Copies of school policies are available on the school web-Copies of school policies are available on the school web-Copies of school policies are available on the school web-Copies of school policies are available on the school web-site or hard copies can be requested from the school of-site or hard copies can be requested from the school of-site or hard copies can be requested from the school of-site or hard copies can be requested from the school of-fice.fice.fice.fice. If staff feel there have been any omissions to this hand-If staff feel there have been any omissions to this hand-If staff feel there have been any omissions to this hand-If staff feel there have been any omissions to this hand-book, please report them to the Headteacher so that they book, please report them to the Headteacher so that they book, please report them to the Headteacher so that they book, please report them to the Headteacher so that they can be included in the staff handbook for 2011can be included in the staff handbook for 2011can be included in the staff handbook for 2011can be included in the staff handbook for 2011----2012.2012.2012.2012.

their visitors’ badge, staff should establish his or her identity and reason for the visit. If, at any time, an unsatisfactory reason is given, or proof of identity cannot be produced then the member of staff concerned should ask for assistance from the nearest col-league. The unauthorised person is asked to leave and escorted from the premises, as they are committing a trespass. If that person refuses, becomes aggressive or damages property, no attempt should be made by staff to eject the intruder and the police should be called immediately.

Holmes. • The Fire Log Book will be kept by the Caretaker. The result of each test will be prop-

erly recorded in the Fire Log Book and be available for a visiting Fire Officer. • Fire drills will be carried out at least three times a year. • A record of the drill must be kept in the Fire Log Book. • Staff should only use fire extinguishers if trained in how to operate them safely. If

trained, they should only use the extinguisher if confident to do so and not put themselves at undue risk. Extinguishers should only be used to tackle a fire if this aids escape. Ensure the alarm is raised BEFORE attempting to tackle a fire.

K6K6K6K6 School securitySchool securitySchool securitySchool security At Deal Parochial Church Of England Primary School, the pupils should work and learn in a safe and secure environment. Parents need to be confident that the school provides such an environment. Staff should feel that the Governing Body has done everything it can to make the school a safe place in which to work. We are acutely aware that the children and staff might be vulnerable while on the prem-ises. The personal safety of the whole school community is paramount; the Governors and staff take the need for security very seriously. The Police are called immediately if there is an incident of a violent, aggressive or abusive nature. The Police should be called immediately when a child goes missing, for example after school. Do not wait until a search has taken place. Local schools are informed on current matters of concern, for example if a stranger is spotted loitering outside the school. If a stranger is seen on the school grounds, a member of staff should establish his or her identity and the reason for the visit. If the reason is not legitimate, the stranger should be asked to leave. To prevent unauthorised or unknown visitors entering school, security locks are fitted to all external doors (excluding the fire doors, which open only from the inside). All office doors should be locked when not in use and all cloakroom/external doors closed at the end of break times. All visitors to the school should report to the Reception area, which is clearly marked. In the first instance, visitors will be met by the secretary or Headteacher. They will be asked to sign in and give the reason for their visit. All visitors are required to wear a visitors’ badge. Visitors are escorted by the secretary to the member of staff requested – or asked to take a seat while the member of staff is contacted. No visitor is given unrestricted access to the school; this includes parents and governors. All children and staff are alert to unrecognised adults in school. Children should report strangers to the nearest member of staff. If a stranger is noticed in school not displaying

The First Aiders are: Nikki Pettitt, Sue Godby, Sarah Warner First Aid Appointed Person: Brenda Taylor K3K3K3K3 Minor injuriesMinor injuriesMinor injuriesMinor injuries Minor pupil accidents with short recovery time should be recorded using the school’s minor injuries form. If a child receives an injury to the head or face a letter should be sent home signed by the class teacher. In Reception class a head bump sticker needs to be stuck to the child so that it is clearly visible to parents. K4K4K4K4 More serious injuriesMore serious injuriesMore serious injuriesMore serious injuries The section on KentTrustWeb on Accidents provides full guidance and should be fol-lowed. All accidents and near misses must be reported immediately. The Head or a member of the school’s management team will investigate all accidents and near misses immediately and, in the case of any accident or incident to staff and significant injury to pupils, will submit a KCC Accident Report Form HS157 to the Schools Personnel Services and/or the CFE Health and Safety Unit. The forms will be checked by the Head Teacher every month and a report made to the Governors, as necessary. A KCC Accident Investigation Form HS160, to be found on KentTrustWeb, may be used to assist with an investigation. Certain types of accidents that rise of work (school) activity are reportable to the HSE. Examples include pupils or other non-employees taken to hospital, and major injury to employees. Both categories require immediate notification to the HSE by fax or tele-phone. A copy of form F2508 should also be faxed to the HSU on 01622 221582. Fur-ther guidance is available on KentTrustWeb. For reportable staff accidents, copies of forms HS157, F2508 and the results of an in-vestigation to prevent recurrence (e.g., on Form HS160) should also be forwarded to the CFE Health and Safety Unit and the Schools Personnel Services. If the accident is not reportable to the HSE, then HS157 should only be sent to Schools Personnel Services. For significant pupil accidents, copies of all forms filled should be sent to the CFE Health and Safety Unit only. K5K5K5K5 Fire Fire Fire Fire • Fire Instructions are posted at the door in each room. • Names of fire wardens should be known by staff. The fire wardens are Richard

Knight and Jude Holmes. • Emergency Exits, Assembly Point and Assembly Point Instructions are clearly iden-

tified by safety signs and notices. • Instructions to employees on how to use the fire alarm are posted in each room

by the door. • The Alarm may be raised by breaking the glass and informing the School Secre-

tary, who is responsible for calling the fire brigade. • Fire Alarms will be tested weekly by the Caretaker or in his absence by Jude

A.A.A.A. IntroductionIntroductionIntroductionIntroduction A1 The school’s context A2 A summary of what we do well A3 Values statement A4 Mission statement A5 Performance data B.B.B.B. School StructureSchool StructureSchool StructureSchool Structure B1 Staffing structure B2 Curriculum coordinators B3 Governors C.C.C.C. Terms of ServiceTerms of ServiceTerms of ServiceTerms of Service C1 Salaries C2 Job descriptions C3 Performance Management C4 Dealing with the press C5 Meals C6 Expenses C7 Staff development C8 Equal opportunities C9 Notice period C10 Exit interview C11 Grievances D.D.D.D. Staff Code of PracticeStaff Code of PracticeStaff Code of PracticeStaff Code of Practice D1 Transportation of children in pri-

vate cars D2 Privacy when speaking to or work-

ing with children D3 Physical contact between adults

and children D4 Appropriate language D6 Maintaining a tidy and well-

organised school and class envi-ronment

E. Staff MattersE. Staff MattersE. Staff MattersE. Staff Matters E1 Staff meetings E2 Smoking E3 Telephones E4 Use of the Internet E5 Playground duty E6 Staff belongings E7 Staff parking E8 Photocopying and printing E9 Staff absence E10 Staff leave E11 Punctuality

F. School PurchasesF. School PurchasesF. School PurchasesF. School Purchases F1 Purchases from educational suppli-

ers F2 Purchases directly from shops F3 Internet purchases G.G.G.G. Planning and AssessmentPlanning and AssessmentPlanning and AssessmentPlanning and Assessment G1 Planning creative themes for learn-

ing G2 The essentials for learning and life G3 Literacy planning G4 Numeracy planning G5 ICT planning G6 Personal and social development G7 Religious education G8 Assessment G9 Marking G10 APP materials H.H.H.H. BehaviourBehaviourBehaviourBehaviour H1 Uniform H2 Class rules H3 Playground rules H4 Rewards H5 Sanctions H6 Liaising with parents I.I.I.I. School Routines and ProceduresSchool Routines and ProceduresSchool Routines and ProceduresSchool Routines and Procedures I1 Claiming for additional hours I2 Claiming for covering the class I3 The school day I4 Collective worship I5 Parents’ evenings I6 School reports I7 Newsletters and the school web-

site I8 Registers J.J.J.J. Visits and VisitorsVisits and VisitorsVisits and VisitorsVisits and Visitors J1 Class trips J2 Visitors in school K.K.K.K. Safeguarding and Health & SafetySafeguarding and Health & SafetySafeguarding and Health & SafetySafeguarding and Health & Safety K1 Child protection K2 Health and safety K3 Minor injuries K4 More serious injuries K5 Fire K6 School security

