunction with other school policies (eg behaviour, anti-bullying and child protection policies).
As with all other risks, it is impossible to eliminate those risks completely. It is therefore essential, through good educational provision to build students' / pupils' resilience to the risks to which they may be exposed, so that they have the confidence and skills to face and deal with these risks.

The school must demonstrate that it has provided the necessary safeguards to help ensure that they have done everything that could reasonably be expected of them to manage and reduce these risks. The e-safety policy that follows explains how we intend to do this, while also addressing wider educational issues in order to help young people (and their parents / carers) to be responsible users and stay safe while using the internet and other communications technologies for educational, personal and recreational use.

 
Development / Monitoring / Review of this Policy

This e-safety policy has been developed by a working group / committee (or insert name of group) made up of: (delete / add as relevant)
o School E-Safety Officer
o Headteacher / Senior Leaders
o Teachers
o Support Staff
o ICT Technical staff
o Governors
o Parents and Carers (via survey)
o Community users (via survey)
Consultation with the whole school community has taken place through the following: (delete / add as relevant)
o Staff meetings
o School  Council
o Governors meeting / sub committee meeting
o Parents evening - via e-safety stand and sending out of e-safety resources
o School website / newsletters

Schedule for Development / Monitoring / Review

This e-safety policy was approved by the Governing Body / Governors Sub Committee on:              (Insert date)
The implementation of this e-safety policy will be monitored by the:                                             E-Safety Coordinator
                                                                                                                                            ICT Co-ordinator
                                                                                                                                            Governors E-Safety Team
Monitoring will take place at regular intervals:                                                                             Annually
The Governing Body / Governors Sub Committee will receive a report on the implementation of
the e-safety policy generated by the monitoring group (which will include anonymous details of
e-safety incidents) at regular intervals:                                                                                      Annually
The E-Safety Policy will be reviewed annually, or more regularly in the light of any significant new
developments in the use of the technologies, new threats to e-safety or incidents that have taken
place. The next anticipated review date will be:                                                                           October 2010
Should serious e-safety incidents take place, the following external persons / agencies should
be informed:                                                                                                                          Safeguarding Officer

The school will monitor the impact of the policy using:  (delete / add as relevant)
o Logs of reported incidents
o SWGfL monitoring logs of internet activity (including sites visited)
o Internal monitoring data for network activity
o Surveys / questionnaires of
o students / pupils (eg Ofsted "Tell-us" survey / CEOP ThinkUknow survey)
o parents / carers
o staff

Scope of the Policy

This policy applies to all members of the school community (including staff, students / pupils, volunteers, parents / carers, visitors, community users)  who have access to and are users of school ICT systems, both in and out of school.
The Education and Inspections Act 2006 empowers Headteachers, to such extent as is reasonable, to regulate the behaviour of students / pupils when they are off the school site and empowers members of staff to impose disciplinary penalties for inappropriate behaviour. This is pertinent to incidents of cyber-bullying, or other e-safety incidents covered by this policy, which may take place out of school, but is linked to membership of the school. 
The school will deal with such incidents within this policy and associated behaviour and anti-bullying policies and will, where known, inform parents / carers of incidents of inappropriate e-safety behaviour that take place out of school.

Roles and Responsibilities

The following section outlines the roles and responsibilities for e-safety of individuals and groups within the school:
Governors:
Governors are responsible for the approval of the E-Safety Policy and for reviewing the effectiveness of the policy. This will be carried out by the Governors / Governors Sub Committee receiving regular information about e-safety incidents and monitoring reports. A member of the Governing Body has taken on the role of E-Safety Governor The role of the E-Safety Governor will include: 
o regular meetings with the E-Safety Officer
o regular monitoring of e-safety incident logs
o reporting to relevant Governors committee / meeting
Headteacher and Senior Leaders:
o The Headteacher is responsible for ensuring the safety (including e-safety) of members of the school community, though the day to day responsibility for e-safety will be delegated to the E-Safety Officer.
o The Headteacher / Senior Leaders are responsible for ensuring that the E-Safety Officer and other relevant staff receive suitable CPD to enable them to carry out their e-safety roles and to train other colleagues, as relevant
o The Headteacher / Senior Leaders will ensure that there is a system in place to allow for monitoring and support of those in school who carry out the internal e-safety monitoring role. This is to provide a safety net and also support to those colleagues who take on important monitoring roles..
o The Senior Leadership Team / Senior Management Team will receive regular monitoring reports from the E-Safety Officer. 
o The Headteacher and another member of  the Senior Leadership Team / Senior Management Team should be aware of the procedures to be followed in the event of a serious e-safety allegation being made against a member of staff. (see SWGfL flow chart on dealing with e-safety incidents - included in a later section - "Responding to incidents of misuse" and relevant Local Authority HR / disciplinary procedures)

E-Safety Coordinator / Officer:
o leads the e-safety committee
o takes day to day responsibility for e-safety issues and has a leading role in establishing and reviewing  the school e-safety policies / documents
o ensures that all staff are aware of the procedures that need to be followed in the event of an e-safety incident taking place.
o provides training and advice for staff
o liaises with the Local Authority
o liaises with school ICT technical staff
o receives reports of e-safety incidents and creates a log of incidents to inform future e-safety developments
o meets regularly with E-Safety Governor to discuss current issues, review incident logs and filtering / change control logs
o attends relevant meeting / committee of Governors
o reports regularly to Senior Leadership Team

Network Manager / Technical staff:
The ICT Co-ordinator is responsible for ensuring:
o that the school's ICT infrastructure is secure and is not open to misuse or malicious attack
o that the school meets the e-safety technical requirements outlined in the SWGfL Security Policy and Acceptable Usage Policy and any relevant Local Authority E-Safety Policy and guidance
o that users may only access the school's networks through a properly enforced password protection policy, in which passwords are regularly changed
o SWGfL is informed of issues relating to the filtering applied by the Grid
o the school's filtering policy (if it has one), is applied and updated on a regular basis and that its implementation is not the sole responsibility of any single person
o that he / she keeps up to date with e-safety technical information in order to effectively carry out their e-safety role and to inform and update others as relevant
o that the use of the network / Virtual Learning Environment (VLE) / remote access / email is regularly monitored in order that any misuse / attempted misuse can be reported to the E-Safety Co-ordinator / Officer /Headteacher / Senior Leader / Head of ICT / ICT Co-ordinator / Class teacher / Head of Year (as in the section above) for investigation / action / sanction
o that monitoring software / systems are implemented and updated as agreed in school policies

Teaching and Support Staff
are responsible for ensuring that:
o they have an up to date awareness of e-safety matters and of the current school e-safety policy and practices
o they have read, understood and signed the school Staff Acceptable Use Policy / Agreement (AUP)
o they report any suspected misuse or problem to the E-Safety Co-ordinator / Officer /Headteacher / Senior Leader / Head of ICT / ICT Co-ordinator / Class teacher / Head of Year (as in the section above) for investigation / action / sanction
o digital communications with students / pupils (email / Virtual  Learning Environment (VLE) / voice) should be on a professional level and only carried out using official school systems
o e-safety issues are embedded in all aspects of the curriculum and other school activities
o students / pupils understand and follow the school e-safety and acceptable use policy
o students / pupils have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations
o they monitor ICT activity in lessons, extra curricular and extended school activities
o they are aware of e-safety issues related to the use of mobile phones, cameras and hand held devices and that they monitor their use and implement current school policies with regard to these devices
o in lessons where internet use is pre-planned students / pupils should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches

Designated person for child protection / Child Protection Officer
should be trained in e-safety issues and be aware of the potential for serious child protection issues to arise from:
o sharing of personal data
o access to illegal / inappropriate materials
o inappropriate on-line contact with adults / strangers
o potential or actual incidents of grooming
o cyber-bullying
 

E-Safety Committee
Members of the E-safety committee (or other relevant group) will assist the E-Safety Officer (or other relevant person, as above) with:
o the production / review / monitoring of the school e-safety policy / documents.
 
Students / pupils:
o are responsible for using the school ICT systems in accordance with the Student / Pupil Acceptable Use Policy, which they will be expected to sign before being given access to school systems. 
o have a good understanding of research skills and the need to avoid plagiarism and uphold copyright regulations
o need to understand the importance of reporting abuse, misuse or access to inappropriate materials and know how to do so
o will be expected to know and understand school policies on the use of mobile phones, digital cameras and hand held devices. They should also know and understand school policies on the taking / use of images and on cyber-bullying.
o should understand the importance of adopting good e-safety practice when using digital technologies out of school and realise that the school's E-Safety Policy covers their actions out of school, if related cto their membership of the school

Parents / Carers
Parents / Carers play a crucial role in ensuring that their children understand the need to use the internet / mobile devices in an appropriate way. Research shows that many parents and carers do not fully understand the issues and are less experienced in the use of ICT than their children. The school will therefore take every opportunity to help parents understand these issues through parents' evenings, newsletters, letters, website / VLE and information about national / local e-safety campaigns / literature.  Parents and carers will be responsible for:
o endorsing (by signature) the Student / Pupil Acceptable Use Policy
o accessing the school website / VLE / on-line student / pupil records in accordance with the relevant school Acceptable Use Policy.

Community Users
Community Users who access school ICT systems / website / VLE as part of the Extended School provision will be expected to sign a Community User AUP before being provided with access to school systems.

Policy Statements

Education - students / pupils
Whilst regulation and technical solutions are very important, their use must be balanced by educating students / pupils to take a responsible approach.  The education of students / pupils in e-safety is therefore an essential part of the school's e-safety provision. Children and young people need the help and support of the school to recognise and avoid e-safety risks and build their resilience.
E-Safety education will be provided in the following ways:
o A planned e-safety programme should be provided as part of  ICT / PHSE / other lessons and should be regularly revisited - this will cover both the use of ICT and new technologies in school and outside school
o Key e-safety messages should be reinforced as part of a planned programme of assemblies and  tutorial / pastoral activities
o Students / pupils should be taught in all lessons to be critically aware of the materials / content they access on-line and be guided to validate the accuracy of information
o Students / pupils should be helped to understand the need for the student / pupil AUP and encouraged to adopt safe and responsible use of ICT, the internet and mobile devices both within and outside school
o Students / pupils should be taught to acknowledge the source of information used and to respect copyright when using material accessed on the internet
o Rules for use of ICT systems / internet will be posted in all rooms and displayed on log-on screens
o Staff should act as good role models in their use of ICT, the internet and mobile devices

Education - parents / carers
Many parents and carers have only a limited understanding of e-safety risks and issues, yet they play an essential role in the education of their children and in the monitoring / regulation of the children's on-line experiences. Parents often either underestimate or do not realise how often children and young people come across potentially harmful and inappropriate material on the internet and are often unsure about what they would do about it. "There is a generational digital divide". (Byron Report).
The school will therefore seek to provide information and awareness to parents and carers through:

o Letters, newsletters, web site, VLE
o Parents evenings

Education - Extended Schools
The school will  offer family learning courses in ICT, media literacy and e-safety so that parents and children can together gain a better understanding of these issues. Messages to the public around e safety should also be targeted towards grandparents and other relatives as well as parents. Everyone has a role to play in empowering children to stay safe while they enjoy these new technologies, just as it is everyone's responsibility to keep children safe in the non-digital world.

Education & Training - Staff
It is essential that all staff receive e-safety training and understand their responsibilities, as outlined in this policy. Training will be offered as follows:
o A planned programme of formal e-safety training will be made available to staff. An audit of the e-safety training needs of all staff will be carried out regularly.  It is expected that some staff will identify e-safety as a training need within the performance management process.
o All new staff should receive e-safety training as part of their induction programme, ensuring that they fully understand the school e-safety policy and Acceptable Use Policies
o The E-Safety Coordinator (or other nominated person) will receive regular updates through attendance at SWGfL / LA / other information /  training sessions and by reviewing guidance documents released by BECTA / SWGfL / LA and others.
o This E-Safety policy and its updates will be presented to and discussed by staff in staff / team meetings / INSET days.
o The E-Safety Coordinator  (or other nominated person) will provide advice / guidance / training as required to individuals as required

Training - Governors
Governors should take part in e-safety training / awareness sessions, with particular importance for those who are members of any sub committee / group involved in ICT / e-safety / health and safety / child protection. This may be offered in a number of ways:
o Attendance at training provided by the Local Authority / National Governors Association  / SWGfL or other relevant organisation.
o Participation in school training / information sessions for staff or parents

Technical - infrastructure / equipment, filtering and monitoring

The school will be responsible for ensuring that the school infrastructure / network is as safe and secure as is reasonably possible and that policies and procedures approved within this policy are implemented.  It will also need to ensure that the relevant people named in the above sections will be effective in carrying out their e-safety responsibilities: 
o School ICT systems will be managed in ways that ensure  that the school meets the e-safety technical requirements outlined in the SWGfL Security Policy and Acceptable Usage Policy and any relevant Local Authority E-Safety Policy and guidance
o There will be regular reviews and audits of the safety and security of school ICT systems
o Servers, wireless systems and cabling must be securely located and physical access restricted

o All users will have clearly defined access rights to school ICT systems. Details of the access rights available to groups of users will be recorded by the Network Manager (or other person) and will be reviewed, at least annually, by the E-Safety Committee (or other group).
o All users will be provided with a username and password by ICT C0-ordinator  who will keep an up to date record of users and their usernames. 
o The "master / administrator" passwords for the school ICT system, used by the Network Manager (or other person) must also be available to the Headteacher or other nominated senior leader and kept in a secure place (eg school safe)
o Users will be made responsible for the security of their username and password, must not allow other users to access the systems using their log on details and must immediately report any suspicion or evidence that there has been a breach of security.
o In the event of the Network Manager (or other person) needing to switch off the filtering for any reason, or for any user, this must be logged and carried out by a process that is agreed by the Headteacher (or other nominated senior leader).
o Any filtering issues should be reported immediately to SWGfL.
o Requests from staff for sites to be removed from the filtered list will be considered by the Network Manager. If the request is agreed, this action will be recorded and logs of such actions shall be reviewed regularly by the E-Safety Committee
o School ICT technical staff regularly monitor and record the activity of users on the school ICT systems and users are made aware of this in the Acceptable Use Policy.
o An appropriate system is in place for users to report any actual / potential e-safety incident  to the Network Manager (or other relevant person).
o Appropriate security measures are in place  to protect the servers, firewalls, routers, wireless systems,  work stations, hand held devices etc from accidental or malicious attempts which might threaten the security of the school systems and data.
o An agreed policy is in place for the provision of temporary access of "guests" (eg trainee teachers, visitors) onto the school system.
o An agreed policy is  in place regarding the downloading of executable files by users
o An agreed policy is in place regarding the extent of personal use that users (staff / students / pupils / community users) and their family members are allowed on laptops and other portable devices that may be used out of school.
 An agreed policy is in place that allows forbids staff from installing programmes on school workstations / portable devices. 
o An agreed policy is in place regarding the use of removable media (eg memory sticks / CDs / DVDs) by users on school workstations / portable devices
o The school infrastructure and individual workstations are protected by up to date virus software.
o Personal data can not be sent over the internet or taken off the school site unless safely encrypted or otherwise secured.

