|Anti-Bullying PolicyChild Protection PolicySEN & Inclusion PolicyTeaching and Learning PolicyCurriculum Policy Statement|
ANTI-BULLYING POLICYIn Charles Dale, it is recognised that bullying is an unpleasant and unacceptable feature of school life. The whole school staff, in conjunction with Parents are committed to reducing the number of incidents of bullying in school and associated problems within the immediate school environment.What is bullying? Bullying takes a variety of forms. It can be defined as repeated and systematic harassment or attack on others. It may be by individuals or groups. It can include many different behaviours, such as:
All of these may cause real distress or upset for the victims. This can affect their learning and general well-being.
What is the school doing to help?
CHILD PROTECTION POLICYAll children have a right not to be abused and to be protected from abuse and neglect, therefore child protection is the responsibility of everyone. ‘It’s everyone’s job to make sure every child is ‘alright’. This underlines the need for us all to take responsibility in order to protect children.In our school we are committed to creating an environment in which children are safe from abuse and in which any suspicion of abuse is responded to promptly and appropriately. The well being of children in our care takes precedence over any other consideration. It is the clear responsibility of all those involved in our school to adopt good practice throughout their work.In order to achieve this we will:
Child abuse is a criminal offence. All staff working in our school have an ethical duty to report any reasonable concern that a child may have being abused.
The role of members of staff is to inform the designated person of any instance, which suggests that abuse is taking place. It is not the role of the member of staff to wait for proof, investigate or gather evidence of abuse.
When a child tells an adult about possible abuse, his or her statements should not be dismissed or ignored. The adult should attend carefully to what the child wants to communicate, taking account of the child’s age and stage of development, and allow the child to say what he or she wants to say without being drawn into detailed questioning.
Our school will always seek to work with families in a clear, positive and open way, bearing in mind always that the welfare of the children is paramount.
The guidance counsellor must be informed at all stages and must make sure that proper/appropriate records are being kept.
Any concerns about the well-being of a child need to be shared.
No matter how good we are at evaluating and assessing matters to do with children in our classes, when it comes to the child’s welfare we cannot evaluate and assess potential danger, risk, damage, as we only know a tiny part of the whole picture. We must share our concerns with the designated person.
Child Protection Procedure checklist for our staff.
The member of staff must: RECORD and REPORT
E Enquire casually about how an injury was sustained or why a child appears upset
C Confidentiality must not be promised to children or adults in this situation
O Observe carefully the demeanour or behaviour of the child
R Record in detail what has been seen and heard
D Do not interrogate or enter into detailed investigations: rather encourage the child to say what he/she wants until enough information is gained to decide whether or not a referral is appropriate
Then REPORT to the designated person without delay.
Members of staff must not
SEN (Special Educational Needs) and Inclusion PolicyRationale:Charles Dale Memorial International School is committed to providing an appropriate and high quality education to all the children living in our school. We believe that all children, including those identified as having special educational needs have a common entitlement to a broad and balanced academic and social curriculum, which is accessible to them, and to be fully included in all aspects of school life.We believe that all children should be equally valued in school. We do not tolerate prejudice and discrimination, and we will strive to develop an environment where all children can flourish and feel safe.
CDMIS is committed to inclusion. Part of the school’s strategic planning for improvement is to develop cultures, policies and practices that include all learners. We aim to engender a sense of community and belonging, and to offer new opportunities to learners who may have experienced previous difficulties.
This does not mean that we will treat all learners in the same way, but that we will respond to learners in ways which take account of their varied life experiences and needs.
We believe that educational inclusion is about equal opportunities for all learners, whatever their age, gender, ethnicity, impairment, attainment and background. We pay particular attention to the provision for and the achievement of different groups of learners:
· girls and boys
This policy describes the way we meet the need of children who experience barriers to their learning, which may relate to sensory or physical impairment, learning difficulties or emotional or social development, or may relate to factors in their environment, including the learning environment they experience in school.
We recognize that pupils learn at different rates and that there are many factors affecting achievement, including ability, emotional state, age and maturity. We are particularly aware of the needs of our pupils, for whom maturity is a crucial factor in terms of readiness to learn. We believe that many pupils, at some time in their school career, may experience difficulties which affect their learning, and we recognize that these may be long or short term.
At CDMIS we aim to identify these needs as they arise and provide teaching and learning contexts which enable every child to achieve to his or her full potential.
CDMIS sees the inclusion of children identified as having special educational needs as an equal opportunities issue, and we will also aim to model inclusion in our staffing policies, relationships with parents/carers and the community. We are trying to move from an SEN approach that locates a problem with the child to looking at what additional provision we need to make for specific children.
The development and monitoring of the school’s work on Inclusion will be undertaken by the Leadership Team and the School Governor responsible for Inclusion and SEN.
The SEN Coordinator will take the lead role in relation to inclusion, and as a member of the Leadership Team, reports regularly to the group on this area.
1. To ensure the SEN and Disability Codes of Practice and guidance are implemented effectively across the school.
2. To ensure equality of opportunity for, and to eliminate prejudice and discrimination against, children with special educational needs.
3. To continually monitor the progress of all pupils, to identify needs as they arise and to provide support as early as possible.