A.A.A.A. Introduction Introduction Introduction Introduction A1A1A1A1 The school’s contextThe school’s contextThe school’s contextThe school’s context Deal Parochial C of E Primary has no Nursery and children enter Reception Class having attended a wide range of local pre-school settings, a few having had little or no experience of Early Years provision beyond the home. Being a Voluntary Aided school, priority for gaining a place at the school is given first to children in local authority care, then to siblings and then to those children who attend the foundation churches of St Leonard's, St George's and St Andrew's. Due to the admissions criteria, the children who attend the school come from all over Deal, having had a diverse range of pre-school experience. Deal Parochial Church of England Primary School serves three parishes within the town of Deal. It has 200 pupils on roll aged from 4 to 11 who are organised in seven classes. The school is housed in good modern premises (2001) with the later addition of a building housing an expressive arts studio and a library. Most recently (2009) a canopy has been added to extend the Reception Class to provide cover and enhance outdoor learning for children in the EYFS and Year 1. At Deal Parochial Church of England (Aided) Primary School we are very proud of our Chris-tian ethos and believe it provides our school with a distinctive character (Clause 48 inspec-tion 2008 stated the school was an ‘outstanding Church school'). This distinctive character is seen through the children's joy in worship, thirst for learning and genuine care for one another. We have close links with three Deal churches that were responsible for founding the school over 150 years ago. Children attend worship at the three churches during the year and clergy regularly support the collective worship programme within school. The Clause 48 inspection 2008 stated that, ‘The school is keen to identify the strengths and aptitudes of each pupil so that they can be developed to the utmost. A particular mark of the school is the acknowledgement and rewarding of the success of pupils in a wide range of areas and activities.' This can be evidenced in the ‘golden book', a record of our ‘Share and Praise' assemblies. As a consequence of this, pupils' self esteem is well devel-oped with all pupils striving to live out the motto ‘The Best That I Can Be'. The school offers very good provision for music, praised in the Ofsted report of June 2008. The school provides children with the opportunity to learn a range of instruments: drums, keyboard, guitar, cornet, violin and recorder. PPA is covered by a music specialist who works with every class in KS2. She also leads a very successful choir who have performed extensively within the local area and she directs whole school ‘Sung Worship' once a week. School awards include Eco School (Silver), Healthy School, Active Mark 2007 & 2008, Fi-nancial Management Standards In Schools (FMSIS), Geography Mark (Silver), Sing Up (Silver) and New Ways to School (Platinum). Deal Parochial School is part of the Dover Extended Services (DES) Deal Consortium, which has gained recognition at Advanced Level for the Extended Services that they pro-vide to the local community. The Deal Consortium has grown since forming in autumn 2007. It has developed from working on an ad hoc basis, to now offering a more unified

if they are worried • Include opportunities in the personal, social, health and economic (PSHE) cur-

riculum for children to develop the skills they need to recognise and stay safe from abuse.

All adults in school have a role to play in relation to: • Protecting children from abuse • Promoting the welfare of children • Preventing children from being harmed We will follow the procedures set out by the Local Safeguarding Children Board (LSCB) and take account of guidance issued by the DCSF. At Deal Parochial the Designated Child Protection Coordinator (DCPC) is the Headteacher and the Deputy DCPC is the Deputy Headteacher. Any concerns about children should be logged on a ‘Purple Form’ and should be Any concerns about children should be logged on a ‘Purple Form’ and should be Any concerns about children should be logged on a ‘Purple Form’ and should be Any concerns about children should be logged on a ‘Purple Form’ and should be brought to the DCPC’s attention straight away.brought to the DCPC’s attention straight away.brought to the DCPC’s attention straight away.brought to the DCPC’s attention straight away. K2K2K2K2 Health and SafetyHealth and SafetyHealth and SafetyHealth and Safety All staff should acquaint themselves with the Health and Safety policy which is pub-lished on the school website. All Staff in the School have a PERSONAL RESPONSIBILITY for the health and safety of themselves, their colleagues, pupils and visitors. They have also a duty in law under the Management of Health and Safety Regulations 1999 to report any shortcomings in the employer’s health and safety arrangements for the protection of people at work and who may be affected by them. Named persons with specific responsibility for Health and Safety are: Headteacher: Cathy Cremin Chair of Governors: Peter Gibson Governor for Health & Safety: Steve Castle Caretaker: Richard Knight PE Coordinator: Rachael Cronin Fire marshal: Richard Knight Deputy fire marshal: Jude Holmes The Fire Prevention Officer is: Barry Healey County Fire Safety Office Tunbridge Wells Fire Station, Grove Hill Road, Tunbridge Wells, TN1 1SD. Tel: 01622 774191

notice in order to prepare the risk assessment and she will be doing this alongside the teacher, not on her own as she has no knowledge of the site to be visited nor the activi-ties planned nor the individual needs of the children in the class. Teachers should also consider all the costs involved in planning a class trip. If accompa-nying adults are to be charged entry this should also be factored into the cost so that the school is not left out of pocket. Teachers should write letters to parents asking for contri-butions to the cost of the trip, allowing them as much notice as possible. At least 2 weeks notice is preferred. All letters should be shown to the Headteacher before they go out to parents and the office should be informed as soon as possible. Teachers or TAs need to make a careful note of money received and consent slips re-turned. Children will not be able to go out on visits if a consent form has not been re-turned. Blanket consent for all local trips is sought at the beginning of the academic year. These consent forms are filed in children’s files in the office. J2J2J2J2 Visitors to schoolVisitors to schoolVisitors to schoolVisitors to school As a school we aim to provide our pupil’s with curriculum experiences that will be moti-vating and exciting so that they engage fully in learning, cultivate positive attitudes and relationships, make good progress and fulfil their true potential. We see the inclusion of visitors into the school’s curriculum as one of the means of ensuring that we meet this aim. The use of visitors can enhance and enrich the curriculum. Visitors to school are very welcome. Teachers should inform the Headteacher of any visi-tors and write their names and time of visit in the school diary. All visitors should sign in and should wear a visitor’s sticker or badge. Teachers may want to consult the Visitors in School Policy which gives clear guidelines on managing visitors in school. K.K.K.K. Safeguarding and Health & SafetySafeguarding and Health & SafetySafeguarding and Health & SafetySafeguarding and Health & Safety K1 K1 K1 K1 Child ProtectionChild ProtectionChild ProtectionChild Protection Deal Parochial Primary School fully recognises its responsibilities for child protection. Our five main aims are: 1. Ensure we practice safe recruitment in checking the suitability of staff and volun-

teers to work with children 2. Raise awareness of child protection issues and equip children with the skills

needed to keep them safe 3. Develop and implement procedures for identifying and reporting cases, or sus-

pected cases, of abuse 4. Support pupils who have been abused in accordance with the agreed child protec-

tion plan 5. Establish a safe environment in which children can learn and develop. We recognise that, because of their day-to-day contact with children, school staff are well placed to observe the outward signs of abuse. The school will therefore: • Establish and maintain an environment where children feel secure, are encour-

aged to talk, and are listened to • Ensure children know that there are adults in the school whom they can approach