Curriculum
E-safety should be a focus in all areas of the curriculum and staff should reinforce e-safety messages in the use of ICT across the curriculum.
o in lessons where internet use is pre-planned, it is best practice that students / pupils should be guided to sites checked as suitable for their use and that processes are in place for dealing with any unsuitable material that is found in internet searches.
o Where students / pupils are allowed to freely search the internet, eg using search engines,  staff should be vigilant in monitoring the content of the websites the young people visit.
o It is accepted that from time to time, for good educational reasons, students may need to research topics (eg racism, drugs, discrimination) that would normally result in internet searches being blocked. In such a situation, staff can request that the Network Manager (and other relevant person) can temporarily remove those sites from the filtered list for the period of study. Any request to do so, should be auditable, with clear reasons for the need. 
o Students / pupils should be taught in all lessons to be critically aware of the materials / content they access on-line and be guided to validate the accuracy of information
o Students / pupils should be taught to acknowledge the source of information used and to respect copyright when using material accessed on the internet.

Use of digital and video images - Photographic, Video
The development of digital imaging technologies has created significant benefits to learning, allowing staff and students / pupils instant use of images that they have recorded themselves or downloaded from the internet. However, staff and students / pupils need to be aware of the risks associated with sharing images and with posting digital images on the internet. Those images may remain available on the internet forever and may cause harm or embarrassment to individuals in the short or longer term. There are many reported incidents of employers carrying out internet searches for information about potential and existing employees. The school will inform and educate users about these risks and will implement policies to reduce the likelihood of the potential for harm: 
o When using digital images, staff should inform and educate students / pupils about the risks associated with the taking, use, sharing, publication and distribution of images. In particular they should recognise the risks attached to publishing their own images on the internet eg on social networking sites.
o Staff are allowed to take digital / video images to support educational aims, but must follow school policies concerning the sharing, distribution and publication of those images. Those images should only be taken on school equipment; the personal equipment of staff should not be used for such purposes.
o Care should be taken when taking digital / video images that students / pupils are appropriately dressed and are not participating in activities that might bring the individuals or the school into disrepute.
o Students / pupils must not take, use, share, publish or distribute images of others without their permission
o Photographs published on the website, or elsewhere that include students / pupils will be selected carefully and will comply with good practice guidance on the use of such images.
o Students' / Pupils' full names will not be used anywhere on a website or blog, particularly in association with photographs.
o Written permission from parents or carers will be obtained before photographs of students / pupils are published on the school website (may be covered as part of the AUP signed by parents or carers at the start of the year.
o Student's / Pupil's work can only be published with the permission of the student / pupil and parents or carers.
 
Data Protection
Personal data will be recorded, processed, transferred and made available according to the Data Protection Act 1998 which states that personal data must be:
o Fairly and lawfully processed
o Processed for limited purposes
o Adequate, relevant and not excessive
o Accurate
o Kept no longer than is necessary
o Processed in accordance with the data subject's rights
o Secure
o Only transferred to others with adequate protection.

Staff must ensure that they: 
o At all times take care to ensure the safe keeping of personal data, minimising the risk of its loss or misuse.
o Use personal data only on secure password protected computers and other devices, ensuring that they are properly "logged-off" at the end of any session in which they are using personal data.
o Transfer data using encryption and secure password protected devices.

When personal data is stored on any portable computer system, USB stick or any other removable media:
o the data must be encrypted and password protected
o the device must be password protected (many  memory sticks / cards and other mobile devices cannot be password protected)
o the device must offer approved virus and malware checking software
o the data must be securely deleted from the device, in line with school policy (below) once it has been transferred or its use is complete

Communications 
A wide range of rapidly developing communications technologies has the potential to enhance learning. The following table shows how the school currently considers the benefit of using  these technologies for education outweighs their  risks / disadvantages:

 Staff & other adults Students / Pupils
Communication Technologies Allowed Allowed at certain times Allowed for selected staff Not allowed Allowed Allowed at certain times Allowed with staff permission Not allowed
Mobile phones may be brought to school     Keep in the office
Use of mobile phones in lessons        
Use of mobile phones in social time        
Taking photos on mobile phones or other camera devices        
Use of hand held devices eg PDAs, PSPs        
Use of personal email addresses in school, or on school network        
Use of school email for personal emails        
Use of chat rooms / facilities        
Use of instant messaging        
Use of social networking sites        
Use of blogs        

When using communication technologies the school considers the following as good practice:
o The official school email service may be regarded as safe and secure and is monitored. Staff and students / pupils should therefore use only the school email service to communicate with others when in school, or on school systems (eg by remote access).
o Users need to be aware that email communications may be monitored
o Users must immediately report, to the nominated person - in accordance with the school policy, the receipt of any email that makes them feel uncomfortable, is offensive, threatening or bullying in nature and must not respond to any such email.
o Any digital communication between staff and students / pupils or parents / carers (email, chat, VLE etc) must be professional in tone and content. These communications may only take place on official (monitored) school systems. Personal email addresses, text messaging or public chat / social networking programmes must not be used for these communications.
o Whole class or group email addresses will be used at KS1, while students / pupils at KS2 and above will be provided with individual school email addresses for educational use.
o Students / pupils should be taught about email safety issues, such as the risks attached to the use of personal details. They should also be taught strategies to deal with inappropriate emails and be reminded of the need to write emails clearly and correctly and not include any unsuitable or abusive material.
o Personal information should not be posted on the school website and only official email addresses should be used to identify members of staff.

Unsuitable / inappropriate activities

The school believes that the activities referred to in the following section would be inappropriate in a school context and that users, as defined below, should not engage in these activities in school or outside school when using school equipment or systems. The school policy restricts certain internet usage as follows:

User Actions Acceptable Acceptable at certain times
 Acceptable for nominated users Unacceptable Unacceptable and illegal
Users shall not visit Internet sites, make, post, download, upload, data transfer, communicate or pass on, material, remarks, proposals or comments that contain or relate to:  child sexual abuse images     
 promotion or conduct of illegal acts, eg under the child protection, obscenity, computer misuse and fraud legislation     
 adult material that potentially breaches the Obscene Publications Act in the UK     
 criminally racist material in UK     
 pornography     
 promotion of any kind of discrimination     
 promotion of racial or religious hatred      
 threatening behaviour, including promotion of physical violence or mental harm      
 any other information which may be offensive to colleagues or breaches the integrity of the ethos of the school or brings the school into disrepute     
Using school systems to run a private business     
Use systems, applications, websites or other mechanisms that bypass the filtering or other safeguards employed by SWGfL and / or the school     
Uploading, downloading or transmitting commercial software or any copyrighted materials belonging to third parties, without the necessary licensing permissions     
Revealing or publicising confidential or proprietary information (eg financial / personal information, databases, computer / network access codes and passwords)     
Creating or propagating computer viruses or other harmful files     
Carrying out sustained or instantaneous high volume network traffic (downloading / uploading files) that causes network congestion and hinders others in their use of the internet     
On-line gaming (educational)     
On-line gaming (non educational)     
On-line gambling     
On-line shopping / commerce     
File sharing     
Use of social networking sites     
Use of video broadcasting eg Youtube
    

Responding to incidents of misuse
It is hoped that all members of the school community will be responsible users of ICT, who understand and follow this policy. However, there may be times when infringements of the policy could take place, through careless or irresponsible or, very rarely, through deliberate misuse.  Listed below are the responses that will be made to any apparent or actual incidents of misuse:
If any apparent or actual misuse appears to involve illegal activity ie.
o child sexual abuse images
o adult material which potentially breaches the Obscene Publications Act
o criminally racist material
o other criminal conduct,  activity or materials
the SWGfL flow chart - below and  http://www.swgfl.org.uk/safety/default.asp  should be consulted and actions followed in line with the flow chart, in particular the sections on reporting the incident to the police and the preservation of evidence.

If members of staff suspect that misuse might have taken place, but that the misuse is not illegal (as above) it is essential that correct procedures are used to investigate, preserve evidence and protect those carrying out the investigation. In such event the SWGfL "Procedure for Reviewing Internet Sites for Suspected Harassment and Distress" should be followed. This can be found on the SWGfL Safe website within the "Safety and Security booklet". This guidance recommends that more than one member of staff is involved in the investigation which should be carried out on a "clean" designated computer.
It is more likely that the school will need to deal with incidents that involve inappropriate rather than illegal misuse. It is important that any incidents are dealt with as soon as possible in a proportionate manner, and that members of the school community are aware that incidents have been dealt with. It is intended that incidents of misuse will be dealt with through normal behaviour / disciplinary procedures as follows: (the school will need to agree upon its own responses and place the ticks in the relevant columns. They may also wish to add additional text to the column(s) on the left to clarify issues)
Students / Pupils Actions / Sanctions
Incidents: Refer to class teacher / tutor Refer to Head of Department / Head of Year / other Refer to Headteacher Refer to Police Refer to technical support  staff for action re filtering / security  etc Inform parents / carers Removal of network / internet access rights Warning Further sanction eg detention / exclusion
Deliberately accessing or trying to access material that could be considered illegal (see list in earlier section on unsuitable / inappropriate activities).         
Unauthorised use of non-educational sites during lessons         
Unauthorised use of mobile phone / digital camera / other handheld device         
Unauthorised use of social networking / instant messaging / personal email         
Unauthorised downloading or uploading of files         
Allowing others to access school network by sharing username and passwords         
Attempting to access or accessing the school network, using another student's  / pupil's account         
Attempting to access or accessing the school network, using the account of a member of staff         
Corrupting or destroying the data of other users         
Sending an email, text or instant message that is regarded as offensive, harassment or of a bullying nature         
Continued infringements of the above, following previous warnings or sanctions         
Actions which could bring the school into disrepute or breach the integrity of the ethos of the school         
Using proxy sites or other means to subvert the school's filtering system         
Accidentally accessing offensive or pornographic material and failing to report the incident         
Deliberately accessing or trying to access offensive or pornographic material         
Receipt or transmission of material that infringes the copyright of another person or infringes the Data Protection Act         

Staff Actions / Sanctions
Incidents: Refer to line managerr Refer to Headteacher RRefer to Local Authority / HR Refer to Police Refer to Technical Support Staff for action re filtering etc Warning Suspension Disciplinary  action
Deliberately accessing or trying to access material that could be considered illegal (see list in earlier section on unsuitable / inappropriate activities).        
Excessive or inappropriate personal use of the internet / social networking sites / instant messaging / personal email        
Unauthorised downloading or uploading of files        
Allowing others to access school network by sharing username and passwords or attempting to access or accessing the school network, using another  person's account        
Careless use of personal data eg holding or transferring data in an insecure manner        
Deliberate actions to breach data protection or network security rules        
Corrupting or destroying the data of other users or causing deliberate damage to hardware or software        
Sending an email, text or instant message that is regarded as offensive, harassment or of a bullying nature        
Using personal email / social networking / instant messaging / text messaging to carrying out digital communications with students / pupils        
Actions which could compromise the staff member's professional standing         
Actions which could bring the school into disrepute or breach the integrity of the ethos of the school        
Using proxy sites or other means to subvert the school's filtering system        
Accidentally accessing offensive or pornographic material and failing to report the incident        
Deliberately accessing or trying to access offensive or pornographic material        
Breaching copyright or licensing regulations        
Continued infringements of the above, following previous warnings or sanctions        

Date on which policy was approved: .......................................................

Policy review date:    .......................................................