4. To provide full access to the curriculum through differentiated planning by class teachers, SENCO, and support staff as appropriate, we aim to offer the full curriculum to all our pupils.)
5. To provide specific input, matched to individual needs, in addition to differentiated class room provision, for those pupils recorded as having SEN at School Action or School Action Plus.
6. To ensure that pupils with SEN are perceived positively by all members of the school community, and that SEN and inclusive provision is positively valued and accessed by staff and parents/carers.
7. To ensure that we are able to meet the needs of as wide a range as possible of children internationally.
8. To enable children to move on from us well equipped in the basic skills of literacy, numeracy and social independence to meet the demands of university life and learning.
9. To involve parents/carers at every stage in plans to meet their child’s additional needs.
10. To involve the children themselves in planning and in any decision making that affects them.
2. At other times, the SENCO will be alerted to newly arising concerns through the additional needs concern form.
3. The SENCO will discuss issues arising from these forms with the form tutor within one week of receiving the form.
4. Where necessary, reviews will be held more frequently than twice a year for some children.
5. Targets arising from IEP meetings and reviews will be used to inform and support whole class approaches to inclusion, e.g. differentiation, varied teaching styles.
6. The SENCO monitors planning for SEN supports year group teams with curriculum planning.
7. The SENCO, together with the vice- principal, monitors the quality and effectiveness of provision for pupils with SEN through classroom observation.
8. SEN support is primarily delivered by teachers through differentiated teaching methods. Additional support is provided by the SENCO and by trained teaching assistants (TAs) throughout the school. This is funded from the school’s annual budget. The support timetable is reviewed annually, by the SENCO, and the management team, in line with current pupil needs, educational initiatives such as literacy and numeracy strategies, and the budget.
9. Support staff, class teachers, SENCO and outside agencies liaise and share developments in order to inform reviews and forward planning.
Each year we map our provision to show how we allocate resources to each year group and calculate the cost of the whole of our SEN provision.
Identification and Assessment Arrangements, Monitoring and Review Procedures
* The school’s system for regularly observing, assessing and recording the progress of all children is used to identify children who are not progressing satisfactorily and who may have additional needs.
* The school’s system includes reference to information provided by:
¨ Baseline assessment results
Based on the school’s observations and assessment data and following a discussion between the class teacher, SENCO and parent, the child may be recorded as needing either:
1. Differentiated curriculum support within the class
In order to make progress a child may only require differentiation of the plans for the whole class. The differentiation may involve modifying learning objectives, teaching styles and access strategies.
Under these circumstances, a child’s needs will be provided for within the whole class planning frameworks and individual target setting. Differentiation will be recorded in the daily planning by the class teacher.
Monitoring of progress will be carried out by the class teacher and used to inform future differentiation within whole class planning.
The child’s progress will be reviewed at the same intervals as for the rest of the class and a decision made about whether the child is making satisfactory progress at this level of intervention.
The school uses the definitions of adequate progress in our Code of
¨ Closes the attainment gap between the child and their peers
Where a period of differentiated curriculum support has not resulted in the child making adequate progress OR where the nature or level of a child’s needs are unlikely to be met by such an approach, provision at the School Action level may need to be made.
School Action provision would be indicated where there is evidence that:
There has been little or no progress made with existing interventions
Additional support is required to develop literacy or numeracy skills
Additional support is required for emotional, behavioural or social development
Additional support is required for sensory or physical impairments
Additional support is required for communication or interaction needs
There are likely to be two groups of children recorded at School Action.
1. Children, who have needs similar to other children with additional needs within the class, e.g. lack of phonological skills, spelling.
2. Children whom we consider to have more severe or longer term needs that are likely to result in an application for further professional advice.
Where needs are similar, it is appropriate to support these children within a group, focusing on the common needs. However, there should be scope within the School Action plan for each child to have an individual target/s.
Both groups of children will have provision for their common needs in a small group as well as some individualized support for their more unique needs. Provision will run concurrently with differentiated curriculum support.
The group may be taught by the class teacher and also supported by a TA.
The responsibility for planning for these children remains with the class teacher, in consultation with the SENCO.
A child receiving support at School Action will have an Individual Education Plan, including a cover document.
This document forms an individual record for the child and contains information about school-based observation and assessment, a summary of the child’s additional needs and action taken to meet them, including any advice sought from outside agencies. We use the LEA model with minor adaptations for this purpose.
Monitoring will be carried out by all those involved with the child. Significant achievements and difficulties will be recorded. The SENCO will look at the monitoring information on a half-trebly basis and make adjustments to the provision for the child, if appropriate.
Individual Education Plans will be reviewed at least twice a year, although some pupils may need more frequent reviews. The SENCO will take the lead in the review process. Parents/carers and wherever possible, their child, will be invited to contribute and will be consulted about any further action.
As part of the review process, the SENCO and school colleagues, in consultation with the parents/carers, may conclude that despite receiving an individualized programme and/or concentrated support for a considerable period, the child continues to have significant needs which are not being met by current interventions. Where this is the case a decision may be made to make provision at the School Action Plus level.
School Action Plus would be indicated where there is evidence that the level and duration of the child’s additional needs is such that the child:
¨ Continues to make little or no progress in the areas of concern
Planning, provision, monitoring and review processes continue as before while awaiting the outcome of the request.