and coherent response to meet the needs of the Deal community. Deal schools work col-laboratively to avoid duplication of provision and are able to signpost users to other local services. Deal Parochial has an Extended Schools coordinator who attends the six weekly consortium meetings and who works closely with other schools in the cluster (both secon-dary and primary). The school offers a number of extra curricular clubs during lunchtimes and after school. These are run by teachers, TAs, parents, SSCOs and external providers such as Team Theme and Big Foot Theatre. All teachers are expected to offer to run a club at some point during the school year. A2A2A2A2 A summary of what we do wellA summary of what we do wellA summary of what we do wellA summary of what we do well At Deal Parochial it is our hope that all pupils will develop an appetite for learning that will endure throughout their lives. We aim to achieve this by providing a curriculum which moti-vates and excites pupils so that they enjoy learning, make good progress and fulfil their true potential - being ‘the best that I can be’‘the best that I can be’‘the best that I can be’‘the best that I can be’. We believe that pupils learn best when they are actively involved. ‘Learning by doing’ ‘Learning by doing’ ‘Learning by doing’ ‘Learning by doing’ makes the work more interesting, more meaningful, more likely to make sense and more likely to be remembered. To enhance pupils’ learning experiences we plan lots of visits and visitors. Pupils are encouraged to take increasing responsibility for their learning and we want pupils to develop the ability to ‘know what to do when they don’t know what to do’‘know what to do when they don’t know what to do’‘know what to do when they don’t know what to do’‘know what to do when they don’t know what to do’. Many of the problems that pupils will encounter in later life will call for imagination, creativity and intui-tion, so at Deal Parochial these are qualities that we value and cultivate. We promote the highest standards of behaviour and believe that pupils should develop strong moral values and respect for others in our community. Relationships within the school reflect the love of Jesus and there is a caring Christian school ethos. Daily Acts of Worship assist all pupils in living out Christian Values and provide an experience of being involved in a Christian community where an awareness of another dimension in their lives is developed and their spirituality nourished. We have strong links with the churches of St Andrew’s, St George’s and St Leonard’s and visits from Father Christopher, Vicar Chris and Reverend Flewker enhance our daily Acts of Collective Worship. A3A3A3A3 Values StatementValues StatementValues StatementValues Statement At Deal Parochial Primary School the curriculum is firmly rooted in its Christian foundation: enabling every child to grow spiritually and emotionally; fostering imagination and a deep sense of personal identity and self-worth; providing guidance through the loving example of Jesus Christ. A4A4A4A4 Mission StatementMission StatementMission StatementMission Statement Our hope is that each child at Deal Parochial Primary School will develop an appetite for learning that will endure throughout their lives. To achieve this, the curriculum will need to motivate and excite children so that they engage fully in learning, cultivate positive attitudes and relationships, make good progress and fulfil their true potential - being “The best that I “The best that I “The best that I “The best that I can be”can be”can be”can be”.

A4A4A4A4 Performance DataPerformance DataPerformance DataPerformance Data Children are formally assessed at the end of each Key Stage (at age 7 and age 11) and their attainment is reported to the Local Authority. These tables show the school’s per-formance over the last few years at KS1 and KS2 SATS. SATS 2010 - KS1 In 2010 100% of pupils in KS1 achieved age-related expectations as measured by KS1 SATS. These results are above Local Authority and National averages. SATS 2010 - KS2

Reading Writing Maths

Level 2+ 2010

100% 100% 100%

Level 2b+ 2010

100% 93.3% 96.7%

Level 3+ 2010

33.3% 20% 16.7%

2006 2007 2008 2009 2010

% L2+ Reading 86 93 90 100 100

% L3+ Reading 32 50 30 37 33

% L2+ Writing 86 97 87 97 100

% L3+ Writing 25 27 13 17 20

% L2+ Maths 93 97 93 100 100

% L3+ Maths 36 40 30 23 17

Reading Writing Maths

Level 4+ 2010

93.1% 75.9% 100%

Level 5+ 2010

48.3% 34.5% 31%

L4+ in both both both both English and Maths

2 levels of progress from end KS1 to end KS2 in EnglishEnglishEnglishEnglish

2 levels of progress from end KS1 to end KS2 in MathsMathsMathsMaths

89.7% 92.3% 92.3%

first report is sent out in January and informs parents of their child’s targets which they will be working towards during the academic year. The final report goes home in July and is a summary of each child’s year and brings par-ents up to date about the progress made towards the targets set earlier in the year. I7I7I7I7 Newsletters and the School WebsiteNewsletters and the School WebsiteNewsletters and the School WebsiteNewsletters and the School Website The school produces a regular newsletter to keep parents informed of school activities and events. If any member of staff wants something included in the newsletter they need to write their notice as an email to be sent to secretary@deal-parochial.kent.sch.uk. The newsletter is published on the school Website which is also a very useful source of information about the school. Term dates, policies, curriculum letters from teachers to parents and loads of other useful information can be found on the website. There is also a link to the PTFA website. Teachers are invited to contribute to the school website, especially their class page. If they have a contribution to make they need to save it on the staff drive and alert Vernon Recas via email vernon@recas.co.uk. Teachers also need to email Vernon a copy of their curriculum letters to parents. I8I8I8I8 RegistersRegistersRegistersRegisters Registers are a legal document and teachers should take every care when filling them in: • / marks that a pupil is present in the morning. • \ marks that a pupil is present in the afternoon. • O marks an absence. • L marks a late. Teachers should be careful not to overwrite an absence with a present mark as this causes real confusion in the office. If a child comes in after close of registration at 9.00am they should be marked late. If mistakes are made a post-it explaining the mis-take should be put in the register. J.J.J.J. Visits and VisitorsVisits and VisitorsVisits and VisitorsVisits and Visitors J1J1J1J1 Class tripsClass tripsClass tripsClass trips We believe that pupils learn best when they are actively involved. ‘Learning by doing’ ‘Learning by doing’ ‘Learning by doing’ ‘Learning by doing’ makes the work more interesting, more meaningful, more likely to make sense and more likely to be remembered. To enhance pupils’ learning experiences we plan lots of visits and visitors. Before taking children out on a trip teachers should make a pre-visit to assess any po-tential risks. If the place they are visiting has already prepared a risk assessment of the site and activities, teachers should ask for a copy. All notes made of the potential risks should be given to Cherry Lawton who will then pre-pare the risk assessment in consultation with the teacher. Cherry needs at least 2 weeks

10:45am - 12:15pm Key Stage 2 LUNCHTIME 12.00pm - 1:15pm Reception and Key Stage 1 12:15pm - 1:15pm Key Stage 2 Session 3 1:15pm - 3:15pm School Day ends at 3:15pm and all children are led into the playground by their teach-ers or TAs where parents will pick them up. The school will be responsible for children 10 minutes after the school day ends. Parents need to inform the school office if they know they will be late picking up. Teachers or TAs need to lead the class in prayer before lunch and before children are Teachers or TAs need to lead the class in prayer before lunch and before children are Teachers or TAs need to lead the class in prayer before lunch and before children are Teachers or TAs need to lead the class in prayer before lunch and before children are dismissed at the end of the day. This is an essential part of the school day.dismissed at the end of the day. This is an essential part of the school day.dismissed at the end of the day. This is an essential part of the school day.dismissed at the end of the day. This is an essential part of the school day. I4I4I4I4 Collective worshipCollective worshipCollective worshipCollective worship There is a daily act of worship and all staff are welcome to attend: • Monday’s worship is lead by the Headteacher and starts at 10.10am, finishing at

10.30am. • Tuesday’s worship is also lead by the Headteacher or Deputy Headteacher and

starts at 10.10am, finishing at 10.30am. • Wednesday’s worship is a Sung Worship led by Joy Spencer and the Headteacher

and starts at 9.10am, finishing at 9.30am. • Thursday’s worship is split. KS1 have Birthday Assembly led by the KS1 leader.

This starts at 9.10am and finishes at 9.30am. KS2 have an act of worship focus-ing on Christian values and this is led according to a rota. This act of worship starts at 10.10am and finishes at 10.30am.

• Friday’s worship is a celebration called Share and Praise. It starts at 9.10am and finishes around 10.40am.