PAY POLICY NOVEMBER 2009

BOROUGH OF POOLE

MODEL PAY POLICY FOR SCHOOLS ADOPTED BY BRANKSOME HEATH MIDDLE SCHOOL ON 18 NOVEMBER 2009

 
CONTENTS
          Page No

1. GENERAL

1.1  Statement of Intent      4
1.2 Aims of the Policy      5
1.3 Consultation       5
1.4 Equal Opportunities      5
1.5 Vacant Posts       6
1.6 Job Descriptions      6
1.7 Pay Relativity       7
1.8 Pay Records       7
1.9 Parity with Other Schools     7
1.10 Temporary Fixed Term Employment Arrangements  7
1.11 Part Time Employees      7

2. PROCEDURES

2.1 Pecuniary Interest      8
2.2 Terms of Reference for the Pay Committee   8
2.3 Policy Review       9

3. TEACHERS ANNUAL REVIEW

3.1 Teachers       9
3.2 Annual Review of Teaching Staff Salaries   10
3.3 Appeals Procedure      10

4. PERFORMANCE PAY

4.1 The Leadership Group     11
4.1.1 Headteacher Pay      11
4.1.2 Pay Review for Serving Heads    12
4.1.3 Deputy Headteacher & Assistant Headteacher Pay  13
4.1.4 Pay Review for Serving Deputy/Assistant Headteachers 13
4.2 Acting Allowances      14
4.3 Threshold       14
4.4 Pay Progression for Post Threshold Teachers  14
4.5 Advanced Skills Teachers     15
4.6 Fast Track Teachers      16
4.7 Excellent Teacher Scheme     16

5. CLASSROOM TEACHERS IN THE MAIN SCALE

5.1 Qualifications       17
5.2 Experience       17
5.3 Part-time Teacher      17
5.4 Classroom Teachers Formerly Part of the Leadership 18
Spine

6. DISCRETIONARY ALLOWANCES AND PAYMENTS

 6.1 Teaching and Learning Rewards    18
 6.2 Special Needs Payments     19
 6.3 Recruitment and Retention Allowances   19

7. UNQUALIFIED TEACHERS     20

8 SUPPLY TEACHERS      21

9. OTHER PAYMENTS AND ALLOWANCES

 9.1 Payments for Continuing Professional Development  21
 9.2 Out of School Hours Learning Activities   21
 9.3 Initial Teacher Training Activities    22
 9.4 Honoraria       22
 9.5 Safeguarding Arrangements      22

10. SUPPORT STAFF

 10.1 Pay and Allowances      23
 10.2 New Appointments      23
 10.3 Job Grading and Applications for Regrading   24
 10.4 Annual Salary Reviewing     25
 10.5 Honoraria and Acting Up Allowances    25
 10.6 Overtime Working      26

APPENDIX ONE  Pay Appeal Hearing Procedure   27

 
1. GENERAL

1.1 STATEMENT OF INTENT

The Governing Body will seek to ensure that the implementation of the policy set out in this document reflects a philosophy of objectivity, openness and accountability which gives full regard to equal opportunities.  The Governors have sought to establish a pay and conditions structure that enables the school to recruit staff of a suitable quality and to retain, motivate and reward all staff employed within the school.

The Governing Body will seek to ensure that the operation of the policy complies with the requirements of The Sex Discrimination Act 1975 and 1986, The Equal Pay Act 1970, The Disability Discrimination Act 1995, The Employment Rights Act 1996, The Employment Relations Act 1999 and The Employment Act 2002, The Part-Time Workers (Prevention of Less Favourable Treatment) Regulations 2000, The Employment Act 2002 (Dispute Resolution) Regulations, The Fixed Term Employees (Prevention of Less Favourable Treatment) Regulations 2002, The Employment Equality (Age) Regulations 2006, The Employment Equality (Sexual Orientation) Regulations 2003, and The Employment Equality (Religion and Belief) Regulations 2003.

The Governing Body will seek to ensure that all staff are valued and receive proper recognition for their work and their contribution to the life of the school.

The prime statutory duty of Governing Bodies as set out in the Schools Standards and Framework Act 1998 is to  "conduct the school with a view to promoting high standards of educational achievement at the school".  The Pay Policy is adopted to support that statutory duty.

All pay related decisions are made taking full account of the School Development Plan.

In recognising the importance of a pay and conditions policy the Governing Body have adopted the following statement:

It is the policy of the Governing Body of the school:

 To offer fair and comparable levels of pay and other conditions of employment within the scope afforded by the local scheme of delegated management which will attract, retain and motivate sufficient and suitably qualified staff to meet with the needs of the school within the resources made available and in compliance with applicable statutory and contractual requirements.

 In the absence of statutory and/or contractual requirements regard will be given to equivalent or comparative posts within the school.
 
That the rates of pay and associated allowances payable to staff will have regard to the qualifications, responsibilities, duties and other relevant conditions of employment and will be applied by the Governors in a fair, equitable and consistent manner.

 This policy will apply equally and be accessible to all staff.  It will be made known to all school employees in a way that is appropriate within the individual school setting.

 The Governors have adopted a Performance Management Policy for School teachers, which will link to pay decisions for upper pay spine, leadership pay spine and Advanced Skills Teachers.

1.2 AIMS OF THE POLICY

The aims of the Governing Body in giving effect to this policy are:

 To use the national and local pay scales and conditions of service recognised by the Borough of Poole within the budgetary constraints facing the school.

 To apply those areas of discretion contained within them that best suit the needs of the school in a fair and reasonable manner.

 To recruit, retain and motivate staff of the highest quality to secure the successful delivery of a broad, balanced and relevant curriculum complementary to the school's development plan.

 To provide an environment in which all individuals are valued.

1.3 CONSULTATION

The Governing Body, through its Staffing Committee, will consult fully with staff directly and through their representative trade unions and/or their professional associations recognised by the Governing Body for that purpose both when drafting and reviewing the pay policy.  An up-to-date version of the policy will be made easily accessible for all members of staff.

The Governing Body will provide the recognised trade unions/associations with all relevant information so as to enable them to participate positively within the process leading to the establishment and regular review of the policy.

1.4 EQUAL OPPORTUNITIES

The Governing Body is committed to a policy of equality of opportunity and thereby committed to the elimination of unlawful or unfair discrimination on the grounds of sex, age, marital status, race, religion, nationality or other ethnic or national origin, disability and sexual orientation. The Governing Body will abide by all relevant legislation when making appointments for Headteacher and Deputy Headteacher appointments.  This includes reference to the requirements of the School Staffing (England) Regulations 2002.  The Governing Body will provide equality in all aspects of school life particularly with regard to advertisement of posts, appointing, promoting, paying staff and in training and development.

1.5 VACANT POSTS

When posts become vacant they may be subject to review in the light of any requirement to adjust the staffing structure.  The Headteacher will consult with Governors as appropriate before a post is advertised.

The Governing Body will take steps to ensure that:

 All recruitment advertisements carry a statement reflecting the commitment to equal opportunities and child protection arrangements.

 The criteria for selection and promotion will be determined solely on the basis of objective, job-related criteria.

 Documentation relating to recruitment, promotion and selection will avoid unfair and unlawful discrimination.

 All posts will be open to all applicants unless there is a genuine occupational qualification (GOQ) for the posts being restricted to a particular group, for instance a gender group. Governors will seek advice from HR as appropriate.

 All posts will be advertised internally and externally taking into account the promotion of equal opportunities unless there is good reason to do otherwise (e.g. in cases of potential redundancy or restructuring, or where the post is intended to be offered on a short term temporary or casual basis); and

 Full information relating to vacant posts (e.g. allowances, enhancements applying to those posts) will be made available to staff on application.  Employees on fixed term contracts will be given information about permanent vacancies available in the school.

 The Governing Body has adopted a policy with reference to job share arrangements.  These arrangements will be considered taking into account the operational requirements of the school.

1.6 JOB DESCRIPTIONS

In determining the delegation of authority, responsibilities, tasks and functions in support of the management structure of the school, the Governors will ensure that job descriptions are provided to all staff.  These job descriptions will be subject to consultations with the appropriate staff and representatives both when they are first drawn up and subsequent annual reviews, or in response to a need to re-organise the management structure or other school functions.
 

1.7 PAY RELATIVITY

The Governing Body will ensure as far as it is able that there is proper pay relativity between jobs within the school and any variation in the relative pay positions of a group of staff will be as a response to a local or national agreement binding upon all schools as advised by the Borough of Poole.  Individual variations may arise from time to time in response to an application for reassessment in accordance with the terms of this policy wherein the appeal against an error of assessment by the Staffing Committee is accepted.

The Governing Body will consider issues of pay relativity at the time of the pay review and will consider future advice from the Borough of Poole with regard to systems of job evaluation.

1.8 PAY RECORDS

The Governors will allow staff reasonable access to their pay records held within the school and by the Local Education Authority and will seek to comply with the requirements of the Data Protection Act.  All personnel data, including pay, held by the school, unless it is exempted data under the Data Protection Act, will be held in confidence and data will not be released or shared with unauthorised personnel unless with the expressed written consent of the member of staff concerned.

1.9 PARITY WITH OTHER SCHOOLS

The Governing Body will be sensitive to the relationship of its pay policy, practices and decisions with those of comparable and neighbouring schools.  In support of the Borough of Poole and in recognition of good practice all decisions of the Governing Body as regards the pay of staff will be recorded together with detailed reasons to enable any future likelihood of dispute to be minimised.

1.10 TEMPORARY/FIXED TERM EMPLOYMENT ARRANGEMENTS

The Governing Body will not abuse the use of temporary / fixed term contracts and will comply with the requirements of relevant legislation applying to fixed term workers.

1.11 PART-TIME EMPLOYEES

The Governors will have regard to the principles of the relevant legislation relating to part-time workers.

2. PROCEDURES

The Governing Body will determine the annual pay budget in accordance with the provisions of the Education (School Government) (England) Regulations 2003. 

The Governing Body will delegate its pay powers to the pay committee who will then recommend the level of the annual pay budget.

2.1 PECUNIARY INTEREST

Staff, Governors and Teacher Governors may be involved in general discussions on policies for appraisal and performance management.  However, the regulations provide that any person employed to work at the school, other than the Head, must withdraw from a meeting at which the pay or performance appraisal of any other employee of the school is under consideration.

A responsibility is placed on both employees and Governors to be satisfied that they do not have a pecuniary interest.

The Head must withdraw from that part of the meeting where the subject of consideration is his or her own pay.  A relevant person must withdraw where there is a conflict of interests or any doubt about his/her ability to act impartially.

No member of the Governing Body who is employed to work in the school shall be eligible for membership of the pay committee or to make determinations about individuals pay.

2.2 TERMS OF REFERENCE FOR THE PAY COMMITTEE DELEGATED UNDER THE POWERS BY THE 2003 REGULATIONS

The Governing Body will determine the terms of reference for the pay committee from time to time.  The current terms of reference are:

 To ensure that the school considers and adopts a whole school pay policy, which supports the aims of the school and the school development plan.

 To achieve the aims of the whole school pay policy in a fair and equal manner.

 To apply the criteria set by the whole school pay policy in determining the pay of each member of staff at the annual review.

 To review the school's unit totals and group size in accordance with the requirements of the STPCD.

 To observe all statutory and contractual obligations.

 To minute clearly the reasons for all decisions and report these decisions to the next meeting of the full Governing Body.

 To comply with the requirements of the (School Government) Regulations.

 To recommend to the Governing Body the annual budget needed for pay, bearing in mind the need to ensure the availability of monies to support any exercise of discretion.  The pay committee will recommend that the Governing Body make application for any additional funding available to support this process.

 To keep abreast of relevant developments and to advise the Governing Body when the school's pay policy needs to be revised.

 To arrange the performance review of the Head, other members of the leadership group and all other teachers and support staff.  In the case of the Headteacher to ensure that an external advisor is appointed where this is required by the regulations.

 To be accountable for decisions taken regarding pay.

The report of the Pay Committee will be placed in the confidential section of the Governing Body's agenda without comments to ensure fair consideration of any appeal and will either be received or referred back.  Reference back may occur only if; either the pay committee has exceeded its powers under the policy, or the budget allocated for pay has been exceeded.

Decisions taken by the Pay Committee will be communicated by the relevant body in writing giving a statement of the individual's pay position as at 1st September in accordance with the School Teachers Pay and Conditions Document.  The Chair of the Governing Body will communicate decision on the pay of the Head.

Decisions relating to pay are confidential and should not be made public.

2.3 POLICY REVIEW

The Governors will seek to review the Model Pay Policy annually, having regard to any modified terms contained within the School Teachers' Pay and Conditions (STPCD) Document and future NJC documents, to the resources available to the school and the changing requirements of the school's development plan and management structure.

The Governing Body will include all staff and their representatives in consultation concerning the Policy Review.

3. TEACHERS ANNUAL REVIEW

3.1 TEACHERS

All teachers are employed in accordance with the statutory provisions of the School Teachers' Pay and Conditions document.  A copy is available in school or on-line at www.teachernet.gov.uk/pay site.
 

3.2 ANNUAL REVIEW OF TEACHING STAFF PERFORMANCE AND SALARIES

As required by the 2006 Regulations and the STCPD, all teaching staff's overall performance, relevant pay progression criteria and salary, including those of the Head, Deputy Head(s) and Assistant Head(s) will be reviewed annually to take effect from 1st September (and not later than 31st October).

All staff will receive a written statement of the determination of their pay. 

A revised statement will be given where there are other pay changes during the year.

Where a pay determination leads to a period of safeguarding the Governing Body will give the required notification within one month.

3.3 APPEALS PROCEDURE

The process of agreeing the planning and review statement under the 2006 Regulations give opportunities to informally resolve any disagreements regarding pay recommendations. Any appeal should be deferred until after the moderation process for planning and review statements has been completed.

Where through the informal process it has not been possible to resolve the disagreement the teacher may follow a formal appeal process. The arrangements for considering appeals are as follows:

 A teacher may appeal against any determination in relation to his/her pay or any other decision taken by the Governing Body that affects his/her pay.

 The grounds for appeal are that the person or committee by whom the decision was made:

a) incorrectly applied any provision of the Document.
b) failed to have proper regard for statutory guidance.
c) failed to take proper account of relevant guidance.
d) took account of irrelevant or inaccurate evidence.
e) was biased; or
f) otherwise unlawfully discriminated against the teacher.

The order of proceedings will be as follows:

 The teacher will receive written confirmation of the pay determination and where applicable the basis on which the decision was made.

 The teacher should set down in writing grounds for questioning the pay decision (which must relate to the grounds as set out above) and send it to the Chair of Governors with a copy to the Headteacher within 10 working days of the notification of the decision being appealed against or of the outcome of the discussion referred to above.