A child who had a Statement of Special Educational Needs will continue to have arrangements as for School Action Plus, and additional support that is provided using the funds made available through the Statement.
There will be an Annual Review, chaired by the SENCO, to review the appropriateness of the provision and to recommend whether any changes need to be made, either to the Statement or to the funding arrangements for the child.
v Meeting additional needs and Inclusion issues are targeted each year through the school’s long-term goals and the School Development Plan. In-Service training and individual professional development is arranged matched to these targets.
v In-house additional needs and Inclusion training is provided through staff meetings by the SENCO.
v All the staff have access to professional development opportunities and are able to apply for additional needs or Inclusion training where a need is identified either at an individual pupil or whole class level.
v Support staff are encouraged to extend their own professional development and the management team will ensure tailor-made training where this is appropriate.
The use made of teachers and facilities from outside the school, including support services
v The Educational Psychologist visits the school regularly (according to timetable), following discussion with the SENCO as to the purpose of each visit.
v The Special Needs Support Service visits regularly to provide specific information, share resources and provide in-service training.
v Specialist, direct teaching from this service is used where we do not have the necessary in-house expertise – for example, in relation to children with autistic spectrum disorders, or severe emotional and behavioural difficulties, or 1:1 teaching.
v Teachers from the Sensory Impairment and Complex Needs Teams work in school to support children, both with and without Statements, who have vision or hearing impairment. The specialist teachers work directly with children where this is indicated on a Statement. Class teachers plan alongside these specialist teachers who also attend and contribute to IEP reviews.
v The SENCO liaises frequently with a number of other outside agencies, for example:
1 Education Welfare Service
v Parents/carers are informed if any outside agency is involved.
Arrangements for partnership with parents/carers
v Staff and parents/carers will work together to support pupils identified as having additional needs.
v Parents/carers will be involved at all stages of the education planning process. An appointment will be made by the class teacher to meet all parents/ carers whose children are being recorded as having additional needs. The SENCO will attend this meeting if the school or the parent thinks this is appropriate.
v We make sure that all parents/carers are given information about Supportive Parents/carers for Special Children as soon as a child has been identified as experiencing special educational needs.
v At review meetings with parents/carers we try to always make sure that the child’s strengths as well as weaknesses are discussed. Where we make suggestions as to how parents/carers can help at home, these are specific and achievable and that all parents/carers go away from the meeting clear about the action to be taken and the way in which outcomes will be monitored and reviewed.
v IEP targets may include targets to work towards at home, and parents/carers are always invited to contribute their views to the review process. All IEPs and reviews will be copied and sent to parents/carers after meetings.
v Parents/carers evenings provide regular opportunities to discuss concerns and progress. Parents/carers are able to make other appointments on request.
v Regular communication between school and home will ensure that concerns are promptly acted on. Where this has not happened, however, parents/carers are able to make a complaint by contacting the principal or, if this fails to resolve the issues, the governing body.
v There are many organizations supporting SEN. The SENCO maintains an up to date list. Parents/carers will be given details of these groups on request or as appropriate. Information sent from organizations will be posted on the parents/carers notice board.
v Within the school, staff and pupils will be constantly involved in the best ways to support all pupils’ needs within the school. There is flexibility in approach in order to find the best placement for each child.
v Within each class, teaching and learning styles and organization will be flexible to ensure effective learning. Grouping to support children identified with additional needs will be part of this process.
v Where appropriate, links with partner special schools are made and children included into mainstream school on full or part-time basis. Liaison and planning between both schools takes place to ensure continuity and match to needs. Review meetings take place, as above to ensure that the most appropriate provision is being made for the child.
v CDMIS is a single site school, with Key Stage 3 and Key Stage 4 departments. The Entrance to the building is through the main gate, which is level and therefore suitable for wheelchair access. Ground floor classrooms are accessed by corridors from which there is also wheelchair access. As yet, there is no wheelchair access to classrooms on the other floors.
· There is shower, changing or laundry facility.
v Children requiring equipment due to impairment will be assessed in order to gain the support that they require.
v Details of our plans and targets on improving environmental access are contained in the School Improvement Plan.
Arrangements for providing access to learning and the curriculum (see also School Access Plan)
v The school will ensure that all children have access to a balanced and broadly based curriculum, and that the National Curriculum’s programmes of study are flexible enough to meet every child’s needs. (No child will be excluded from any learning activity due to their impairment or learning difficulty, unless it is clearly of benefit to that individual and leads towards inclusion.)
v Learning opportunities will be absorbing, rewarding and effectively differentiated and the teaching styles will be diverse.
v Staff will work in a way to avoid the isolation of the children they are supporting, and will encourage peer tutoring and collaborative learning.
v Schemes of work and policies for each area of the curriculum are in place and are differentiated to include appropriate learning outcomes for all pupils. Each policy has an Inclusion Statement detailing access to that curriculum area for pupils identified with additional needs.
v Differentiation takes a variety of forms within teacher planning. Learning intentions are always made explicit and then activities may be adapted, or planned separately as appropriate. Alternative methods of responding or recording may also be planned for where this is appropriate.
v Children with sensory or mobility impairments or a specific learning difficulty will access the curriculum through specialist resources such as ICT where this is appropriate.