Teachers need to make sure that their classes arrive promptly for acts of worship. Get-Teachers need to make sure that their classes arrive promptly for acts of worship. Get-Teachers need to make sure that their classes arrive promptly for acts of worship. Get-Teachers need to make sure that their classes arrive promptly for acts of worship. Get-ting to the hall 5 minutes before the act of worship starts is good practice.ting to the hall 5 minutes before the act of worship starts is good practice.ting to the hall 5 minutes before the act of worship starts is good practice.ting to the hall 5 minutes before the act of worship starts is good practice. All teaching staff may be expected to lead an act of worship from time to time. I5I5I5I5 Parents’ eveningsParents’ eveningsParents’ eveningsParents’ evenings Parents’ evenings are held three times a year so that the progress of children may be discussed. Before the parent consultations in the summer term, all children receive their final report from their teacher. Special arrangements for an appointment with the class teacher can be made if there is a particular parental concern between these meetings. The Headteacher is also avail-able for consultation or to discuss any problems. I6I6I6I6 School reportsSchool reportsSchool reportsSchool reports 2 reports are written about children’s attainment, progress and attitude to learning. The

In 2010 results at KS2 compared very favourably with LA and National averages. BBBB School StructureSchool StructureSchool StructureSchool Structure B1B1B1B1 Staffing structureStaffing structureStaffing structureStaffing structure

Headteacher (Mrs Cathy Cremin)

KS1 Leader (Ms Debra Cluff)

Acting Deputy Head with responsibility for mentoring new members of staff (Miss Lyndsay Hackett)

KS2 Leader with overall responsibility for

mentoring university students

(Ms Sarah Warner)

Year 2 teacher and Reception teacher (Miss Rachael Cronin

and Miss Jenny Bispham)

Year 3 teacher and Year 4 teacher

(Miss Sandie Jones and Miss Rowan Mann)

MDSAs Office Staff Caretaker Cleaners IT technician Crossing patrol

All class teachers are responsible for supervising their own class TA and any volunteers or All class teachers are responsible for supervising their own class TA and any volunteers or All class teachers are responsible for supervising their own class TA and any volunteers or All class teachers are responsible for supervising their own class TA and any volunteers or students linked to their class on a day to day basis. The SENCO and Headteacher provide students linked to their class on a day to day basis. The SENCO and Headteacher provide students linked to their class on a day to day basis. The SENCO and Headteacher provide students linked to their class on a day to day basis. The SENCO and Headteacher provide strategic leadership and line management of TAs.strategic leadership and line management of TAs.strategic leadership and line management of TAs.strategic leadership and line management of TAs.

SENCO with responsibility for

mentoring college students

(Mrs Sue Godby)

2006 2007 2008 2009 2010

% L4+ English 94 67 93 83 90

% L5+ English 22 30 39 23 41

% L4+ Maths 81 77 82 80 100

% L5+ Maths 28 40 32 47 31

% L4+ Science 94 77 97 97 93

% L5+ Science 44 20 54 57 48

TAs TAs TAs

B2B2B2B2 Curriculum coordinatorsCurriculum coordinatorsCurriculum coordinatorsCurriculum coordinators Mrs Sue Godby SRE PSHCE Equalities (race, gender, disability) Anti bullying Miss Rachael Cronin PE Miss Jenny Bispham Mrs Cathy Cremin Art Design and technology ICT Collective worship EYFS Miss Lyndsay Hackett Maths MFL Science (shared with Mrs Michelle Bowles) Ms Debra Cluff Geography History Miss Rowan Mann RE Miss Sarah Warner Literacy Gifted and talented Miss Sandie Jones Mrs Michelle Bowles Science (shared with Miss Lyndsay Hackett) Mrs Joy Spencer Music Curriculum coordinators can offer guidance and support to teachers and are responsible for ensuring that their curriculum area is suitably resourced. They hold a small budget to pur-chase new resources as required. Curriculum coordinators keep a file of their curriculum area; the contents of which is out-lined below and opposite:

How is the subject taught/organised? What areas have been identified for improvement? • Policy • Action Plan • School Improvement Plan

Working Party A

Working Party B

Working Party C

important as the behaviour itself and that there will be times where sanctions given may be different. We endeavour to treat everyone fairly and any sanctions must be consid-ered in line with the duties as outlined in the Disability Discrimination Act 2006. H6H6H6H6 Liaising with parentsLiaising with parentsLiaising with parentsLiaising with parents Parents will be kept informed about their child’s behaviour. Parents will be contacted when there have been serious incidents of poor behaviour which result in injury to others or damage to property. Parents will also be contacted when it is felt that a child is behav-ing inappropriately with some regularity. A rule of thumb will be that if there have been 3 ABC sheets filled out about a child, then the Headteacher will contact the parent to dis-cuss their child’s behaviour. At times when behaviour has to be monitored on a regular basis a ‘home/school contact’ book may be started. This communication can help the school to identify ‘triggers’ for inappropriate behaviour or at least understand the context in which the behaviour is happening. In more severe cases a Pastoral Support Plan (PSP) will be implemented. This helps to establish targets between the family, school and the individual. I.I.I.I. School Routines and Procedures School Routines and Procedures School Routines and Procedures School Routines and Procedures I1 I1 I1 I1 Claiming for additional hours Claiming for additional hours Claiming for additional hours Claiming for additional hours At times TAs may be asked to work additional hours, e.g.: to attend training after school or during INSET days; to cover if an MDSA is absent; to run lunchtime games club. If ad-ditional hours have been worked they must be filled out on the school’s claim form pro-vided by Louise Cullen. I2 I2 I2 I2 Claiming for covering the classClaiming for covering the classClaiming for covering the classClaiming for covering the class At times TAs may be asked to cover the class when the teacher is ill or on a course. TAs will never be asked to cover the class on their own. There will always be two TAs cover-ing. Teachers need to plan and prepare the lessons that the TAs will be delivering and planning should be followed closely. Both TAs who have provided cover should claim the cover rate for the sessions they have covered. Only entire mornings or afternoons can be claimed. If TAs have to cover teach-ers for less than an hour, e.g. they are delayed by traffic, a claim cannot be made. TAs can only make a claim if they are in sole charge of the whole class. If a third of the class or more is missing, a claim cannot be made. I3I3I3I3 The school dayThe school dayThe school dayThe school day Teachers are on duty from 8:40am when the playground gates open. School starts at 8:50am and any child arriving after this time will need to report to the school office. Session 1 8:50am - 10:30am PLAYTIME 10.30am - 10:45am Session 2 10:45am - 12:00pm Reception and Key Stage 1

Headteacher’s cups: Headteacher’s cups: Headteacher’s cups: Headteacher’s cups: These are awarded at the end of each term in the Share and Praise assembly. One child from each year group whose behaviour, attitude and class work have been exemplary is chosen to be the recipient and the child gets to keep the cup for the whole term. Pupil of the week: Pupil of the week: Pupil of the week: Pupil of the week: Every week a child is chosen from each year group to be the Pupil of the Week. This is celebrated in the Share and Praise assembly. They are chosen for exemplifying the motto ‘The Best That I Can Be’. Their photo is displayed in the hall and they have the privilege of wearing the Pupil of the Week badge for the week. H5H5H5H5 SanctionsSanctionsSanctionsSanctions When children misbehave they will initially be reminded of the rules. If their behaviour continues the teacher will use a stepped system of reminder, yellow card, red card. The teachers have devised a system within their classroom based on these principles; ap-propriate sanctions will be given for those who choose to disobey the rules. In more serious incidents the member of staff will use their professional judgment and refer the incident to a member of the Senior Leadership Team. In the most severe of cases the incident will be referred to the Headteacher or member of the Senior Leadership Team who is acting on their behalf. ABC sheets should be filled inABC sheets should be filled inABC sheets should be filled inABC sheets should be filled in so that behaviour can be tracked. Parents may be con-tacted when necessary. All behaviour must be considered within the context of the individual and situation and reasonable adjustments made to the expectations placed upon them. We hope that everyone will learn to understand that the context in which the behaviour occurs is as

Working PartiesWorking PartiesWorking PartiesWorking Parties Three Working Parties have been established to focus upon different aspects of school im-provement inline with the schools’ current vision statement. Focus for Working Party AFocus for Working Party AFocus for Working Party AFocus for Working Party A • To improve the provision of care, guidance and support and measure the impact of

this upon: • ·How safe pupils feel • ·The way pupils behave • ·The healthy lifestyle choices made by pupils • ·The positive contribution that pupils make to their school and the wider community • ·The extent to which pupils achieve and enjoy learning Focus for Working Party BFocus for Working Party BFocus for Working Party BFocus for Working Party B To develop a curriculum which promotes the enjoyment and achievement of all pupils, fo-cuses upon cultivating the skills and attitudes needed for pupils’ future economic well-being and supports pupils’ SMSC development.