 Any appeal will be heard by a panel of three Governors who were not involved in the original determination normally within 20 working days of the receipt of the written appeal notification.  The teacher will be given the opportunity to make representations in person.  Teachers may be accompanied by a colleague or trade union representative.  The decision of the appeal panel will be given in writing, and where the appeal is rejected will include a note of the evidence considered and the reasons for the decision.  The decision is final and there is no recourse to the school's adopted grievance procedure.

A procedure for the appeal hearing is attached as Appendix One.

4. PERFORMANCE PAY

4.1 THE LEADERSHIP GROUP

4.1.1 Headteacher Pay

The individual school range (ISR) shall consist of seven consecutive spinal points based on the leadership spine and the school group.  The current group of the school is 3.  The current ISR range is L19 - L25.

The Governing Body will determine the individual school range:

 When it is proposed to appoint a new Headteacher.

 When they determine that the school has moved into a different school group.

 If they determine a Deputy or Assistant Headteacher pay range the maximum of which exceeds the minimum of the ISR.

 At any time if they consider it necessary in order to retain a Headteacher.

In particular the Governing Body may take account of:

 Any difficulties there may be in recruiting and retaining a Headteacher.

 Whether there has been significant change in the responsibilities of a serving Headteacher.

 The appropriate positioning of the pay range of any Deputy or Assistant Headteacher in the school.

 The pay committee will record its reason for the determination of the ISR in accordance with the School Teachers' Pay and Conditions Document.

 A newly appointed Headteacher will not be appointed at a point exceeding the first 4 points of the ISR.

4.1.2 Pay Review for Serving Heads

The Governing Body will appoint 2 or 3 nominated Governors the "Governor Reviewers" on an annual basis to review the Headteachers performance and pay progression in accordance with the principles established by the Schools Performance Management Policy and the STCPD.

The Governing Body will use their SIP to advise the Governor Reviewers on the Headteachers performance. The Governor Reviewers, taking account of advice from the SIP, will agree performance objectives for the Headteacher.  The objectives will be agreed as early as possible in the Autumn Term.  If the Headteacher and  Governor Reviewers are unable to agree objectives, the Governor Reviewers should set and record the objectives.  The Headteacher may add comments to this written record of objectives.

A review will take place at 1st September. Objectives will be agreed by 31st December at the latest.  A mid-cycle review will be arranged between the Headteacher and Governor Reviewers.

Performance objectives will be set in consultation and co-operation with the Headteacher and will relate to school leadership and management and pupil progress.

Consideration should be given to the individual professional development of the Headteacher and satisfactory work life balance.

With the appropriate support of teacher SIP the Governor Reviewers will review the performance of the Headteacher against previously set performance objectives.  No progress up the ISR can be made without this performance review.

The Governor Reviewers will consider whether there has been sustained high quality performance by the Headteacher taking into account the agreed performance objectives.

The Headteacher may present other evidence of their performance at the planning meeting.

The outcome of the performance review and pay recommendation will be confirmed within the planning and review statement. The Governor Reviewers may recommend that the Headteacher progress up the ISR by up to two points at each annual review.

The Governor Reviewers will pass the agreed planning and review statement to the Pay Committee, which will take decisions about pay.

The Governing Body will not quality assure the Headteachers planning and review statement.

4.1.3. Deputy Headteacher and Assistant Headteacher Pay

The Governing Body will, when a new appointment needs to be made, determine the pay range to be advertised and agree pay on appointment as follows:

 The pay committee will determine a Deputy/Assistant Head pay range of five consecutive points based on the leadership spine

 The current range for Deputy/Assistant Headteachers is points - L11 - L15.

 The pay committee will have regard to the provisions of the pay and conditions document and will also take account of any other permanent payments made to staff within the school to ensure that appropriate differentials are created and maintained between posts of differing responsibility and accountability.

 The pay committee will record its reasons for the determination of the Deputy/Assistant Head pay range

 A newly appointed Deputy/Assistant Head will not be appointed at a point exceeding the first 3points of the pay range.

4.1.4. Pay Review for Serving Deputy/Assistant Headteachers

Progression up the five point scale will be made on the basis that the Deputy/Assistant Headteacher has demonstrated sustained high quality performance.

Performance objectives will be set in consultation and co-operation with the Deputy/Assistant Headteacher in accordance with the schools Performance Management Policy.

The Headteacher or delegated line manager will review the performance of the Deputy/Assistant Headteacher against the set performance objectives taking into account the assessment of performance and where appropriate pay progression criteria. The pay committee may consider the award of up to two additional points where there has been sustained high quality performance in respect of school leadership and management and pupil progress by the Deputy/Assistant Headteacher taking into account the performance objectives set.

The Deputy/Assistant Headteacher will receive a written statement confirming his/her annual salary.

4.2 ACTING ALLOWANCES

Acting allowances are payable to teachers who are assigned and carrying out the duties of Head, Deputy Head or Assistant Head and to classroom teachers who temporarily undertake additional management duties.  The pay committee will, within a four-week period of the commencement of acting duties, determine whether or not the acting postholder will be paid an allowance.  In the event of a planned and prolonged absence an acting allowance will be agreed in advance and paid from the first day of absence.

Any teacher who carried out the duties of Head, Deputy Head or Assistant Head for a period of four weeks or more will be paid at an appropriate point of the Heads ISR, Deputy Head range or Assistant Head range, as determined by the pay committee. Classroom teachers carrying out management duties will be paid on appropriate TLR rate as determined by the Headteacher.  Payment will be backdated to the commencement of the duties.

Teachers will be informed at the commencement of the acting up period what additional salary payments will be made.

4.3 THRESHOLD

Teachers who wish to do so should apply to the Headteacher for threshold assessment by 31st August.

The Governing Body recognises that while the school may set a local date for administrative purposes for receipt of applications this is not necessarily binding on teachers who may apply at any time in the school year.

4.4 PAY PROGRESSION FOR POST THRESHOLD TEACHERS

The Headteacher or reviewer will review the performance of teachers on the Upper Pay Spine with effect from 1st September in accordance with the schools Performance Management Policy.

The Pay Committee will receive pay recommendations from the Headteacher based on the recommendations made as part of the UPS teachers planning and review statement.

Teachers will be automatically eligible for consideration for progress up the Upper Pay Spine at two yearly intervals. A maximum of one point may be awarded at each review.

No progress up the three point Upper Pay Spine may be made unless:

 There has been a review of the performance of the post threshold teacher.

 The achievement of the post threshold teacher and his/her contribution to the school or previous schools has been substantial and sustained over the previous two-year period.

The post threshold teacher will receive a written statement confirming his/her salary.

Other than in exceptional circumstances progression on the UPS scale will be based on two successful performance reviews.

The performance review will seek to identify that the teacher has:

 Continued to meet the threshold standards.

 Grown professionally by developing their teaching expertise post threshold.

4.5 ADVANCED SKILLS TEACHERS

The Governing Body will identify a five-point pay range from the AST spinal range.

The AST will on appointment be placed on the bottom point of this range

In determining the range the Governing Body will consider criteria including the following statutory criteria:

 The nature of the work to be undertaken including working with teachers in other schools.

 The scale of the challenges to be tackled.

 The professional competence required by the postholder.

 Any other relevant recruitment considerations.

The Governing Body will also have regard to pay differentials when compared with other classroom teachers and members of the leadership group.

There shall be no movement up the pay spine unless there has first been a sustained high quality performance by the AST in the light of previously agreed performance objectives.  The reviewer will make reference to the criteria for leadership group progression set out in the STPCD 2004.

The Pay Review Committee will have regard to the recommendation of the Headteacher when considering the pay progression of an AST.

No additional allowances for management, recruitment, retention or special needs will be payable to AST's.

The AST will receive a written annual statement confirming his/her salary level.

4.6 FAST TRACK TEACHERS

Fast track teaching appointments will be considered in accordance with the provisions of the STPCD.  Newly qualified teachers are entitled to be appointed one point higher on the scale than would normally be the case after the induction year.

All fast track teachers will receive an extra payment of £2,000 annually under the recruitment and retention benefits scheme.

4.7 EXCELLENT TEACHER SCHEME

The Governors will give consideration to the establishment of Excellent Teacher posts in the school from September 2006.  This will be considered in the light of the overall leadership management structure of the school.

5. CLASSROOM TEACHERS IN THE MAIN SCALE

The Governing Body will determine the pay of all classroom teachers in accordance with the statutory provisions of the STPCD and this policy document should be read in conjunction to the STPCD.

The Governing Body shall determine the point on the Main Scale on which individual teachers will be paid on appointment, and, thereafter, annually with effect from 1st September.

In assessing the starting point of a qualified teacher transferring on appointment from a maintained school the Governing Body will ensure that the minimum assessed point of the teacher concerned shall be not less than the teacher's previous assessed point on the Main Scale where it was based solely upon the qualifications and experience of the teacher.

The following statutory and/or discretionary criteria shall be applied by the Governing Body on a permanent basis.
 

5.1 QUALIFICATIONS

Teachers shall be placed on at least point one of the scale irrespective of the class of their degree.  This is a mandatory requirement.  In the case of qualifications awarded by universities outside the UK and other bodies advice will be sought from the Borough of Poole as to the comparability of these qualifications.

5.2 EXPERIENCE

Teachers shall be awarded one point automatically for each recognised year of teaching service in maintained schools in England and Wales up to a maximum of six points.  Entitlement to these points will be based on employment during 26 weeks in any 12 month period ending on 31st August.  Periods of employment for this purpose are defined in the STPCD.  This is a mandatory requirement.

The Governing Body will normally exercise discretion to award up to one point for each recognised year of teaching service in schools providing primary, secondary or special education outside those institutions designated above.  This will include experience in the Service Children's Education Authority, Education Action Forums and statemented schools within the LEA.  The Governing Body will also give consideration to teaching service undertaken in the Channel Islands subject to compatibility with the National Curriculum.

The Governing Body will exercise discretion to recognise specialist experience it regards as relevant and to award up to one point for each complete 2 years of relevant experience (but not teaching) on a full-time equivalent basis, up to a maximum of three points.

5.3 PART TIME TEACHERS

Teachers who are employed on an ongoing basis at the school but who work less than a full hourly week are deemed to be part time.  Such teachers will receive a written statement detailing their working time obligations and the method used to determine their pay.

With effect from 1st September 2008 the salary and allowances, if any, of any person employed as a part-time teacher must be determined in accordance with the pro-rata principle stated in the STPCD. This principle means that proportion of total remuneration which corresponds to the number of hours that the teacher is employed in that capacity during the course of the school's timetabled teaching week as a proportion of the total number of hours in the school's timetabled teaching week.

Teachers whose salaries have been re-calculated in accordance with the above requirements and who have been awarded a safeguarded sum must continue to be paid the safeguarded sum with effect from 1st September 2008 until the 31st August 2011 unless ceasing prior to this date in accordance with the criteria set out in the STPCD.
5.4 CLASSROOM TEACHERS FORMERLY PART OF THE LEADERSHIP SPINE

Governing Body recognise that a classroom teacher who immediately before appointment has previously been paid as a Head, Deputy Head, Assistant Head or AST should be paid on the Upper Pay Spine.

Where the stepping down occurred on or after 1st September 2003 the Governing Body will exercise discretion and place the teacher on the point of the Upper Pay Spine they deem appropriate taking into account evidence that the teacher meets the criteria of substantial and sustained contribution for UPS progression.

If a teacher has been placed on the UPS scale by a previous employer the Governors will employ the teacher on this point but will consider further progression within the regulations.

6. DISCRETIONARY ALLOWANCES AND PAYMENTS

6.1 TEACHING AND LEARNING REWARDS

The Governing Body will agree on a structure of TLR payments in the school taking into account the management and deployment of staff, the effective use of resources and the allocation of duties and responsibilities to staff.

TLR payments will only be made in circumstances where a teacher is accountable for a significant specific responsibility based on teaching and learning that is not required of other classroom teachers.

The structure for the school and the value of TLR's awarded is attached as Appendix Two.

The Governors will award temporary TLR payments in specific circumstances to secure continuity of teaching and learning e.g. to cover maternity leave, secondments, sickness absence or vacancies pending appointment.

Teachers who formerly held permanent management allowances will receive cash protection for a three year period terminating on 31st December 2008 at the latest or until:

 The teacher accepts a new level payment.
 The teacher moves post.
 The teachers salary (through annual increment, movement to a higher salary scale or receipt of a higher level of TLR payment) excluding the management allowance is higher than the total of his/her salary including the management allowance.
 The teacher unreasonably refuses to undertake duties of the new post required of him/her.

6.2 SPECIAL NEEDS PAYMENTS

SEN allowance 1 will be awarded:

 (if a special school) to all classroom teachers.
 (if a mainstream school) to all classroom teachers who are engaged wholly or mainly in taking charge of special classes of children who are hearing impaired or visually impaired or who teach pupils with statements of special education needs in designated special classes.
 (in a mainstream school) SEN allowance 1 may also be awarded to classroom teachers who make a particular contribution to the teaching of pupils with special educational needs which is significantly greater than that which would normally be expected of a classroom teacher.

SEN allowance 2 will be awarded to classroom teachers who qualify for SEN 1 allowance and who:

 hold a recognised special educational needs qualification or experience, or both, which the Governors consider are particularly relevant to the teachers work.

6.3 RECRUITMENT AND RETENTION ALLOWANCES

Aims

The aim of this policy is to recruit, retain and motivate teachers of the highest quality to secure the successful delivery of the curriculum and to support the school's development plan.

The Governing Body will pay recruitment allowances of up to       per annum to newly appointed teachers for a maximum of three years.  Recruitment awards will only be extended beyond the maximum three year period in exceptional circumstances.

Payments may be made in the following circumstances:

 Where the payment of a recruitment allowance will secure the appointment of a suitably qualified candidate.

 Where the post is in a shortage subject.