v The school will ensure that the hidden curriculum and extra curricular activities are barrier free and do not exclude any pupils.
v All children requiring information in formats other than print have this provided.
v We adapt printed materials so that children with literacy difficulties can access them, or ensure access by pairing children/peer support/extra adult support.
v We provide alternatives to paper and pencil recording where appropriate, or provide access through peer/extra adult scribing.
v CDMIS uses a range of assessment procedures within lessons (such as taping, role-play and drama, video, drawing) to ensure children with additional needs are able to demonstrate their achievement appropriately.
v Children identified, prior to joining our school, as having additional needs will also be matched to each class to ensure a balance of both provision and opportunity
v Prior to starting school, parents/carers of children with a Statement of SEN or Statement pending will be invited to discuss the provision that can be made to meet their identified needs.
v The library resources are regularly reviewed to ensure they include books that reflect the range of special educational needs and come from a disability equality perspective, and priority is given to the ordering of books with positive images and a positive portrayal of disabled People as they become available.
v We work with the children to understand the impact of the words they use, and deal seriously with derogatory name calling related to special educational needs or disability under our Anti-Bullying Policy.
v We also try to make sure we have positive images of disabled children and adults in displays, resources etc.
v We aim to make optimum use of Circle Time for raising issues of language and other disability equality issues.
v CDMIS encourages the inclusion of all children in the School Council and other consultation groups. We also have Circle Time throughout the school.
v We aim to include children in their target setting and encourage and support them to take an active part in their annual reviews, through preparation, and making the information and meeting itself accessible and un-intimidating.
v The staff has on-going training opportunities on issues relating to communication and listening skills.
v CDMIS recognizes that there will be a number of disabled parents/carers of children within the school, and we work to try to ensure they are fully included in parents/carers activities. We also make sure that we hold parents/carers meetings in the library that is accessible.
v When a child starts at the school we ask the parents/carers about their access needs and then send notes/newsletters home in the required format e.g. large print.
v CDMIS tries to make all trips inclusive by planning in advance and using accessible places.
v All children are welcome at our after school activities and we try to rearrange SEN transport if necessary.
v Every year, we analyze the data we have on the percentage of our pupils with low attainment at the end of their key stage, compared to the percentage in similar schools. We also analyze data on behaviour: major behaviour incidents and exclusions. We use this analysis to help us plan our provision map. At the same time, we set new targets for the year ahead, aiming for:
¨ A reduction in the percentage of children with very low attainment,
¨ A zero tolerance in behaviour incidents and exclusions
v We report progress against these targets to the governing body, who in turn report to parents/carers through the Governors Annual Report. This Annual Report also includes the details of SEN provision.
v In January and July, the SENCO will provide information to the governing body as to the numbers of pupils receiving special educational provision through School Action, School Action Plus and Statements as well as any pupils for whom a Statutory Assessment has been requested. The number of pupils transferring to or from each type of provision will be noted. The Head will report on any whole school developments in relation to inclusion, at the same time, and will ensure that governors are kept up to date with any legislative or local policy changes.
v The Annual Report to parents/carers will include the details of SEN provision.
v SEN and Inclusion is a standing agenda item at all Curriculum Sub-Committee meetings and will be reported at the full governing body meetings through sub-committee reports, which are then discussed as necessary.
v The SENCO will meet with the SEN Governor to discuss Inclusion and current SEN concerns. The SEN Governor will lead governor monitoring of the SEN policy through sampling, observations and other procedures to be agreed annually.
v Individual targets for children with additional needs will be reviewed through IEP targets, and a summary of the outcomes arising from these targets will be included in the governors’ annual report to parents/carers and at the subsequent governors meeting with parents/carers.
v Whole school monitoring and evaluation procedures will include sampling of work and observations. Outcomes pertinent to SEN provision and planning will be taken forward by the whole staff and used to build upon successful practice.
v Target setting for all pupils takes place half-termly and within each Key Stage. Annotated samples of work are kept as evidence to support predictions as to the future achievements of pupils at the end of each Key Stage. Percentage targets are set for children to achieve the required Level at the end of Key Stage3 and at the end of Key Stage 4. Targets are also set, within the Basic Skills Policy for children identified as having additional needs.
v The policy itself will be reviewed annually by the school’s Inclusion Steering Group.
v If a parent wishes to complain about the provision or the policy, they should, in the first instance, raise it with the SENCO, who will try to resolve the situation.
v If the issue can not be resolved within 10 working days, the parent can submit a formal complaint to the principal in writing or any other accessible format. The principal will reply within 10 working days.
v Any issues that remain unresolved at this stage will be managed according to the school’s Complaints Policy. This is available, on request, from the school office.
TEACHING AND LEARNING POLICY
RATIONALE AND BROAD AIMSThis policy on Learning and Teaching is seen as of fundamental importance in our school, underpinning our entire philosophy which seeks to offer equality of opportunity in all aspects of education in an atmosphere which is well-ordered, hard-working and yet friendly and relaxed. It encourages pursuit of high standards in academic, social, cultural and sporting activities and describes the ideal to which we all as professionals aspire. The Policy inevitably embraces all our School Aims and their many component objectives.GENERAL SCHOOL FACTORS
Relationships within School
The basis of all activity in a school is the nature and quality of relationships between all in the school community – pupils, staff and parents.