What do the pupils need to learn? • Chris Quigley Key Skills for subject • Scheme of work for subject • Overview of coverage in subject across the

school

How will learning be assessed?

• NC attainment targets for subject

• APP materials relating to subject

What does teaching and learning in the subject look like? • Annotated photos, making reference to

Breadth of Study, Key Skills and levelled against NC attainment targets/APP materials

How is the subject resourced? • Inventory of resources available and where

stored • Records of expenditure • Useful websites, places of interest to visit

Focus for Working Party CFocus for Working Party CFocus for Working Party CFocus for Working Party C To further develop and embed the distinctive Christian character of the school, its key Christian values and the effectiveness of the school environment. To measure the im-pact of this upon: • Pupils’ spiritual, moral, social and cultural development • How pupils flourish as individuals • How well prepared pupils are to become responsible citizens • The relationships between all members of the school community • How well the school environment enhances pupils’ spiritual development B3B3B3B3 GovernorsGovernorsGovernorsGovernors Governors are like a Board of Directors and make decisions about how the school will be run. They meet at least once a term at school. Governors are appointed to help: 1. Decide what is taught. 2. Set standards of behaviour. 3. Interview and select staff. 4. Decide how the school budget is spent. School Governors have legal duties, powers and responsibilities. They make their deci-sions together; they cannot act individually. School Governors are: 1. Parents - Non-foundation and foundation 2. Teachers at the school 3. Non-teaching staff at the school 4. LA representative 5. Local representatives 6. Church representatives 7. Diocesan Board of Education representative Parent Governors 1. Have a child in school 2. Are elected by parents of the school 3. Serve for four years Governors Mr Peter Gibson Chairman 90 College Road Deal, Kent CT14 6QG Mrs Jayne Gregory Clerk to the Governors Vacancy St. George’s Father Christopher Lindlar St. Andrew’s Rev David Flewker St Leonard’s Miss Nikkii Pettitt Support Staff Ms Sarah Warner Teaching Staff

• Trainers (except for outdoor PE)Trainers (except for outdoor PE)Trainers (except for outdoor PE)Trainers (except for outdoor PE) • Branded baseball capsBranded baseball capsBranded baseball capsBranded baseball caps • Fancy hair accessoriesFancy hair accessoriesFancy hair accessoriesFancy hair accessories H2H2H2H2 Class rulesClass rulesClass rulesClass rules We expect everyone who enters Deal Parochial to act as a role model for positive behav-iour. Everyone is responsible for their own actions and is encouraged to think carefully about his/her actions and the consequences of these. Classes are actively encouraged to discuss a set of rules that they will follow from day to day. Within the school we have implemented the Community of Enquiry. This is a code of con-duct that sets out how everyone will share their ideas in class: Listen with care Take time to think It’s alright to change your mind Value what other people say Let others have a turn Give examples and justifications Be brave H3H3H3H3 Playground rulesPlayground rulesPlayground rulesPlayground rules - Keep to play areas and pitches agreed, and behave in these appropriately at all times - Keep your hands and feet to yourself - Be helpful, kind, polite and try to keep peace between all - Respect other peoples games and personal space - Use the equipment responsibly and appropriately - Always talk with a calm voice - Do as you are asked by the adults on duty or other playground leaders - Only return to the classroom if you have permission and a member of staff is present H4H4H4H4 RewardsRewardsRewardsRewards Merit cards: Merit cards: Merit cards: Merit cards: Each child in each coloured house has a Merit Card. Merits are given for excellent work that demonstrates that pupils have tried to be ‘The Best That I Can Be’. The children collect Merits individually and their efforts are rewarded on a progressive system. Their points are also included in a total for all the children in a coloured house. The winning house each week will be announced in Friday’s Share and Praise assembly. Pupils completing Merit Cards 3, 6, 9, 12, 15 and 18 will be awarded with a certificate, badge or prize that is presented in the first Share and Praise assembly of each term. Children’s parents will be invited to these assemblies. Parochial pounds: Parochial pounds: Parochial pounds: Parochial pounds: These are awarded for good behaviour and attitude to work and are collected on a weekly basis. During Friday’s Share and Praise assembly a child is drawn at random from Key Stage 1 and Key Stage 2 and a small prize is awarded. All children who receive Parochial Pounds are congratulated during this assembly.

ing, learning and target setting, their use therefore supports and consolidates teachers' knowledge and understanding of the National Frameworks.

• The use of APP materials to assess Writing is moderated as a whole school on a termly basis.

HHHH BehaviourBehaviourBehaviourBehaviour H1H1H1H1 UniformUniformUniformUniform Girls: • Girls should wear a school jumper or cardigan with the school

logo, available from the school uniform stall on Fridays after school.

• Girls should wear knee-length grey skirts or pinafore dresses. • Girls may also wear grey trousers. • In the summer girls may wear green gingham summer dresses. • Girls should wear a white polo shirt. Polo shirts with the school

logo are available from the school uniform stall. • Girls should wear sensible black, low heeled shoes or sandals. If

boots are worn in bad weather, girls must change into shoes once they arrive at school.

• Girls should wear grey or dark green tights or white socks. • Hair should be neat and tidy and long hair should be tied back

for health and safety reasons and to prevent the spread of head lice. Hair accessories should be green, brown or black.

Boys: • Boys should wear a school jumper with the school logo, avail-

able from the school uniform stall on Fridays after school. • Boys should wear knee-length grey shorts or trousers. • Boys should wear a white polo shirt. Polo shirts with the school

logo are available from the school uniform stall. • Boys should wear sensible black shoes or sandals. Trainers are

not allowed. • Boys should wear grey socks. • Hair should be neat and tidy and long hair should be tied back

for health and safety reasons and to prevent the spread of head lice.

All children: • Coats should be plain and smart and preferably waterproof with a hood. School

fleeces are also available. • Baseball, legionnaire and knitted hats are available from the uniform stall -

branded caps are not allowed. Not to be wornNot to be wornNot to be wornNot to be worn • Jewellery (except sensible wrist watches)Jewellery (except sensible wrist watches)Jewellery (except sensible wrist watches)Jewellery (except sensible wrist watches) • Fancy earrings (only small silver or gold studs allowed which must be removed Fancy earrings (only small silver or gold studs allowed which must be removed Fancy earrings (only small silver or gold studs allowed which must be removed Fancy earrings (only small silver or gold studs allowed which must be removed

or covered with tape for PE)or covered with tape for PE)or covered with tape for PE)or covered with tape for PE) • Sweat bands or other wrist bandsSweat bands or other wrist bandsSweat bands or other wrist bandsSweat bands or other wrist bands