 Where previous attempts to recruit have been unsuccessful.

The Governing Body will pay retention allowances of up to       per annum to existing teachers for a maximum of three years.  Retention awards will only be extended beyond the maximum of three year period in exceptional circumstances.

The Governors may consider the payment of one off lump sum payment taking into account the circumstances of the individual case.  Support for travel costs, care of dependents for example.

Option - The Governing Body will review the level of payment annually taking into account the percentage cost of living pay award for teachers.

Awards will be subject to annual review.

The Governing Body is mindful of the potential implications for equality in applying such discretionary awards but will periodically review the decision in the light of recruitment difficulties and after consideration of equal opportunities issues.

7. UNQUALIFIED TEACHERS

The Governing Body will, when determining on which point to place unqualified teachers on the unqualified teachers' pay scale when they are appointed, take account of any relevant qualifications and experience. Unqualified teachers will be appointed above the minimum in the following circumstances:

 One point for a recognised overseas teaching qualification.

 One point for a recognised post 16 teaching qualification.

Additional points:

 One point on the main scale for each period of one years service as an overseas trained teacher.

 One point on the main scale for each period of one years of service teaching in further education, including sixth form colleges.

 One point on the main scale for each period of one year of service teaching in higher education.

 The Governing Body will consider awarding on a case by case basis consistently with regard to equal opportunities, fairness and transparency.

 One point on the scale for each period of three years spent outside teaching but working in a relevant area.  This might include industrial or commercial training, time spent working in an occupation relevant to the teacher's work at the school, and experience with children/young people.

The Governing Body can decide to pay an allowance to an unqualified teacher where the unqualified teacher has taken on sustained additional responsibility which is focused on teaching and learning and requires the exercise of a teacher's professional skills and judgement or where qualifications and experience bring added value to the role the teacher is undertaking.

Where an unqualified teacher is in receipt of an additional allowance awarded under a previous document, the relevant body must re-determine that allowance in accordance with the above criteria with effect from 1st September 2008. Safeguarding is applicable for unqualified teachers who lose their allowance or have it reduced as a result of this re-determination.

The Governing Body will pay an unqualified teacher on one of the employment routes into teaching on the unqualified teacher pay scale.

8. SUPPLY TEACHERS

Directly appointed Supply Teachers will be paid in accordance with the STPCD.

Teachers engaged for "a day" will be paid for 6.48 hours work.

Teachers who work less than a full day will be hourly paid and will have their salary calculated as an annual amount which will be divided by 195 then again by 6.48 to arrive at the hourly rate. This is a standard working day. Teachers will be engaged on an hourly rate when they are not employed for the whole working day.  In such cases payment will be made for hours required to work including any preparation time.

The school will clearly set out the hours required and terms of engagement before the supply teachers take up work.

9. OTHER PAYMENTS AND ALLOWANCES

9.1 PAYMENTS FOR CONTINUING PROFESSIONAL DEVELOPMENT

Teachers, including Leadership Team members, may be paid for training undertaken outside directed time where they agree to carry out required training.  Funding can be available to support the costs of course fees and expenses subject to funding and the school's agreed application procedure.

Payment will be made to claim and will be equivalent to 195th of the teacher's full time salary for each additional day claimed.  In the case of a part day, payment will be determined by reference to 1265th of the teacher's annual salary for each hour attended.

The Governors will consider applications for CPD activities carried out outside directed time on a voluntary basis.

9.2 OUT OF SCHOOL HOURS LEARNING ACTIVITIES

The Governing Body may make a payment as they see fit to a teacher who undertakes out of school learning activities and whose salary range does not take account of such activities.  Provided

 the teacher has been asked by the Headteacher to participate and has agreed to do so;

 the teacher has made a substantial and, where appropriate, regular commitment to the activity;

 such an activity has taken place outside the 1265 hours of working time;

Examples of activities that will attract a payment include summer schools,
Breakfast clubs, gifted and talented sessions or outdoor activities and classes linked to curriculum and hobby interest evenings.

Note: Rates of pay are subject to the discretion of the Governing Body. As a guide rates agreed locally with the teacher associations suggest payment based on:

 Point M6 of the qualified teacher scale for tutors.
 Point M6 plus an appropriate payment based on the TLR range.

9.3 INITIAL TEACHER TRAINING ACTIVITIES

Teachers who voluntarily undertake school based Initial Teacher Training activities will be entitled to increased PPA time funded through the ITT provider.

Activities may include:

 Supervising and observing teaching practice.
 Giving feedback and acting as professional mentors.
 Formally assessing students' competence.

Teachers who undertake ITT activities not seen as part of the ordinary running of the school will be issued with a separate contract of employment to cover these activities, if appropriate.

Areas that might attract a payment are:
 Planning ITT courses.
 Preparing course materials.
 Marketing, finance and administration of a course.

9.4. HONORARIA

The Governing Body will not pay any honorarium to any member of the teaching staff to carry out their professional duties as a teacher given the STPCD makes no provision for such a payment.

9.5  SAFEGUARDING ARRANGEMENTS 

There are a number of circumstances, such as school re-organisations, restructures and changes to the STPCD which can result in teachers who would otherwise have had a reduction in their salary being awarded a safeguarded sum.

The Governing Body will be responsible for keeping a note of the reason for rewarding, and value of, the safeguarded sum or sums.

Safeguarded sums will be reduced or cease in accordance with the provisions of the appropriate criteria as set out in the STCPD.

For teachers taking up appointment on or after 1st January 2006 where the Governing Body makes a determination regarding pay which results in safeguarding under the STPCD, the safeguarding ends on the third anniversary of the appropriate one of three set dates.

Determinations made between

1 September and 31 December  1 January
1 January and 31 March   1 April
1 April and 31 August    1 September

For teachers in receipt of a safeguarded sum, which exceeds £500, the Governing Body will review the teachers' assigned duties and allocate appropriate additional duties commensurate with the safeguarded sum. If the teacher unreasonably refuses to carry out the additional duties payment of the safeguarded sum will cease. At least one month's notice will be given in advance of the cessation.

10. SUPPORT STAFF

10.1 PAY AND ALLOWANCES

In determining the pay and other conditions of employment of support employees who work within the school, the Governing Body will be bound by the pay and conditions negotiated nationally and locally, agreed or otherwise arrived at by the Borough of Poole for support employees in schools within the resources made available to the school under the local scheme of delegation.  Accordingly, this document should be read in conjunction with the National Conditions of Service that apply (referred to as the Green Book).

10.2 NEW APPOINTMENTS

Support employees shall be paid within the range of spinal column points for the grade (salary scale) determined by the Governing Body as being applicable to the advertised post for which he/she is to be appointed.  The Governing Body shall determine the starting salary and under normal circumstances will be the minimum point on the scale.  The Governors will give consideration, exceptionally, to a commencing salary beyond the minimum point where particular relevant experience and/or qualifications are present in the successful candidate.

Part time support employees are to be paid a proportion of the salary and any applicable allowances pro-rata to that of a full-time full-year member of the support staff.  The paid annual salary will be calculated by reference to the hours of work and paid weeks of employment.

A condition of appointment of all fixed term and permanent staff requires acceptance of payment by monthly credit transfer.  The annual salary will be paid by means of 12 equal monthly payments.

10.3 JOB GRADING AND APPLICATIONS FOR REGRADING

The grading of support employees within schools is a matter for the Governing Body to determine and it is the decision of the Governing Body, in absence of a suitable alternative local scheme of job evaluation and having regard to the terms of the Equal Pay Act, to adopt the GLEA Job Evaluation Scheme as adopted by the Borough of Poole and in accordance with the requirements of the National Joint Council Agreement.

The grading policy that was transferred to the school recognises that the particular duties and responsibilities attached to posts are of necessity, in many cases, somewhat difficult to define in detail and may vary from time to time without changing the general character of the duties or the level of responsibilities entailed.  Such variations are regarded as a common occurrence and are not of themselves seen as justifying reconsideration of existing grade levels.  However, in cases where there has been a substantial change in the duties and level of responsibilities of a post going beyond variations of a kind referred to above then the Governing Body will, in general, approve a regrading.

In practical terms this means that a case for regrading can only be made where an employee has taken on additional and materially more responsible work than that already encompassed in her/his existing job description.  In the event that an employee wishes to pursue a claim for regrading then the claim should be entered in writing to the Headteacher stating clearly the grounds upon which the regrading is to be pursued.  On receipt of a letter of application the Headteacher will seek the technical assistance of the Head of Human Resources for the Borough of Poole and the claim will be evaluated in accordance with the criteria contained within any local scheme of job evaluation.  On receipt of the findings of the Head of Human Resources (or his/her representative), the Headteacher will present the opinion of the officer to the Staffing Committee for their agreement.

Should the Committee determine to reject the claim taking into account the advice of the Head of Human Resources then the decision will be confirmed in writing to the member of staff within 3 working days of the meeting.  Where the member of staff is not satisfied as to the decision and seeks a review of that decision then a letter of appeal must be presented to the Headteacher within 10 working days of receipt of the decision.

The Headteacher will, in consultation with the Chair of Governors, arrange for the Appeals Panel (or the full Governing Body, in absence of an Appeals Panel) to meet to hear the appeal as soon as practicably can be arranged.  The decision of the Appeals Panel will be confirmed in writing within 5 working days and is final.

10.4 ANNUAL SALARY REVIEW

Support employees, whether employed on a full-time or part-time basis, permanent, temporary or fixed term, are to be paid a salary as determined by the scale, or relevant proportion, and are to be advanced by incremental progression until the maximum of the scale has been reached.

The award of an increment will be dependent upon the continuous service of at least 6 months in the grade in the period leading up to 1st April and will be paid from that date.  In accordance with the Schools Model Disciplinary Procedure, in cases where the employee has been the subject of formal disciplinary action in the preceding year, then the Governors may, exceptionally, if it appears to be warranted by the seriousness of the incident, withhold an entitled increment until such time as they are satisfied as to the performance of the post holder.

In the case of an employee who has been able to achieve 6 months continuous service in post following appointment before 1st April an increment will be awarded under the terms set out above.  Where there is less than 6 months service at 1st April review date an increment will be awarded six months after appointment and, thereafter, on 1st April.

Where the appointment results from the internal promotion of an employee from within the Borough of Poole, the salary determined on appointment will be not less than 1 spinal column point in excess of that salary he/she would have received in her/his previous post.

10.5 HONORARIA AND ACTING UP ALLOWANCES

The conditions of service can allow for an employee to receive a compensatory sum where that person is required to undertake duties of a higher graded post or duties additional to those normally identified as being required of the postholder for a continuous period of at least 4 weeks.

Where the postholder is required, by the direction of the Headteacher or a person nominated by the Headteacher, to undertake the full duties of a higher graded post (to act up) that employee will receive a compensatory payment from the commencement of this period, based upon the difference between the actual salary of the postholder and the minimum of the scale allocated to the post concerned.  In the event that the member of staff is required to undertake part of the duties of a post the payment of honoraria will be determined by regard to the percentage of the duties undertaken using the approach set out above.
 

10.6 OVERTIME WORKING

The payment of overtime is payable only to individual employees directed by the Headteacher or his/her nominated officer to undertake additional work.  Overtime is payable up to grade MP1 at time and a half.  Alternatively time off in lieu may be granted at plain time as agreed with the Headteacher/Manager.

The specific terms and entitlements of employees relating to the payment of overtime are set out in detail within the NJC Conditions of Service Handbook - referred to as the Green Book.

Additional time of less than 15 minutes on any one day will not be recognised for the purpose of overtime and overtime shall be aggregated for each calendar month and only complete quarter hours paid for.  Overtime will only be paid on receipt of an appropriate claim form completed by the employee and the rates payable will be determined by reference to the Purple Book.

The Headteacher will ensure that employees undertaking overtime working are subject to appropriate rest breaks, in accordance with the working time directive.
 
 
APPENDIX ONE
BOROUGH OF POOLE

PAY APPEAL HEARING PROCEDURE

a) The Pay Appeals Committee should consist of not less than three Governors who have not previously been involved in pay decisions.
b) Chair Person to make introductions, confirm purpose of hearing and how it will be conducted and if applicable check that all those present have copies of the agreed documentation;
c) The employee and his/her representative to set out the case and to express what outcome is sought;
d) The Headteacher to have the opportunity to ask questions/points of clarification;
e) The members of the Pay Appeals Committee to have the opportunity to ask questions of the employee and his/her representative;
f) The Headteacher to put his/her case showing reasons for the pay decision made;
g) The employee and his/her representative to have the opportunity to ask questions of the Headteacher;
h) The members of the Pay Appeals Committee to have the opportunity to ask questions of the Headteacher;
i) Both parties to have the opportunity to sum up their cases if they wish.  No new matter should be introduced at this stage.  The employee shall be allowed to sum up last;
j) The employee and his/her representative and the Headteacher to withdraw;
k) The Pay Appeals Committee to deliberate in private (with the Head of HR or his representative) recalling the employee and his/her representative and the Headteacher only to clear points of uncertainty on information already given, if recall is necessary, both parties are to return even if only one is concerned with the point giving rise to doubt.
l) The Chair Person of the Pay Appeals Committee to announce the decision to the employee and his/her representative and the Headteacher orally at the end of the hearing.  The Chair Person of the Panel or his/her representative will confirm that decision in writing, within ten working days of the date of the hearing, to the employee and copied to the Headteacher and employee representative.