All of course are equally important in setting the tone of the school – and naturally the SMT has a salient role in this respect. The crucial reinforcing link with parents depends on excellent communication and mutual understanding. The links between staff and pupils must naturally be of particular focus here and we see this in the following terms.
At all times and at all stages a clear sense of equality and justice – particularly in respect to matters of discipline – should be obvious to all pupils. Fairness of treatment should pervade every aspect of teacher/pupil relationships within school in order to establish a sense of equality and worth.
• be approachable
For their part, pupils are expected to:
• show a sense of co-operation and commitment
In seeking to achieve these objectives, a clear sense of effective discipline is vital to help establish the correct atmosphere conducive to positive learning and teaching. While details of our policies on ‘Discipline’ and ‘Bullying’ are set out elsewhere, the role of the SMT in offering a lead in this respect is significant as is the importance of positive classroom relationships.
The importance of a wide range of extra-curricular activities in fostering our cultivation of a good school ethos cannot be underestimated and each pupil is encouraged to take advantage of the many opportunities voluntarily offered by staff beyond their normal teaching duties. Such activities can help to:
• develop not simply new skills but also self esteem and image
Effective Learning and Teaching involves appropriate provision and access to up-to-date materials and technology in all areas of the school. This is facilitated by an annual formula-based departmental requisition supplemented by development requests prioritised against departmental 3 year plans and resolved on a whole-school basis by the school management.
In further seeking to encourage positive behaviour, the creation and maintenance of an appropriate learning and teaching environment is a priority. Where appropriate, improvements in decor and furnishings will be regularly sought. Involvement of pupils is crucial in maintaining a good environment (eg litter) and looking after and developing the physical surroundings (eg landscape). Display of the work of pupils (eg paintings in public areas) is very desirable.
The best possible communication between all members of the school community is strived for, with care being taken to ensure that parents as well as other groups not physically present in the school, are as informed and involved as possible. This is designed to ensure a positive school ethos and the best atmosphere for effective Learning and Teaching
In particular we are keen to facilitate the Learning and Teaching process by:
• fostering partnership with parents
Continuous Consultative Development
An open consultative ethos guiding development in all aspects of school life is essential. This naturally is applied to the process of Learning and Teaching in all departments. In the same way, a whole-school culture which attempts to recognise the contributions and aspirations of all in the school community, naturally extends into the classroom.
Homework is regarded as an important part of a whole school policy on Learning and Teaching with the following aspects being of particular significance:
• the frequency, nature and purpose of homework is made clear
Wider Opportunities for Learning
SPECIFIC CLASSROOM FACTORS
Philosophical and Scientific Basis of Learning and Teaching
As teachers we consider it essential to be as aware as possible of developments in this area such that they can inform our teaching. Senior Management have a particular role here in ensuring effective dissemination of such information.
Summary of our Approach to Learning and Teaching in our Classrooms
We as teachers attempt as far as possible to promote effective learning and teaching by
• providing courses which meet the needs of pupils and are appropriate to their abilities
• providing clear and appropriate exposition and explanations
– encouraging pupil responsibility for their own learning
MONITORING AND EVALUATION
The effectiveness of Learning and Teaching is reviewed routinely by Heads of Department – and at least termly when constructing annual revised Year Plans.
All policies including this one, and related policies such as Homework, Discipline etc, are reviewed across the school in a scheduled 3 yearly cycle.
The following is a brief summary of material in “Teaching for Effective Learning, which itself is a summary of current knowledge/research findings in the area.
The following insights are drawn from a variety of sources – neurological, psychological, sociological and psychiatric as well of course as educational. These are included as a necessarily incomplete, but as up to date as possible, basis on which Learning and Teaching classroom processes can be overlaid.
• There appear to be several different ‘Intelligences’ – eg logical/mathematical, visual/spatial, musical, interpersonal, intrapersonal and ‘bodily /kinesthetic’
• Any form of ‘Intelligence’ is not fixed -teacher expectations and pupil self esteem are extremely influential
• Motivation to learn is crucial – being involved in, and consulted on, their own learning builds pupil self esteem – and thus motivation, and thus achievement
• Learning is more effective when we think things through for ourselves or apply it and is facilitated in a situation where we are able to express new information or ideas, ideally by talking with others
• Learning is ‘messy’ – we rarely learn simply by proceeding along a single path to predetermined outcomes, and different learners need teachers’ help in different ways in interpreting content, structures and contexts to make meanings and to find links
• Learning involves emotions and feelings as well as thinking and thus
– good pupil self esteem is crucial
• Self reflection on how we learn, helps us learn more effectively
• There are differences in the way that people prefer to learn – all are equally valid and require different kinds of support.