Cllr Kit Smith Local Education Authority Mrs Kenni Yinka-Adebisi Foundation Parent Mrs Linda Golightly Foundation Parent Mr Jon Iveson Non-foundation Parent Mr Steve Castle Non-foundation Parent Mr Craig Ward Non-foundation Parent Vacancy Non-foundation Parent Mrs Gaye Waters Canterbury Diocesan Board of Education (Vice Chair) Mrs Cathy Cremin Headetacher Miss Lyndsay Hackett Deputy Headteacher All staff are invited to an informal tea party prior to the Full Governors’ Meeting held three times a year. These meetings are held on Tuesdays straight after school. Teaching staff attend the meeting in lieu of the regular staff meeting. One of the key roles and responsibilities for the Governing Body is to monitor the pro-gress and performance of the school. Undertaking visits demonstrates the Governors’ role in the strategic management of the school by helping to hold the school to account and evaluate its progress. The Governors’ visits schedule is an integral part of the school’s yearly monitoring calendar. The Strategy Team has agreed that Governors’ visits should focus on an aspect of the School Improvement Plan or one of the Governors’ statutory duties. Each Governor is encouraged to make at least one visit a year during school time and Governors will of-ten monitor an area of the School Improvement Plan in pairs in accordance with the agreed schedule. Monitoring visits take place in Terms 2, 4 and 6 and are guided by the Governors’ Visits Monitoring visits take place in Terms 2, 4 and 6 and are guided by the Governors’ Visits Monitoring visits take place in Terms 2, 4 and 6 and are guided by the Governors’ Visits Monitoring visits take place in Terms 2, 4 and 6 and are guided by the Governors’ Visits Protocol which clearly sets out the rationale behind visits and how they should be con-Protocol which clearly sets out the rationale behind visits and how they should be con-Protocol which clearly sets out the rationale behind visits and how they should be con-Protocol which clearly sets out the rationale behind visits and how they should be con-ducted.ducted.ducted.ducted. C C C C Terms of ServiceTerms of ServiceTerms of ServiceTerms of Service C1C1C1C1 SalariesSalariesSalariesSalaries Teaching Assistants Level 1 - Kent Scheme Band 3

Spine Point 1 Sept 2010

Main Pay Scale £ p.a.

M1 21,588

M2 23,295

M3 25,168

M4 27,104

M5 29,240

M6 31,552

Upper Pay Scale £ p.a.

U1 34,181

U2 35,447

U3 36,756

Teachers C2C2C2C2 Job descriptionsJob descriptionsJob descriptionsJob descriptions Teaching Assistant Level 1 Teaching Assistant Level 1 Teaching Assistant Level 1 Teaching Assistant Level 1 KENT COUNTY COUNCIL HAY JOB DESCRIPTION KENT COUNTY COUNCIL HAY JOB DESCRIPTION KENT COUNTY COUNCIL HAY JOB DESCRIPTION KENT COUNTY COUNCIL HAY JOB DESCRIPTION PURPOSE OF JOB Support the class teacher in the teaching and welfare of children to ensure they attain the targets set. PRINCIPAL ACCOUNTABILITIES • Ensure the maintenance of a clean, orderly and safe working environment mak-

ing sure that equipment/resources/materials are set out on time and as per in-structions received and used safely to enable pupils meet their learning targets.

• Assist teacher with learning activities ensuring health and safety and good behav-iour of pupils. Support the pupils in accessing learning activities as directed by the teacher to enable pupils’ progress towards their targets. Be aware of and support differences to ensure all pupils have equal access to opportunities to learn and develop.

• Provide clerical/admin support (e.g. typing, photocopying, display, collection and recording of money etc.) and undertake basic recording keeping in respect of pupil learning, behaviour management, child protection etc. as directed in order to support the teacher deliver the specific learning programmes set for each child.

• Be aware of and comply with policies and procedures relating to child protection, health, safety, security and confidentiality reporting all concerns to an appropri-ate person to ensure pupils’ wellbeing.

These Secrets of Success are addressed in teachers’ planning of Creative Themes for Learning and are promoted throughout the curriculum and in the weekly Share and Praise assembly. G7G7G7G7 Religious EducationReligious EducationReligious EducationReligious Education In this Church of England Aided School the Governing Body has elected to adopt the Kent Agreed Syllabus for Religious Education. This syllabus gives priority to teaching about Christianity, whilst also providing opportunities for the study of other principal world religions. This includes a substantial study of the stories of the Old and New Tes-taments and the life of Jesus. G8G8G8G8 AssessmentAssessmentAssessmentAssessment • A whole school tracking system is in place for reading, writing and numeracy

which provides knowledge of individual pupils’ attainment and progress. Sea-sonal summative assessment of reading, writing and maths enables progress of individuals and groups to be closely monitored and informs staff and pupils of next steps in teaching, learning and target setting.

• Assessment data provides the leadership team (this includes core subject coor-dinators) with clarity of the whole school picture.

• Information from data analysis is used to set whole school targets and identify trends and underachieving groups.

• Data is used to inform intervention programmes. Underperforming groups and pupils are identified and targeted for support and are prioritised according to need. The school now monitors the progress and attainment of pupils by SEN, FSM, prior attainment at KS1 and those identified in Pupil Progress Meetings as falling behind, i.e. those pupils who make up the teacher’s focus group.

• Rigorous tracking and target setting procedures promote high expectations of achievement from staff, pupils and parents.

• The Headteacher holds Pupil Progress Meetings once a season which hold teachers to account for the progress that individuals and groups are making within their class.

G9G9G9G9 MarkingMarkingMarkingMarking • Teachers feed back to pupils as the lesson progresses, based upon their obser-

vations of pupils as they learn. Any misconceptions can be addressed as they occur.

• Pupils are provided with written feedback through teachers' marking of their work. Teachers' marking links to the Learning Objective and commends what went well and recommends next steps in pupils' learning. The codes ‘√' and '⇨' are used to show teachers' commendations and recommendations.

G10G10G10G10 APP materialsAPP materialsAPP materialsAPP materials • The school uses an adapted version of the APP materials to assess pupils' pro-

gress in maths and writing. It was decided to use these materials to provide a consistent approach to teacher assessment across the school. Because APP materials link assessment to the National Strategies and integrate it into teach-

sions and proposals, communicating accurately using mathematical lan-guage and conventions, symbols and diagrams;

• USE MATHEMATICS - Pupils need to represent and model situations using mathematics, using a range of tools and applying logic and reasoning in or-der to predict, plan and try out options.

At Deal Parochial School we follow the National Primary Framework for Numeracy and this provides children with a thorough programme which ensures the develop-ment of skills, knowledge, understanding and application of Mathematics. In addi-tion to a daily numeracy session, we aim to apply the key skills outlined above throughout the curriculum, particularly in the area of Enterprise. Teachers need to ensure that they are using the correct school planning pro forma for planning which can be found on the server on the staff drive. This should be at-tached to the unit overview produced by Gloucester. Each class has a folder con-taining useful maths resources which should be referred to when planning. G5G5G5G5 ICT PlanningICT PlanningICT PlanningICT Planning The key skills in ICT capability can be summarised as: • Finding information • Processing information • Communicating information • Refining and improving work Each class is equipped with 3 computers and an Interactive Whiteboard. The school has 30 laptops housed in 2 laptop trolleys so that ICT can be literally wheeled into classrooms to ensure that it is fully integrated throughout the curriculum. The school has purchased a Virtual Learning Environment called DB Primary which pro-vides a safe and fun environment for children to communicate with one another and for them to continue work started at school back at home. Teachers follow Kent’s new scheme of work to deliver ICT. G6G6G6G6 Personal and Social DevelopmentPersonal and Social DevelopmentPersonal and Social DevelopmentPersonal and Social Development We believe that the ‘Secrets of Success’ for children to become successful learners lie in the following:

• Contribute to the overall work/aims of the school and appreciate and support the role of colleagues and other professionals to enable the school fulfil its develop-ment plans etc.

• Undertake training and other learning activities and attend relevant meetings (within contracted hours) as required to ensure own continuing professional devel-opment.