APPENDIX TWO

TLR SALARY STRUCTURE  - SEPTEMBER 2009

TLR VALUE OF TLR RESPONSIBILITY

TLR2L1 £2478 Foundation subject or Year Leader
TLR2L2 £4129 Core subject - Maths, English or Science
TLR2L3 £5740 More than 1 subject Core or foundation or Subject and Year Team

NAME	RESPONSIBILITY	TLR	VALUE
Johanna Forbes	Modern Foreign Language Subject Leader	TLR2L1	£2478
Linda Tollerfield	Geography Subject Leader	TLR2L1	£2478
Hannah Teuber	Design & Technology Subject Leader	TLR2L1	£2478
Chris Moore	ICT Subject Leader	TLR2L1	£2478
Dora Alderson	History Subject Leader	TLR2L1	£2478
Rachelle Kent	Music Subject Leader	TLR2L1	£2478
Jenny Watts	Art & Design Subject Leader	TLR2L1	£2478
Karen Beeston	Year 5 Leader	TLR2L1	£2478
Briony Paton	Numeracy Subject Leader	TLR2L2	£4129
Barbara Irwin	Literacy Subject Leader	TLR2L2	£4129
Lee Rockingham	Year 7 Leader & Science Subject Leader	TLR2L3	£5740
Fiona Locke	Year 6 Leader & PSHE Subject Leader	TLR2L3	£5740
Hannah Lewis	Year 4 Leader & RE Subject Leader	TLR2L3	£5740
Nicky Tinsley	PE Subject Leader AST

    
 
 

Teaching & Learning Policy 2009

BRANKSOME HEATH MIDDLE SCHOOL

TEACHING & LEARNING POLICY

All children have the capacity to learn.  Our aim as teachers is to ensure that through high quality teaching, all pupils learn, make progress and achieve as well as possible in a positive and stimulating environment.

Why do you need a Teaching Policy?

In order to:-

o Improve teaching and therefore improve the quality of learning, attainment and progress for the child.
o To support the teacher by providing an infrastructure for strategies.
o Provide a common understanding and vocabulary.
o Give a starting point for Performance Management discussions.
o Identify common features for staff development.

Key Criteria for Effective Teaching as defined by OFSTED

o Knowledge and understanding of the subject or areas taught.
o Setting high expectations so as to challenge pupils and deepen their knowledge and understanding.
o Effective Planning.
o Employ methods and organisational strategies which match curricular objectives and cater for the abilities and needs of all pupils.
o Teaching with purpose.
o Good relationship with the pupils.
o Create and sustain interest and motivation.
o Use time and resources effectively.
o Manage pupils well and achieve high standards of discipline.
o Assess pupils' work thoroughly and constructively and use assessment to inform teaching.
o Effective use of homework as reinforcement or extension of schoolwork.

The fundamental aims and objectives of the school as set out in the school's 'mission statement' sit comfortably with all these elements of effective teaching.  The welfare of the child, whether it is the physical, social or the intellectual, remains the driving force behind our establishment.  An effective teaching policy avoids prescription, but provides the bed-rock for effective learning.
 

The teachers should bring with them to the classroom the key elements as defined in the OFSTED statement ie:

o Enthusiasm for the subject they teach.
o Sound teacher knowledge of the subject in order to:-

o Set high expectations.
o Equip children with appropriate knowledge.
o Have confidence in dealing with children's questions.
o Be adaptable, if necessary.
o Their personality, (their humour and fun).

One mode that illustrates how these elements are inter-related:-

                  PLANNING & REVIEW

RESOURCES         MATCH

ORGANISATION        PURPOSE

       PACE  INTERVENTION

Planning and Review

1. Awareness of the whole school curriculum.

o Be part of the process for whole school planning to encompass cross curricular aspects.
o Have sound schemes of work or sound knowledge of the scheme of work to be used.
o Long, medium and short term aims must be identified.
o Identify objectives for the lesson (ie skills, knowledge and understanding).
o Previous pupil achievement must be an important element in the planning process.
o Planned and appropriate differentiated work.

2. Resources, the environment and teaching methods are fundamental influences on lessons ie a variety of resources may be needed ranging from text books to artefacts, to visits and speakers etc.  These need to be available at the beginning of a lesson.

o The environment not only includes the location of the classroom but its internal geography - the lay out of the classroom itself with chairs and tables etc.
o Teaching methods include teacher led sessions, class feedback following an activity, brainstorming sessions, research lessons etc.

3. Reflection upon the Teaching and Learning .

o Observation within the classroom - are they on task?  Do they understand the objectives?
o Regular monitoring of the pupils' progress.
o Pupils' work should be marked regularly and assessed in order to inform pupils' learning.
o The information derived from pupil assessment must influence the future teaching of that child or group of children.

4. Subject knowledge.

o A sound understanding of the subject matter taught is of paramount importance.  For a teacher whose specialist subject is being taught, it still requires them to keep abreast with current development and thinking.  For example, IT has developed at a formidable pace in recent years, and both Geography and Science are further examples of changing and expanding knowledge.
o For non-specialists, familiarity with the subject is vital.  Books, the use of the specialist staff and other resources must be utilised extensively.

Match

o Suitable content for the pupils.

o There is a need to ensure that the material provided for the children accounts for the age, maturity, interests, abilities and needs of them all.  This should also include appropriate groupings where necessary since it is always important to match the content with ability. (Differentiation).

o Suitable resources go hand in hand with this whether it is a text book or other material used for the lesson.

o Another key factor is the suitability of the teaching to fit the interests, needs and abilities of the child.  A variety of styles and methods are needed to accommodate the range of abilities and interests within your group.

Purpose

Children appreciate what they are going to do and what is expected of them.  The teacher must share the purpose of the lesson with the pupils.  Whole class involvement at the beginning and end of a session provides continuity and a sense of identity.  The majority of the lessons should employ this method.

During lessons, pupils should:-

o Know where they are and what they need to do to achieve more.
o Understand how the task they are engaged in fits into a wider educational context.
o Develop their own learning skills.
o Be on task.
o Organise their personal resources as well as use the materials provided by the teacher in a meaningful and appropriate manner.
o Be actively involved in their own learning using a variety of methods and techniques (ie research skills, creativity, self evaluation etc).

Evaluation should be an integral part of lesson.  During lessons, teachers should:-

o Be positive: encourage, cajole, persuade.
o Set clear targets and expect those targets to be met.
o Motivate and set high expectations.
o Focus attention on achievement.
o Ensure that instructions are clear.
o Maintain control so that all children have the opportunity to optimise their learning experience.
o Use a variety of teaching methods.

Intervention

This refers to the degree of teacher involvement within the lesson.  One could argue that this also relates to the degree of non-intervention, since this is a highly effective means of teaching on occasions.

The teacher is the principal 'resource' of the classroom and can be used in various ways:-

1. Skilful use of questions - there are four main categories of questions:-

o Judgemental:  These are personal, possibly unique answers.  They require choice, evaluation and the formulation of opinion,      value or belief.
They may also require justification through evidence to defend a position.
o Concrete:  These relate to factual questions ie 'What is the capital of France?' and often seek a single correct answer.
o Divergent:  Multiple choice answers.  They may also require the use of imagination, formulation of hypothesis and the ability to use knowledge to solve problems.  Prediction, inference and reconstruction may also be needed.
o Convergent:  Seeking the most appropriate or best answer.  They may focus on what is already known or perceived.  They may also require explanations, comparisons or inter-relationships.

2. Use of appropriate vocabulary.  This can be complicated since it can depend on the audience in question.  There should be no compromise in the good use of English.  Nevertheless, the vocabulary must be within the range of the intended listener.

3. Demonstration.  This can range from enhancing the child's understanding of a concept, to a more practical application of showing a method or a technique.  It can also be on a class, group or individual basis.

4. Description.  Again, appropriate use of language is important since it gives an opportunity for the enrichment and the expansion of the child's own vocabulary.

5. Instruction.  This is necessary on two levels:

o The children must be given clear instructions concerning the structure and format of the lesson. This will enable the pupils to complete their task(s).

o Instruction can also be informative ie a specific way of performing an exercise or understanding the concept.  This may involve specialist language or methodology peculiar to this task.  Explanation and/or analysis is often required as is the appropriateness of the vocabulary used.

6. Statement ie of facts or specific guidelines.  Whilst this may necessitate a more formal approach, the timing, duration and manner of delivery is important.

7. Explanation.  A key element in the process of learning is explanation.  A child, as the recipient of knowledge and information, relies upon the teacher to help them understand what they are given.  The use of appropriate language, the breakdown of  the explanation into simple, cohesive units, the pace of the teacher and the use of repetition are all vital elements in understanding.  Patience and the use of examples both help children to comprehend better.

8. Other factors:

o Provide opportunities for pupils to raise questions and to use discussions as a means of communication.

o The use of praise is a valuable means of intervention by a teacher.  It stimulates action, motivates children and gives a 'good feel' to lessons.  Excessive or unjustified use of praise can have the opposite effect; care must be taken to ensure that praise is both genuine and warranted.

o Setting high, but realistic targets/expectations.  Keeping the children on task enables them to maximise the opportunities of the lesson.

o Maintain good behaviour in the class.  The classroom environment, the ambience, will be influenced by the role the teacher plays.  In order for a positive attitude to prevail, it is important for the teacher to ensure that breaches of set expectations are dealt with in a firm but fair manner.  The rearrangement of the geographical lay-out of the class, the use of the teacher's voice and the application of internal or external sanctions are all tools in the teacher's disciplinary bag.

o Equal Opportunities - Whilst a fashionable concept in the outside world, it is very important for teachers to be seen to be fair in the classroom.  Opportunities should be given for all to participate fully in the lesson, for standards to be set for all and for expectations to be met by everyone.

o The use of written and oral feedback.  This enables the child to be kept aware of his or her progress and for the teacher to identify key areas for subsequent work.  The more frequent the marking, the more valuable it becomes.

o Plenary.  In the same way that the teacher introduces the lesson, it is essential for the teacher to review, summarise and pull the lesson together at the end.

o Set homework where necessary.  Ensure children understand the nature of the work, precise instructions relating to the task, time allocation and completion date.

Pace

o Make timescales clear; set clear objectives.  This relates to the teacher who must ensure that a momentum is maintained throughout the lesson.  Children need to be on task and should be set achievable, realistic targets according to their ability.

Many factors conspire to thwart targets being achieved.  Nevertheless, this should not deter the setting of objectives nor alter the pace of the lesson.

o Good use of time.  This applies to both the child and the teacher.  Quality time depends on good organisation, clear instructions and commitment to the task in hand.

o Variety of activity.  Sometimes in lessons, through the necessity of the material involved or pressure of time, the diet for the child is predictable.  However, for concentration purposes, motivation and variety, it is important to build in a series of different activities to maintain the interest of the child.  Visual aids, audio-visual material, use of discussions, etc are all tools at the teacher's disposal.

Organisation

Any good teaching must also display forethought and planning, allied to good organisation skills.  Thorough preparation includes materials/resources that are an essential part of the lesson.

1. Resources should be readily available, easily accessible and in sufficient quantities to enable them to be of the fullest use by the children.  The employment of monitors or an awareness of the procedures for using these resources by the children is also useful.

2. The teacher must use display material to good effect and manage the space within which he/she has to operate.  This may include the geographical lay-out of the classroom (deployment of chairs, tables, etc) as identified in the Planning and Review section.

3. Make expectations of behaviour in the classroom clear and consistent.

4. Apply routines consistently.  Children prefer knowing what is expected of them and having guidelines for what is required.  This applies not only to expectations on behaviour but routines relating to other aspects such as homework.  Teachers must set homework regularly and ensure that the routine/procedures that apply to it are adhered to consistently.

5. Manage/deploy adult help.  Adult help is often available for classroom support for teachers.  Clearly, if this is on a regular basis it is much easier to organise since they can be deployed effectively within the overall classroom strategy.  However, whether this person(s) is an employed ancillary helper, or a parent volunteer; their role in the classroom must be explained clearly to them in order to maximise their input.

6. Use the school's merit system to reward where appropriate, good and positive work.

Resources

In addition to the organisation of resources mentioned in the section above, care must be taken to ensure that all resources ranging from text books to artefacts are valuable.  Elements that teachers must be aware of when using resources include:-

1. Quantity and Quality.  Do these resources enhance/aid my teaching?  Are they the best available for my intended work?  Have I sufficient numbers to ensure that all my pupils can benefit from this resource?

2. Range and Reach.  By the same token, it is important for them to be accessible to all children intellectually.  Will they be of benefit to all abilities in the class?  Is there suitable material for the less able; can the more able sustain interest and have sufficient extension work?

3. Access and Usage. The resources need to be available for the period of time required by the teacher.  This includes not only books but audio visual material (TV sets, radio, tape recorders etc), IT software and hardware, access to the Drama Studio or other specialist room.  Regular evaluation of the resources being used and indeed the frequency of use are factors that teachers must consider.

Personal Qualities

However organised a teacher is, however well prepared is his/her material and whatever the quality of the environment, the success of teaching ultimately depends upon the teacher.  There are no set criteria for being a successful teacher, no rule book to thumb through, no 'Good Guide to Teaching' manual setting out these qualities.  Yet, without the personal input a teacher remains a deliverer, a manager or a mere resource.

All teachers, like their pupils or indeed people in other walks of life, lack consistency at times through a number of physical, social or emotional factors.  We cannot always be 100% fit, totally in control of our lives and have the material we work with or our environment as we always want it.  A bright Summer's day, when the world is pleasant and packed with shirt-sleeved, effervescent youngsters, is in stark contrast to a damp November's day when every sneeze adds discomfort to a long Autumn term.  Yet, the teacher has to be equipped to deal with the potential problems both extremes present.