Effective teaching –
• involves teachers adopting a role far beyond that of a manager of learning resources, such as worksheets and writing notes on the white board
• involves motivating, listening and responding, and, most importantly, the ability to explain and describe things clearly and interestingly
• is practised by people who are very different from one another and involves effective organisation and management, but no single style or approach to classroom management is best
• involves good relationships – a well ordered but relaxed atmosphere supports effective learning without undermining learners’ self esteem
• involves knowing learners as people, ie their characters, their prior and current knowledge, their ways of, or difficulties in, thinking/learning
• involves talking regularly with learners about their learning and listening to them, be it with individuals, small groups or the whole class; and where worksheets/resources are used, providing time for such interaction rather than using the material as a substitute for discussion
• involves teachers teaching to their own preferred (and usually therefore most effective) style, but doing so in a way that takes account of and respects different learning preferences
• involves being knowledgeable about the subject but also looking for links across topics and subjects
• is enhanced where teachers develop themselves, are open and self-critical, work positively with colleagues and parents in a culture which supports all of these activities.
Curriculum Policy StatementThe school will deliver the national curriculum at both junior and senior school. However the aim of CDMIS is to provide more than this. We want a curriculum which responds to the needs of our students and is seen as relevant to their needs in the future. Our aim is to integrate the Nigeria national curriculum with the British national curriculum and their respective program of learning,
The curriculum should:
• be balanced, relevant and differentiated.
• promote the spiritual, moral, cultural, mental and physical development of all students.
• prepare students for the responsibilities and opportunities they will face in adult life.
• be delivered in ways which help the students to learn
• provide a seamless pathway through to education at higher level.
• provide the opportunities for students to work at a pace best suited to their own needs.
Students are taught in mixed ability groups for the majority of the time. There is also an increasing amount of setting
according to ability. This is done in order to match the learning experiences to the ability of the student so that they reach the highest possible standards of achievements.
The learning support team, (guidance counselor), work closely with all departments, supporting students so that they all have
access to the curriculum (see inclusion policy).
Charles Dale School is a centre of excellence and to maintain this position it is essential that the curriculum is constantly evolving. All departments are constantly reviewing what is taught and how it is taught at both junior and senior levels.In particular:
• the pace of lessons
• the most appropriate time for assessment and the methods of assessment
• the suitability of courses being offered
There is a strong emphasis on modern foreign languages but not to the detriment of other subjects. In fact there is a strong international element in most courses and modern foreign languages are viewed as critical in helping to make our curriculum relevant to the needs of the 21st century.
During the course of the year there are enrichment days when students study different subjects in different ways (various time slots, outside speakers, trips, different groupings). All departments
contribute to these days and there is a strong international theme present.Curriculum Subjects
• Science (physics chemistry, biology, integrated science)
• Modern Foreign Language(French)
• Physical Education
• Religious Education
• Design and Technology
• Visual Arts
• Home economics
· Technical drawing
It is the school’s policy to enter some students earlier than would be normal for external tests in certain subjects. This is done at both key stages but only when it would benefit the student.
The present new buildings contain an abundance of up to date technology. We have always used ICT in our teaching in order to help equip our students with the knowledge they will require when they go on to further education. It is embedded in our schemes of work and is in evidence in all lessons where it can make an impact.
The technology department is fortunate in having modern, extremely well equipped facilities, which encourage accelerated learning and hands on advantage.
The curriculum at CDMIS never stands still. It is constantly evolving to meet the needs of our students and we believe that at present we offer a first class curriculum delivered by first class staff in a modern superbly equipped buildings.
CDMIS has a proud tradition of providing its students with a large range of extra-curricular activities. All of these activities are seen as enhancing the learning experience and providing students
Homework Club exists for any student who requires help after school. There are also ICT , Music and Drama Clubs.
All students deserve the best opportunities possible and we strive to provide these opportunities for all students at all stages of their education. Not only do we constantly review what we teach, but we believe that the best way of moving forward is in partnership with our link education providers. Only by pooling the expertise that exists in all of our institutions can we move forward and continue to provide a quality education for all.
BEHAVIOUR POLICYAIMSWe believe that good behaviour throughout the school is a pre-requisite to all educational processes. This is implicit in our first two school aims: “to maintain a friendly atmosphere which encourages mutual respect, tolerance, co-operation and an appreciation of positive human values”; “to promote diligence and provide the maximum opportunity for the talents of all pupils to be identified and developed though a range of learning experiences”.ORIGINS OF GOOD BEHAVIOUR
Good behaviour and discipline, within an all-pervasive philosophy of positive behaviour,
derive from :
• the nature and quality of relationships between all in the school community – pupils, parents and staff
• a clear perception of equality, fairness and justice based on moral sense of right and wrong
• the quality and effectiveness of the Learning and Teaching process and all the whole-school and classroom factors which influence it, including the positive effect of praise
• pupil awareness of agreed expected conduct within an ethos promoting high self-esteem.
The relationships between pupils, staff and parents are all equally important in setting the tone of the school – and naturally the senior management team has a salient role in this respect. The general atmosphere we nurture as a staff is one where relationships are friendly, courteous, purposeful and promote diligence and industry. The crucial reinforcing link with parents depends on excellent communication and understanding. Good behaviour and discipline depends on parents, pupils and staff having a common perspective – in everyday interactions and, crucially, in extreme situations where a joint approach by school and parents is highly desirable.
Equality, Fairness and Justice
The acceptance and support of behavioural standards and related discipline system depends on a perception certainly by pupils, and also parents and staff, of equality of applications, fairness and justice. As a staff we strive towards this end. This aspect like others here is monitored in our surveys.