NECESSARY EXPERIENCE • Good standard of general education (i.e. NVQ level 1 or equivalent) together with

good numeracy and literature skills. • Previous experience (1-2 years) of working with children. • Use basic technology (computer, video, photocopier) • Knowledge of policies and procedures relating to child protection, health, safety,

security, equal opportunities and confidentiality. • Have the ability to relate well to children and adults, understanding their needs and

being able to respond accordingly. • Good influencing skills to encourage pupils to interact with others and be socially

responsible. SCOPE FOR IMPACT Support staff in schools make a strong contribution to pupils’ learning and achievement. Teaching Assistants provide support to teachers and schools allowing qualified teachers to make even more effective use of their time, professional knowledge, skills and under-standing. TAs contribute to pupils’ learning and will have a significant impact on pupils’ achievement. JOB CONTEXT TAs will be expected to work effectively with individual pupils and/or small groups under the direction and supervision of a class teacher. They will contribute to, and need to dem-onstrate skills in, planning, monitoring, assessment and class management. TAs would also be expected to work as part of the school team and contribute to plans to ensure the school meets its aims. The post holder must work within the relevant policies, codes of practice and legislation reporting any concerns to the relevant person. The post holder must have good communications skills to be able to inform, persuade, inspire and motivate pupils and provide feedback to other professionals and parents as required. ORGANISATION (not line management responsibility) Headteacher | Class Teacher | Teaching Assistant

Class teacher Class teacher Class teacher Class teacher GENERIC JOB DESCRIPTION GENERIC JOB DESCRIPTION GENERIC JOB DESCRIPTION GENERIC JOB DESCRIPTION This job description will vary reflecting whether the teacher is in the EYFS, the curriculum area they coordinate, whether they are a member of the SLT and carry additional responsibilities etc. KEY PURPOSE OF THE JOB To take responsibility for the education and welfare of a designated class of children in accordance with the current School Teachers’ Pay and Conditions document, having due regard to the requirements of the National Curriculum and LEA and school policies. MAIN ACTIVITIES • To take responsibility for planning and implementing appropriate work pro-

grammes for all children in the designated class, within the framework of national and school policies.

• To maintain assessment records and report on pupils’ progress to senior staff and to parents and carers, in accordance with school policy.

• To manage additional adults within the classroom. PRINCIPAL ACCOUNTABILITIES • As a teacher in a Church of England School you are required to have regard to the

Christian character of the School and its Foundation and to undertake not to do anything in any way contrary to the interests of the Foundation. You are required, if called upon to do so by the Headteacher, to give religious education in accordance with the doctrines of the Church of England and the Trust deed of the School. You are required to take part in and lead acts of religious worship if required by the Headteacher.

• To plan work for the class in accordance with national, LEA and school curriculum policies and in co-operation with subject and phase leaders to ensure that the chil-dren experience a broad, balanced, relevant and stimulating curriculum.

• To ensure a close match between the learning experience offered and the individ-ual needs of the children in the class, so as to give each child an opportunity to achieve to the maximum of his/her capability.

• To make appropriate educational provision for children with SEN and those learn-ing EAL, with support from the SENCo.

• Where possible, to make sure that the majority of the children’s work is closely linked to first-hand practical experience.

• To provide children with opportunities to manage their own learning and become independent learners.

• To create a secure, happy and stimulating classroom environment, maintaining the highest standards of organisation, and discipline.

• To foster each child’s self-image and esteem and establish relationships which are based on mutual respect.

• To maintain a high standard of display both in the classroom and in other areas of the school.

• To arrange for resources, equipment and materials to be available in such a way that they are properly cared for, easily accessible and will encourage the children to become more responsible for their own learning.

taught, The Essentials for Learning and Life and Secrets for Success. Teachers need to ensure that they are using the correct school planning pro forma for planning which can be found on the server on the staff drive. Medium-term and short-term planning needs to be handed in to the Headteacher once a term. G2G2G2G2 The Essentials for Learning and LifeThe Essentials for Learning and LifeThe Essentials for Learning and LifeThe Essentials for Learning and Life At Deal Parochial we believe that there are some essential skills which should be con-tinually applied throughout the curriculum. They include the basic skills of literacy, nu-meracy and ICT capability along with personal and social development. G3G3G3G3 Literacy PlanningLiteracy PlanningLiteracy PlanningLiteracy Planning The key skills which we focus on in literacy throughout the curriculum are: • READ - Pupils need to read fluently, listen and respond critically to texts of all

kinds, on paper and on screen, in order to access ideas and information; • TALK - Pupils need to talk clearly and confidently about their thoughts, opinions

and ideas, listening carefully to others so that they can refine their thinking and express themselves clearly;

• WRITE - Pupils need to write, present and broadcast a range of ideas, in a wide variety of forms and with awareness of different audiences and purposes; com-municate these ideas with accuracy on paper, on screen and through multimo-dal texts;

• ANALYSE - Pupils need to analyse, evaluate and criticise a range of uses of lan-guage in order to draw out meaning, purpose and effect.

As children move through the school these key skills are constantly being revisited but the standard to which the skills are being applied gets progressively higher, from Na-tional Curriculum Level 1 through to Level 5. At Deal Parochial School we follow the National Primary Framework for Literacy and this provides a powerful structure for the development of skills, knowledge, under-standing and application of English. In addition to a daily literacy session, we aim to apply the key skills outlined above throughout the curriculum. Teachers need to ensure that they are using the correct school planning pro forma for planning which can be found on the server on the staff drive. G4G4G4G4 Numeracy PlanningNumeracy PlanningNumeracy PlanningNumeracy Planning The key skills which we focus on in numeracy throughout the curriculum are: • CALCULATE - Pupils need to use numbers and measurements to support both

accurate calculation and an understanding of scale, in order to make reason-able estimations;

• INTERPRET DATA - Pupils need to interpret and interrogate mathematical data in graphs, spreadsheets and diagrams, in order to draw inferences, recognise patterns and trends, and assess likelihood and risk;

• COMMUNICATE - Pupils need to use mathematics to justify and support deci-

F.F.F.F. School PurchasesSchool PurchasesSchool PurchasesSchool Purchases F1F1F1F1 Purchases from Educational SuppliersPurchases from Educational SuppliersPurchases from Educational SuppliersPurchases from Educational Suppliers Only budget holders can purchase resources for school. Prior to purchasing resources, a request form needs to be fully filled in and handed to the Headteacher to be signed off. Only then can the order be processed by Mrs Lawton. This is the preferred method for budget holders to make purchases. F2F2F2F2 Purchases directly from shopsPurchases directly from shopsPurchases directly from shopsPurchases directly from shops If staff are making purchases from a retail outlet they need to go to customer services to get a VAT receipt. If asked for an address they need to give the school’s address, not a personal address. The VAT receipt needs to be given to Louise Cullen. Before making any purchases staff need to seek permission from the Headteacher to ensure that there is enough money in their curriculum budget to cover the cost. F3 F3 F3 F3 Internet purchasesInternet purchasesInternet purchasesInternet purchases If staff are making purchases via the Internet they need to get the goods delivered to the school address and they should print off a copy of the receipt to be handed to Louise Cullen. Again, before making any purchases staff need to seek permission from the Headteacher to ensure that there is enough money in their curriculum budget to cover the cost. If staff do not follow correct procedures they may find that they need to arrange the If staff do not follow correct procedures they may find that they need to arrange the If staff do not follow correct procedures they may find that they need to arrange the If staff do not follow correct procedures they may find that they need to arrange the return of goods to obtain a refund.return of goods to obtain a refund.return of goods to obtain a refund.return of goods to obtain a refund. G.G.G.G. Planning and AssessmentPlanning and AssessmentPlanning and AssessmentPlanning and Assessment G1G1G1G1 Planning Creative Themes for LearningPlanning Creative Themes for LearningPlanning Creative Themes for LearningPlanning Creative Themes for Learning We plan our curriculum in 3 phases. We agree a long-term plan for each key stage. This indicates what Creative Themes for Learning will be taught in each term, and to which groups of children. It also includes an indication of which NC Programmes of Study will be taught through each theme. We review our long-term plan on an annual basis. Our medium-term plans give a brief overview of the objectives, key skills, curriculum drivers and learning within each Creative Theme for Learning. Our short-term planning gives greater detail of planned activities, resources and as-sessment and includes reference to the Key Skills and the level to which they will be

• To work closely with colleagues to undertake medium and short term planning and the implementation of agreed schemes of work.