Adaptability, and having the ability to put things in perspective are qualities important to a teacher.  The list below is by no means comprehensive with regard to what one considers are the personal qualities needed by a teacher.  For some, the suggestions are wholly inappropriate since they have established successful methods already or whose personality does not suit these measures.  For others, however, it may offer guidelines in turning good lessons into more successful ones:

a) Fair.  To be seen by all children as acting in the best interest of all.  To show no favouritism and to be prepared to explain reasons behind actions.

b) Relationships.  To be approachable and to interact with the children.  This may mean at times being father, mother, agony aunt, confidant, priest, arbiter, medic, referee, judge, jury, or most importantly, a good listener.

c) Empathy and Sympathy.  Two qualities that require tact, understanding and diplomacy.  The child may see you as their only ally?  (avenue of communication?)

d) Respect.  The most fruitful and productive relationships depend upon a high degree of mutual respect.  Children need to know that you, as a trained, professional adult have to be respected by them, to be listened to and to comply with all reasonable requests.  In return, one must ensure that their view is taken into account and that your judgement is explained fully to the child.
 

e) Positive Approach.  Children have a fine instinct for detecting the mood and feelings of adults.  They thrive on positive attitudes and approaches and the lesson gains momentum if the teacher adopts the right attitude from the onset.  This applies to whatever type of lesson is being conducted whether it is a practical or more sedentary lesson.

f) Control.  Maintaining control of the lesson is crucial, but the methods employed vary so much because the teacher's personality plays an important role.  For some, control relates to the degree of silence that can be maintained in a lesson, for others, the amount of work the children produce, whilst another approach sees motivating the children as a means of maintaining discipline.

Control can relate to the degree of comfort a teacher has with the group he/she is working with.  For some, the sheer force of their personality, allied to other factors mentioned in this section, is enough to keep control.  That does not apply to everybody and each teacher needs to seek their own means of control with which they feel most comfortable.  Adaptability/flexibility are again key elements in these strategies.  The use of the teacher's voice is also an example of how control can be maintained.

g) Sense of Humour.  Used at appropriate times, a sense of humour can serve a teacher very well.  It can relieve tensions, lighten the mood of the classroom and aid rapport with the children.  It can however, trivialise and at worst devalue the efforts to maintain a positive, intellectual approach.  Used in moderation at key times, it is an invaluable tool for the teachers.

h) Long term/short term perspective.  With up to and over 30 individuals in a room at one time, it is impossible to legislate for what can happen in a lesson all the time.  The programmes of study set the agenda for work but the human dynamics conspire at times to thwart this.  When this occurs, the teacher has to instinctively weigh the short term losses against any future long term gains.  In other words, he/she may have to vary what is being done (ie through a disruption, dispute, interruptions, absenteeism etc) in order to maintain his/her long term objectives, rather than doggedly ploughing through the set lesson plans.  This is not something that should happen with any frequency, but in the context of school life, needs to be prepared for.

i) Professionalism.  Teachers are highly trained, professional individuals whose integrity depends upon using their intellect and resourcefulness to educate youngsters.  Maintaining this professionalism in the presence of both the children and adults is a key factor in being successful.  Teaching does not stop at the classroom door; in an era when the profile of the profession has never been higher it is incumbent upon everyone to maintain the high standards set by us and expected by outsiders.  It is important too to feel part of the establishment and to help maintain high expectations in all subject areas and in all aspects of school life.

SJF November 09

Scheme for Governors' Allowances

BRANKSOME HEATH MIDDLE SCHOOL

Scheme for Governors' Allowances

Statement of Intent
We recognise that the voluntary nature of governorship means that an enormous amount of time and expertise is given freely by the individuals concerned.

In acknowledgement of this fact and our desire to ensure that our governors are truly representative of our parents, community and staff, we recognise that governors should have the ability to claim for legitimate expenses if they wish.

What can be claimed for?
Examples of expenses that could be claimed for include child care or baby sitting expenses, particularly relevant to parent governors or travel expenses and photocopying, etc.

The governing body undertakes to make all governors aware on an annual basis of what sort of expenses can be claimed for and the level of budget available to do so.

How can a claim for expenses be made?
If you are in doubt as to the legitimacy of your claim, please approach the Chair or Vice Chair of Governors in the first instance.

Claims can be made on the attached proforma and submitted initially to the Headteacher, Chair or Clerk to Governors for checking and authorisation.

Date adopted by Governing Body: November 2009

Date published to governors:

Date to be reviewed:

Health & Safety Policy

BOROUGH OF POOLE

SCHOOL HEALTH AND SAFETY POLICY STATEMENT

STATEMENT OF ORGANISATION AND ARRANGEMENTS FOR
ENSURING HEALTH, SAFETY AND WELFARE
AT
BRANKSOME HEATH MIDDLE SCHOOL

PART 1:  STATEMENT OF INTENT

1. INTRODUCTION

1.1 This is a Statement of Organisation and Arrangements for Branksome Heath Middle School.  The statement does not replace the Borough Council's General Statement of Policy but is supplementary to it for the benefit of all users of the premises.  Copies of the above documents, along with other information on Health, Safety and Welfare matters will be found in the Schools Health and Safety Reference File (SHSRF).

1.2 This statement deals with those aspects over which the Governing Body has local control and covers safety associated with the building structure, plant, fixed equipment and services for which other Officers of the Council also have responsibility.  It describes how these responsibilities are discharged in respect of employees, pupils, contractors, visitors and other users of the premises.

1.3 The Governing Body are committed to ensuring steps are taken so far as is reasonably practicable, to secure the Health, Safety and Welfare of all persons using these premises and in particular to ensure that:

o  all teaching and non-teaching staff are made fully aware of relevant Health,  Safety and Welfare issues, regulations, practices and school procedures for  both curricular and non-curricular areas of activity (e.g. fire safety, bus duty,  visits, etc);
 
  o  a suitable management structure is created (see attached management structure) to make sure that arrangements for Health, Safety and Welfare are monitored and a regular report submitted to the governing body so that an effective response can be made to issues and incidents, enabling high standards of safety to be achieved, maintained and improved;
 
o  training needs are identified and appropriate training is offered to staff and  governors;

o  a Health and Safety Committee of the Governing Body  is established onto  which  employees representatives are co-opted when appropriate.

Signature:        Date:

Headteacher

Signature:        Date:

Chair of Governors:
PART 2:  ORGANISATION

2. RESPONSIBILITIES AND DUTIES IN MATTERS CONCERNED WITH HEALTH, SAFETY AND WELFARE

 The Governing Body recognises that the Health and Safety at Work Act 1974 (HSWA), the Education Reform Act 1988 and Local Management of Schools Scheme of Delegation (LMS) requires the school staff, Governing Body and the Borough Council to work together to ensure their Health, Safety and Welfare objectives are achieved. 

 Below are those with special responsibilities and their duties within the school.

2.1 The Governing Body

 In consultation with the Borough Council and Headteacher, the Governing Body has a responsibility to:

 (a) review this Health and Safety policy statement at regularly intervals and ensure it is circulated to all employees;

(b)   ensure that measures are in place to monitor the effectiveness of this policy;

(c) allocate adequate financial provision to meet the requirements of all relevant  legislation; 

 (d) ensure adequate resources are available to provide sufficient and suitable Health and Safety information and training as required;
 
 (e) ensure that where required, objective support and advice is obtained on Health and Safety issues from the Borough Council's Health and Safety Officer;

(f) put in place arrangements  for joint  consultation and employee participation in  Health, Safety  and Welfare matters.

2.2 The Headteacher

 The responsibility for the day to day management of all Health, Safety and Welfare in accordance with the Council's Health and Safety Policy rests  with the Headteacher.
 In this case the Headteacher is the Safety Officer

2.3 Safety Officer

 The Headteacher, as Safety Officer has authority for all Health, Safety and Welfare matters as follows:
 
 (a) co-ordinate the implementation of the Governing Body's Policy in relation to Health, Safety and Welfare procedures in school;

 (b) be the focal point for reference on Health, Safety and Welfare matters and give advice, or indicate sources of advice;
 
 (c) make clear any duties in respect of Health, Safety and Welfare that are delegated to members of staff;

 (d) ensure that there is an effective communications network  within the school, to enable effective dissemination of Health, Safety and Welfare information and action on concerns, through consultation with recognised Trade Union Safety Representatives and other employees;

 (e) implement the procedures that have been put in place by the Governing Body to monitor the effectiveness of the school's management of Health, Safety and Welfare Policy;

 (f) liaise with the Borough Council's Health and Safety Officer when advice and guidance is required;

(g)   ensure that the Health and Safety Reference File is kept up to date and notify      Staff with special responsibility, as appropriate, and safety representatives of  all up-dates issued by the Borough Council;

(h)       ensure compliance with the Council's Policy on Reporting  of Injuries,
            Diseases and Dangerous Occurrences, as contained in the SHSRF;
 
 (i) arrange for risk assessments of the premises and working practices to be undertaken, recorded, added to, and reviewed as necessary (e.g. when a situation changes, or new equipment is acquired);

 (k) to implement procedures put in place by the Governing Body to ensure that appropriate emergency procedures and first aid provision  are in place within the  school.

2.4 All Employees

 Under the Health and Safety at Work Act 1974 it is the duty of every employee, while at work:

 (a) to take reasonable care for the Health, Safety and Welfare of himself/herself and of any other persons who may be affected by his/her acts or omissions at work, and;

(b) to co-operate with the employer so far as it is necessary, to enable the  employer or any other person to perform or comply with any duty or  requirement imposed by or under any of the relevant statutory provisions;

 (c) not to intentionally or recklessly interfere with or misuse anything provided in the interests of Health, Safety or Welfare in pursuance of any of the relevant statutory provisions;
 
 (d) to inform their employer of any dangerous situations or practices that through  their training and experience, they consider,  poses a threat to Health, Safety or Welfare.
 
 All employees should:

 (a) know the Health, Safety and Welfare organisation and arrangements to be adopted in their own working areas and ensure they are applied;
 
(b) conform with the instructions given by the Governing Body & Head Teacher;

 (c) conform to  approved  dress consistent with safety and/or hygiene;

 (d) conform to  good standards of housekeeping and cleanliness;

 (e) report all accidents, defects and dangerous occurrences;

(f) carry out those particular responsibilities detailed in their individual job  description with regards to Health and Safety matters in both curriculum and  non-curriculum activities.

2.5 Staff With Special Responsibility

Accidents Accidents should be reported to the School Admin Officer and a qualified first aider. A supply of accident report forms (HS1) are held in the school office.

First Aid The following are qualified first aiders:
  Paula Lonnen, Catriona Smyth, Karen Clark, Joanna Hunter, Rachel Palmer, Hannah Lewis, Murray Noble, Sue Gillingham, Debrah Burden, Abbie Wilke and Judith Price

First Aid Boxes     The School Finance Manager is responsible for ensuring that they are properly stocked.  

Fire Precautions The Site Manager is responsible for ensuring that the Fire     Alarm is tested weekly and the  Fire Precaution Record Book is    properly kept.

Equipment   The Site Manager is responsible for ensuring that equipment is
Maintenance  maintained and inspected  in accordance with the guidance contained   in the Borough Council's Maintenance Schedule No1.

Property  Defects in the condition of buildings, grounds or equipment should be
Maintenance  reported to the Site Manager who is responsible for reporting
                                    the matter where appropriate to Construction Related Services.

Educational Visits  The Headteacher is the School's nominated EVC.
Co-ordinator (EVC)
 The roles and responsibilities for arranging off-site visits must be undertaken in accordance with the Educational Visit Guidelines  produced by the Borough of Poole

Contractors  The Site Manager is the normal point of contact for contractors   working on  School premises.

2.6 School Health And Safety Representatives

 Safety Representatives  appointed by recognised Trade Unions in accordance with the Safety Representatives and Safety Committees Regulations 1977 as amended by the Management of Health and Safety at Work Regulations 1992, are recognised by the School Governing Body  and will be provided with facilities to carry out their duties in accordance with the provisions of Schools Memorandum F1.

 Safety Representative.    

 
2.7 The Pupils

 Pupils will be reminded that they are expected, so far as is reasonably practicable, to:

 (a) exercise personal responsibility for the Health and Safety of themselves and others;

 (b) observe standards of dress consistent with safety and/or hygiene, as detailed within the appropriate curriculum safety guidelines;

 (c) observe all Health and Safety rules of the school and, in particular, the instructions of staff given in an emergency;

 (d) use and not wilfully misuse, neglect or interfere with any article or device provided for their Health and Safety.

 (e) all pupils and parents will be made aware of the contents of this section of the  policy through the school website and brochure.

2.8 Contractors

(a) contractors will be vetted prior to the awarding of any contract, to ascertain  their competency to carry out the work safely;
 
(b)        contractors must abide by the school's Health, Safety  and Welfare policy and
            not endanger pupils, staff or other visitors to the site;

 (c) The Safety Officer, working alongside the Site Manager will be responsible for the co-ordination of contractors activities on site;

 (d) The Site Manager will ensure that any temporary rules, such as exclusion from parts of the premises, are made known to all staff, pupils and visitors to the premises.  This will  be achieved by the posting of suitable notices by  the Contractor in consultation with the Site Manager;

 (e) all contractors must report to the Site Manager, before any work takes place and prior to each working session. He/she should then inform the contractor of any conditions that may affect his safety and that of others;

 (f) the Governing Body will consult with the Borough Council's Health and Safety Officer or the  Head of Construction Related Services for any additional guidance on these matters;

2.9 Visitors And Other Users Of The Premises

 The Governing Body has a duty to ensure the Health and Safety of Visitors and other users of the premises. So far as is reasonably practicable, visitors are  required to observe the Health and  Safety rules  of the school.  In particular, parents and other volunteers helping  in school, including those associated in self-help schemes, should be made aware of the Health and Safety policy applicable to them by the teacher to whom they are assigned.

2.10   Health And Safety Contact

 In the first instance, the Safety Officer is the point of contact for all matters relating to  Health and Safety. Additional advice and guidance is available from the Borough  Council's  Health and Safety Officer in Personnel and Training Services.
 

PART 3 -  ARRANGEMENTS

The Governing Body  will ensure that employees and pupils are familiar with the arrangements set out in this section of the policy statement. Guidance and detailed procedures are held in the Health and Safety Reference File.