Pupil Awareness of Agreed Expected Conduct
The ‘Code of Conduct’ and ‘Classroom Code’, are gone over with all pupils at orientation at the beginning of term. This code is applied within an ethos of promoting high pupil self-esteem by ‘Positive Behaviour’ approaches.
These, originally agreed with pupils, give pupils the security of knowing what is expected. If a pupil’s behaviour falls outside these codes, we attempt to criticise the behaviour rather than the pupil, thus allowing the pupil to maintain and improve his/her self-esteem.
THE NEED FOR SANCTIONS
While all members of staff strive to reach the ideals set out above, we all recognise that perfect lessons cannot happen with every class every period of every day.
• changing the behaviour of the individual pupil concerned
• positively influencing the behaviour of other pupils
• allowing other pupils in a classroom the opportunity for unhindered learning.
A SYSTEM OF SANCTIONS
Extremely serious problems may be referred to the Deputy Principal (Pupil Support), or Principal direct.
When a problem arises from a classroom situation, the teacher concerned is kept involved in the process as far as possible and where this is less practicable (eg Stage 5), as comprehensive feedback as possible is given to that specific teacher, and others as appropriate.
For minor acts of misbehaviour eg noisy behaviour, late arrival in class, disturbing other pupils, the Class Teacher may: give a verbal reprimand (which may be expressed in a wide range of styles and degree); issue a punishment exercise perhaps signed by parent; specify departmental lunchtime detention; expect an apology; withdraw some classroom privilege; remove from the room a few minutes to “cool off”; or send to a ‘Partner Teacher’ (see Annex 5 to this policy).
(b) Serious incidents, especially if repeated, may warrant a formal referral to the Head of Department. Repetition of the customary sanctions by the Head of Department, or simply his/her overt support, is usually effective and the great majority of incidents are successfully dealt with at departmental level. Sometimes transfer of the pupil temporarily or permanently to another section is appropriate but clearly other factors, including educational attainment, have to be considered. Sometimes the Head of Department may temporarily place the pupil in his/her own or another classroom where a class of a different year group is being taught.
At this stage, a formal referral to the guidance teacher by a ‘Cause for Concern’ form may take place as a result of discussion arising from the standing item in all Department Meeting Agendas. This form can be used either for passing information only to the pupil’s Guidance Teacher, or for requesting that the Guidance Teacher takes appropriate action including informing the parent.
If a purely departmental response appears to be having little effect the Head of Department either completes a ‘Cause for Concern Form’ for action to the Guidance teacher, who may flag this to the Vice Principal ( Pupil Support) for his/her information or if the situation warrants it refers the problem directly to him/her thus moving directly to stage 4. At about this point following referral by a Head of Department or request by the Vice principal (Pupil Support), the Guidance teacher may (1) find out the picture in other departments; (2) discuss the nature of the problem with the pupil; (3) meet with the pupil to set targets for improvement of behaviour; (4) contact parents usually by letter and they will probably be invited to come for further discussion, especially if that problem appears to be common to several departments.
In some cases it may also be considered useful to give the pupil a ‘behaviour report’ (see section on ‘Practical Support Strategies’ below) and/or arrange for a meeting of the pupil’s teachers, chaired by the Vice Principal (Pupil Support), to consider the nature of the problem and initiate an “across the board” response.
The referring department is informed of the action taken.
Stage Three is seen as a point where, while the usual sanctions continue, a concerted effort is made to deal with the problem in a personal spotlighting way.
If these stage 3 measures prove inadequate, or if a direct line from stage 2 is appropriate, a Formal Referral is made to the Vice Principal (Pupil Support) who will apply appropriate sanctions possibly including formal lunchtime detention. In serious or chronic cases he will inform the Principal and may write to the parents and invite them to discuss the problem.
In discussion with the parents in a serious or chronic situation the implications of exclusion from the school may be outlined; and if possible assurances obtained regarding parental co-operation in persuading the pupil to accept school discipline.
At this stage the Vice Principal (Pupil Support) will have on file all relevant correspondence and copies of internal referrals, including the final one that has led to the exclusion. Since in such cases the final incident that leads to exclusion may in isolation appear to be quite trivial, the importance of keeping records of referrals, punishments, consultation, etc cannot be over-emphasised in establishing a clearly justified case. Good clear records of all events are absolutely essential (by all staff) to ensure clarity and avoid a perception of potential victimisation by school staff.
However, wherever possible, the co-operation of parents is sought. We almost always invite parents of excluded pupils to two meetings. Amelioration of behaviour requires ideally a joint school-parental approach. Sometimes, with parental agreement, medical or psychological consultations also take place. Guidance staff are involved in the re-admission of a pupil, including the second meeting involving the Principal and the Vice Principal with his/her parents. Also re-admission is generally dependent on specified conditions being met by the pupil and/or the parents.
As well as informing all staff of an exclusion (staffroom notice flagged in circular), staff are informed of any readmission by the same means and a summary of the readmission conditions listed if appropriate.