3.1 Emergency procedures

 Fire evacuation procedures for the school are based on  guidance from the Borough Council and contained in the Fire Precautions Handbook. Fire alarms will be tested  each week and recorded in the Fire Precautions Record Book located in the School Office. Fire notices are displayed in prominent locations throughout the school detailing the fire evacuation procedures. 

3.2   Accident reporting

 Accidents are to be reported in accordance with the Borough Council's Policy on the   Reporting of Injuries, Diseases and Dangerous Occurrences.

 
3.3   First Aid

Accident and illness are reported to the Lunchtime Supervisor during the lunch period and to the office during class or break time in accordance with the Borough Council's Policy  on First Aid at Work . Notices are  displayed detailing the location         
            of First Aid boxes and the names of the school's Qualified First Aiders.

3.4   Maintenance

 As detailed in the Scheme of Delegation, the Borough Council and Governing Body  have a division of responsibility for the repair and maintenance of the School  buildings, grounds and equipment. Regular maintenance inspections will be arranged  in accordance with the guidance contained in the Borough Council's Maintenance  Schedule No 1.

3.5   Urgent repairs

 All  faulty equipment or damage to property which constitute an immediate hazard to Health and Safety, e.g. broken windows, broken covers on electrical switches or sockets, faulty gas fittings etc, will be reported to the Site Manager  The faulty items will  be isolated out of reach and clearly marked "DO NOT USE".  The use of barriers or temporary covers may be required. Portable equipment will be locked away if possible, and marked in a similar  manner.

3.6   Monitoring of safety performance

   It is the policy of the Governing Body to monitor the safety performance of the  school based on the following criteria:

(a)  Audit of Health and Safety Policy;
(b)  Workplace Inspections;
(c)  Risk Assessments;
(d)  Building Inspections by Premises Committee;
(e)  Joint Safety Inspections with Safety Representatives;
(f)  Accident Monitoring.

  3.7   Other arrangements are in place for:

 After school activities/clubs
 Arrangement for special needs
 Control of hazardous substances
 Induction of all staff, volunteers and agency workers on first starting
 Letting school premises to outside bodies
 Management of asbestos and legionella
 Manual handling
 Off-site visits including school-led adventure activities
 Playground safety
 Portable appliance testing (PAT) of electrical equipment
 School security
 Selecting and controlling contractors
 Staff and volunteer vetting procedures
 Training (H&S)
 Work experience arrangements
 Workplace safety for teachers, pupils and visitors

4. ARRANGEMENTS ADOPTED BY THE SCHOOL GOVERNING BODY

 The Governing Body adopt the following Borough Council's policies and guidelines  as their own policies:
  
(a) Health and Safety Policy;
(b)   Manual Handling Operations;
 (c) Control of Substances Hazardous to Health (COSHH);
 (d)  First Aid at Work;
 (e) Reporting of Injuries, Diseases & Dangerous Occurrences (RIDDOR);
 (f)  Working with Visual Display Screens;
 (g)        Policy on Personal Safety for Schools;
(h)  Health and Safety Guidelines for Design and Technology at Key Stages           1 & 2 and  3 & 4; 
(i)  Smoking Policy;
(j)  Guidance for Sports Coaches in Schools;
(k)  Acquired Immune Deficiency Syndrome (AIDS);
(l)        Dealing with Violence, Aggression and Threatening Behaviour.

4.1 Health and Safety Reference File

 The Borough Council issue Health and Safety Guidance Notes on a wide range of  issues, copies of these can be found in the Health and Safety Reference File. The  Governing Body takes note of the advice and guidance contained in them.  The  Health and Safety Reference File is held in the school office and is available to all  staff  and to Safety Representatives.        

4.2   Other  policies and guidance
 
 The Governing body inserts other guidance that may be appropriate such as:

(a)  CLEAPPS;
(b)  Heath and Safety Executive (HSE) Approved Code of Practices;
(c)  Department for  Education and Employment Guidance;
(d)  British Standards;
(e)  Medical Advice for Staff in Schools;
(f)  Supporting Pupils with Medical Needs (DFEE).   
 

Physical or Restrictive Intervention Policy

Critical Incident Plan

BRANKSOME HEATH MIDDLE SCHOOL - CRITICAL INCIDENT PLAN

Critical incidents can happen not only to pupils, teachers, parents, but also to school premises, which can affect their operational ability.

Under the Local Management of Schools, school Governing Bodies have the responsibility of managing their schools.

The LEA should act as a co-ordinator in response to requests for help from individual schools.  Its role is not to 'take over' operations in the time of a critical incident, it is to assist the Governing Body and the Headteacher by providing the best possible support for pupils, parents and teaching staff in their hour of need.

A critical incident plan, depending on the nature of the particular incident, should initiate a pre-arranged cascading call-out system.  The plan in school contains all the relevant telephone numbers

1. Headteacher - Stuart Fox  

2. Site Manager - Murray Noble

3. Chair of Governors - Clive Hardy

4. Stragegic Director - Anne Newton

5. Head of CYPS Strategy Quality & Improvement - Stuart Twiss

6. Head of CYP Integrated Services - Vicky Wales

7. Primary Senior Advisor - Diane Brierley

8. Head of Customer Services & Communication - Chris Owens

9. BOP Senior Solicitor - Peter Woodroffe

10. Chair of CYPS Overview & Scrutiny Committee - Counciloor Carol Evans

Guidelines for Text Messaging and Emailing

PAN DORSET INTER-AGENCY SAFEGUARDING PROCEDURES

 
GUIDELINES FOR TEXT MESSAGING AND E MAILING 4.4

 
Any comments or suggestions regarding these procedures should be forwarded to your agency representative on the Pan Dorset Policy and Procedures Group
GUIDELINES FOR COMMUNICATIONS WITH CHILDREN AND YOUNG PEOPLE

These Guidelines for Text Messaging, emailing and e safety are produced to complement the Guidance for Safer Working Practice for Adults who Work with Children and Young People.  9Nov 2007).  The guidance document was commissioned by the Department for Children, Schools and Families.  (DCSF).  It does not replace or take priority over advice or codes of conduct produced by employers or national bodies.

It is generic document that should complement existing professional procedures, protocols and guidance which relate to specific roles, responsibilities or professional practices.

The section that applies to technology is paragraph 12.

Paragraph 12 of Guidance for Safer Working Practice for Adults who Work with Children and Young People. (Nov 2007)

12. Communication with Children and Young People  (including the Use of Technology)

Communication between children and adults, by whatever method, should take place within clear and explicit professional boundaries. This includes the wider use of technology such as mobile phones text messaging, e-mails, digital cameras, videos, web-cams, websites and blogs. Adults should not share any personal information with a child or young person. They should not request, or respond to, any personal information from the child/young person, other than that which might be appropriate as part of their professional role. Adults should ensure that all communications are transparent and open to scrutiny.

This means that the organisation should:
 have  a communication policy which specifies  acceptable  and permissible modes of communication

Adults should also be circumspect in their communications with children so as to avoid any possible misinterpretation of their motives or any behaviour which could be construed as grooming. They should not give their personal contact details to children and young people including e-mail, home or mobile telephone numbers, unless the need to do so is agreed with senior management and parents/carers. E-mail or text communications between an adult and a child young person outside agreed protocols may lead to disciplinary and/or criminal investigations. This also includes communications through internet based web sites.

Internal e-mail systems should only be used in accordance with the organisation's policy.

This means that adults should:
 not give their personal contact details to children or young people, including their mobile telephone number and details of any blogs or personal websites
 only use  equipment e.g. mobile phones, provided by organisation  to communicate with children, making sure that parents have given permission for this form of communication to be used
 only make contact with children for professional reasons and in accordance with any organisation  policy
 recognise that text messaging is rarely an appropriate response to a child in a crisis situation or at risk of harm. It should only be used as a last resort when other forms of communication are not possible
 not use internet or web-based communication channels  to send personal messages to  a child/young person

GUIDELINES FOR TEXT MESSAGING AND EMAILING

Whilst these guidelines refer specifically to text/email communication, all staff should be aware of the need for appropriate professional recording and boundaries in ALL communication with children and young people, whether written or oral.

1. TEXT MESSAGING

1.1 
A written record should be made of all calls from/to a mobile phone in the same way as calls from a landline, according to agency/service procedure.
1.2 It is good practice to make a specific note of any mobile phone contact outside of normal working hours.
1.3 Work mobile numbers should only be given out to children/young people in accordance with agency/service protocols and policies.  Line managers should be informed of all occasions when a number is given.
1.4 The use of texting is accepted as an essential tool of social contact for young people.  Adult users must be aware of this.  It is recognized that texting is increasingly becoming a 'normal' professional tool of communication between adults and young people alongside meetings, telephone calls and letters.
1.5 Texting should only contain information of a professional nature and written plain, unambiguous language, reflecting dialogue that would occur face to face.  The language used should be professional and appropriate to the service/agency.  It would not be appropriate to use 'text language' in a professional communication.
1.6 Texting should only be used if previously agreed by the child/young person eg for a specific agreed reason or purpose.  The reason should be noted in the case record.
1.7 Texting should not normally be used as third party communication ie to ask one service user to pass on a message to another service user.
1.8 All texts sent/received must be recorded by being transcribed and put in the case file, timed and dated when recorded.
1.9 It is not recommended that personal home or mobile numbers are given to children or young people (or any service user).  This should only happen where a service/agency policy specifically allows it and should be agreed with the line manager.
1.10 Any texts/calls of an abusive, threatening or nuisance calls should be recorded and reported to line manager.
1.11 Agencies/services should be clear about when a work mobile should be switched on or off.  A nuisance call received out of work hours can be very distressing.  If the phone is off no nuisance call can be received.
1.12 The law is clear about the use of mobile phones when driving.  All users have a responsibility to comply with the law.  Some agencies/authorities instruct that all mobiles are switched off when driving.
1.13 It is possible for mobile phones with Bluetooth capability to receive unsolicited material, including images.  Any such images received should be reported to line manager and then deleted.  Please be aware that the Bluetooth issue is a complex one, all phones differ.  Mobile phones can be configured to prevent unsolicited material.  Please contact your provider to clarify this.
2. POLICE ADVICE REGARDING INDECENT VIDEO, FILM OR STILL IMAGES TRANSMITTED BY MOBILE PHONE
 
2.1 No young person should be asked to forward any material by staff as this is inadvertently asking the young person to commit an offence of distributing indecent images.
2.2 If a young person is volunteering the images for a member of staff to view the staff member should get the young person's permission to hold on to the phone and contact the police to see if they want to view the images.
2.3 If a staff member has an image received on their phone, they should contact their Headteacher/Line Manager/Head of Service immediately so that a manager is aware that the image has been received.  The police can then be contacted and the image viewed by them if necessary and then deleted.
2.4 If a young person refuses to give their phone to a member of staff, the young person should be advised to delete the material and a record of such kept on the agency file.  The same advice should be given to staff.
2.5 SCHOOL STAFF SHOULD NEVER DOWNLOAD ANY INDECENT IMAGES BUT IF IN DOUBT OF THE CONTENT, CONTACT THE POLICE SRU (Safeguarding Referral unit), OR DESIGNATED MEMBER OF STAFF FOR SAFEGUARDING WITHIN THE LOCAL AUTHORITY.
 
3. E MAIL COMMUNICATION
 
3.1 Many young people and children have a personal e mail address.
3.2 Any adult working with children or young people should only use a work email address, as defined by service or agency.
3.3 Any communication by email must be compliant with any individual service/agency protocol and guidance.
3.4 All communication should be for clear professional reasons and the content must reflect this.
3.5 Email communication should only be used as part of an agreed strategy or plan with the child/young person and parent/carer should be aware of this, according to age of young person and agency/service protocol and guidance.  Any email communication without parent/carer knowledge should only happen with the agreement of a line manager and the decision recorded.
3.6 A record of all emails sent/received should be kept as part of the agency add'or service' record, printed off or copied into a computer system.
 
4. SOCIAL NETWORKING SITES
 
4.1 It is not recommended that adults working with children/young people correspond through social networking sites.
4.2 If you become aware of a social networking site which contains any personal information about activities of concern about a young person known to you, this should be recorded and the line manager should be informed.
4.3 Staff should be aware of possible implications when entering any personal details on any gaming or social networking site eg you tube, my space, face book etc.

RE POLICY

Performance Management Policy

Staff Grievance Policy

Staff Discipline Policy

Staff Code of Conduct Policy

SRE Policy

Sex and Relationship Education is essential if young people are to make responsible and well-informed decisions about their lives. The aim of Branksome Heath's SRE programme is to support young people through their physical, emotional and moral development whilst helping them to respect themselves and others in order to move with confidence from childhood through adolescence into adulthood.

Personal, Social, Health and Citizenship Education (PSHCE)

PSHCE is a subject area in which children can learn to develop good relationships and respect the differences between people; prepare to play an active role as citizens and develop healthy, safer lifestyles.  It helps to promote confidence and a sense of responsibility in our pupils and encourage them to make the most of their abilities.

The importance of this subject is to emphasise and develop knowledge, skills and understanding of personal, social, health and citizenship education.

Collective worship Policy

The aim of the collective worship policy is to provide the opportunity for pupils to:

• Worship God
• Reflect on values that are of a broadly Christian nature and on their own beliefs
• Develop a community spirit, a common ethos and shared values
• Consider spiritual and moral issues
• Respond to the worship offered.

Sun Awareness Policy

Allegations Against Staff

Confidentiality Policy

SEN Policy

Whistle Blowing Policy

Home School Agreement Policy

Freedom of Information

Managing Medicines

Anti- Bullying Policy

Assessment

General Presentation

Charging Policy

Admissions Policy

Equality Policies - including Disability, Gender, Race & Equal Opps