(a) Behaviour Report
Within the context as set out above a pupil may be given a Behaviour Report – a grid for comment to be signed by each teacher. This may be issued at Stage 3 or beyond within the ‘sanctions’ procedures above, and may be used when a pupil is readmitted after exclusion, subject to decision of the re-admission meeting. This device re-inforces good behaviour such that a pupil is taken off it when such behaviour is established as the norm. (However, two critical comments normally lead automatically to lunchtime detention).
SPHERE OF OPERATION
As well as in the classroom situation, appropriate behaviour is essential and will be encouraged and enforced in all relevant situations such as within school grounds, school buses, school evening functions, and school excursions including team games or competitions etc. In the same context it is worth stating that any non-medical involvement with mind altering substances including alcohol is taken to be so serious as to normally entail automatic invocation of Stage 5.
BEHAVIOUR POLICY: Annex 1
This paper sets out developments which are likely to evolve further based on experience.
This aspect of Learning and Teaching evolved naturally from a desire by staff to improve the classroom climate/ethos/discipline generally across the school. This was first expressed at our training meetings.
Put simply our intention is to maintain and further evolve an achievement ethos where it is seen as ‘cool to work’ and ‘cool to achieve’ rather than the opposite. This is an integral part in all classrooms of all aspects of Learning and Teaching. This is also done on a whole-school basis by recognising and encouraging extra-curricular achievement – eg in the circular, on our Website, in Newsletters, in the local newspaper and by pupils speaking at assemblies. The equivalent classroom focus involves all of us in a process of establishing a positive climate in which pupils feel secure, valued and stimulated to work and to achieve appropriate targets. In other words we are striving further towards maintaining an ‘Ethos of Achievement’ in our school.
1 a uniform set of pupil-agreed classroom climate-setting rules and expectations across the school
2 use of praise wherever possible
3 further development of our ‘commendations’ system involving refinement of the process and promulgation of pupil success by an Achievement Board and by informing parents routinely (as we do with the Early Warning system).
THE CLASSROOM CODE
It is as follows
· Arrive on time, ready to work, with your completed homework and all necessary equipment
A list of these is displayed in each classroom
We aim to further the use of praise and encourage pupil self-achievement and self-esteem wherever possible, for example –
We issue commendations to pupils when either
· unexpectedly good work is done (whatever a pupil’s ability)
Commendation information flow will be by means of a coloured commendation slip issued by a teacher taking the following path:
The names of all pupils receiving a commendation go up on the Achievement Board, which being
This process and the Achievement Board is under the overview of the Vice Principal
The Achievement Board lists only a pupil’s name and class indicating he/she has received a commendation.
However, the weekly/daily Circular, School Notes in local newspaper, School Newsletters, School Website and Pupil Presentations at Assemblies are routinely used to let people know of successes in detail.
Noticeboards in the administrative Area are designed to hold photographs. Senior pupils may be available to take digital photographs for display at relatively short notice. This can be arranged by contacting the ICT co-ordinator.
BEHAVIOUR POLICY: Annex 2
EXCLUSION POLICY AND PROCEDURES
The situations which result in exclusion are set out in the Behaviour Policy above. Essentially it is used as a last resort for cumulative/recurring problems or for a very serious breach of discipline.
Exclusion is a rare event in Charles Dale and is such because of the importance we attach to addressing problems early, through promoting positive behaviour management strategies, through early warning (eg weekly consideration of ‘Cause for Concern’ at all Departmental Meetings)and involvement of parents, if appropriate.
The Principal is responsible for managing all exclusions, and generally does so in association with the Vice- Principal and in consultation with the executive director (ED). In the Principal’s absence the responsibility lies with the Vice- Principal in consultation with the executive director.
While preliminary investigation of an event resulting in potential exclusion is normally undertaken by the Vice-Principal who has responsibility for disciplinary issues in general, it may be carried out by the Principal, or may involve two or all three members of the senior management team. However, before any pupil is excluded, except in unusual circumstances, the pupil concerned is normally interviewed by the Principal and the executive director to ensure that details are correct as far as can be ascertained and to ensure that the views of the pupil are accurately established and taken into account.
Children with Special Circumstances
Before excluding, account is taken of the circumstances of: pupils having Special Educational Needs (SEN) In any exclusions involving such children which arise from a cumulation of events over time (rather than an immediate serious ‘crisis’), not only is it normal practice where possible to involve parents/guardians/carers and relevant professionals well in advance of exclusion being considered an option, but also the school seeks to balance the case for exclusion with the need to take all reasonable steps to ensure appropriate provision for the pupil’s special educational needs.
Categories of Exclusion are defined in the Highland Council Guidelines ‘Management of Exclusion in Schools’
Category A – Low level exclusion – less than 5 school days
Category B – Medium level exclusion – less than 10 school days
Category C – High level exclusion – maximum period of 15 school days
Category D – Particularly serious offences/recurring Category C exclusions – exclusion by school for more than 15 days (involves liaison with the executive director and the managing director.
It is not necessarily the case to commence exclusion at Category A. If a reason to exclude is of a more serious nature, or more time is needed to resolve it, exclusion can commence at a high level. Serious offences requiring an immediate response would include:
(a) physical, verbal or sexual threats to staff and/or fellow pupils
As with all policies, the ‘Behaviour Policy’ of which this is part is subject to our scheduled triennial reviews. In addition, our exclusion pattern is reviewed at least annually by the Board of Directors.