• To assess children’s progress, maintain records and provide written reports to par-ents and carers in accordance with school policies.

• To communicate and consult with parents and carers and with outside agencies, as necessary, about children’s progress and attainment.

• To ensure that the school’s aims and objectives in relation to the curriculum, equal opportunities and discipline are promoted in every day classroom organisation and practice.

• To liaise with support staff both school based, from the LEA & from other external bodies as required.

• To take responsibility for the management of other adults in the classroom. • To take up the opportunity for continuous professional development through self-

directed reading, courses and in-service training. • To undertake any other reasonable and relevant duties in accordance with the

changing needs of the school. KEY ORGANISATIONAL OBJECTIVES The Postholder will contribute to the school’s objectives in service delivery by: • Enactment of Health and Safety requirements and initiatives as directed • Ensuring compliance with Data Protection legislation • At all times operating within the school’s Equal Opportunities framework • Commitment and contribution to improving standards for pupils as appropriate • Acknowledging Customer Care and Quality initiatives • Contributing to the maintenance of a caring and stimulating environment for pu-

pils with due regard to safeguarding SPECIAL CONDITIONS OF SERVICE Because of the nature of the post, candidates are not entitled to withhold information regarding convictions by virtue of the Rehabilitation of Offenders Act 1974 (Exemptions) Order 1975 as amended. Candidates are required to give details of any convictions on their application form and are expected to disclose such information at the appointed interview. Because this post allows substantial access to children, candidates are required to com-ply with departmental procedures in relation to Police checks. If candidates are success-ful in their application, prior to taking up post, they will be required to give written permis-sion to the Department to ascertain details from the Metropolitan Police regarding any convictions against them and, as appropriate the nature of such convictions. C3 Performance ManagementC3 Performance ManagementC3 Performance ManagementC3 Performance Management Performance management for teachers is an annual cycle from 1st October to 31st Sep-tember . The Headteacher will ensure that performance reviews for all teachers will be completed by 31st October and the Headteacher’s performance review will be completed no later than 31st December in any one cycle.

The performance reviews for all support staff will be completed annually ending on 31st March in each year. Staff joining the school part way through a mid cycle will have their planning and review statement prepared within 6 working weeks of their start date. The Headteacher, or the governing body if the Headteacher is the reviewee, will determine the length of the first cycle for a new employee to bring it into line with the normal school cycle as soon as pos-sible. C4 Dealing with the pressC4 Dealing with the pressC4 Dealing with the pressC4 Dealing with the press If members of staff are approached by the press or television on a sensitive school mat-ter no comment should be made and the Headteacher should be informed immediately. The Headteacher will contact the county press officer and the Chair of Governors. C5 MealsC5 MealsC5 MealsC5 Meals If a member of staff wants a school dinner they will be charged for an adult meal, cur-rently priced at £2.59. The office need to be notified of staff dinners by 9.00am. Meals must be paid for in advance. C6 ExpensesC6 ExpensesC6 ExpensesC6 Expenses Staff may claim for travel expenses incurred from attending training courses. KCC is com-mitted to reducing its impact on the environment. If there is a need to travel, staff are asked to make use of public transport wherever possible. To make a claim staff need to fill out an EXP2 form available from Louise Cullen in the office. C7 Staff developmentC7 Staff developmentC7 Staff developmentC7 Staff development The Headteacher will be responsible for identifying the school’s CPD needs and those of the school community that support and improve teaching and learning. Such needs will be identified largely through existing mechanisms such as Performance Management, School Self-Evaluation, the School Improvement Plan, national and local priorities, inter-nal and external monitoring and feedback and through informal and formal discussions with individuals and teams. CPD issues will be addressed at Governing Body meetings and be included as part of the Headteacher’s report. Requests for accessing CPD should be addressed to the Headteacher who will decide on the most effective means. The Headteacher will be responsible for communicating relevant opportunities to appro-priate staff. C8 Equal opportunitiesC8 Equal opportunitiesC8 Equal opportunitiesC8 Equal opportunities At Deal Parochial School we are committed to ensuring equality of education and oppor-tunity for all pupils, staff, parents and carers, irrespective of race, gender, disability, faith or religion or socio-economic background. We aim to develop a culture of inclusion and diversity in which all those connected to the school feel proud of their identity and able to

a family emergency involving a dependant which relies on the employee for assistance. Employees also have the right not to be unreasonably refused time off, dismissed or victimised for doing so. There is no qualifying period and the leave is unpaid. The employee should be allowed a ‘reasonable' period of unpaid leave to cope with unexpected domestic crises; there is no limit to the amount of leave and each case will need to be considered on its own merits in a sensitive and practical way with due regard to the particular circumstances. As a guide, the leave should be sufficient to help the employee to deal with the unex-pected or sudden problem, and make any necessary longer term arrangements. Circumstances for which leave may be granted are: • illness of spouse, child, parent • if a dependant suddenly falls ill, is injured or assaulted, or gives birth, • the death of a dependant or someone close to the employee, • if a child is involved in a serious incident at school or during school hours, • a sudden breakdown in care arrangements for a dependant, • dealing with a crisis relating to a family member requiring immediate attendance,

e.g, to make longer term care arrangements for a dependant who is ill or injured. (c)(c)(c)(c) With reference to the above, it may be appropriate in the circumstances outlined in (b), to offer paid compassionate leave. The Headteacher (on behalf of the Governing Body) should give due regard to the particular circumstances of each case, in relation to its sensitivity and impact on the employee. In some circumstances it may be appropri-ate to award a combination of paid and unpaid leave. It may not be considered appropriate to award paid or unpaid leave in circumstances where the employee can be reasonably expected to make alternative plans or arrange-ments which may therefore not require their assistance, or where the arrangements can be undertaken outside of term-time e.g., where the employee knows in advance that the problem is going to arise, or by using annual leave (support staff). ALL MEDICAL APPOINTMENTS NEED TO BE MADE OUTSIDE OF WORKING HOURS E11E11E11E11 PunctualityPunctualityPunctualityPunctuality All teachers, including the SENCO, must be in school before 8.30am at the very latest. This is to ensure that they are fully prepared for the day ahead. If they are running late or caught up in traffic, they should phone the school office on 01304 374464. Lateness will be monitored. The working day for most TAs starts at 9.00am and TAs should be in school in good time to commence work at 9.00am. The exceptions to this are Julie Lee who starts work at 8.45am and Jo Booth who starts work at 12.15pm. The working day for most TAs finishes at 3.15pm. The exception to this is Rachael Bur-gess who works until 3.30pm two afternoons a week.

for others and keep to the 5mph limit. Staff need to make sure that they lock their car securely. E8 Photocopying and printingE8 Photocopying and printingE8 Photocopying and printingE8 Photocopying and printing The photocopier is for staff use only. It is not to be used by children, including children in Year 6. The photocopier and printer should only be used for school copying and print-ing, not for personal use. Photocopying and printing costs are very high (currently £3,000+ per year!) and all staff need to try and cut down on their usage of both the photocopier and the printer. Staff need to supervise children’s use of the computer to ensure that they are not printing unnecessarily. No children should be printing during lunchtimes. E9 Staff absenceE9 Staff absenceE9 Staff absenceE9 Staff absence Employees should telephone the Headteacher in the event of sickness on 371010 be-fore 7.30am on the first day of absence. It is essential to phone and speak to the Head-teacher, not just leave a text message. If the Headteacher cannot be contacted at home then the employee needs to phone the school by 8.15am. The phone call is made on the first day of absence, and if the ab-sence continues, on the third day, and after one week. Beyond one week’s sickness employees need to contact the school at appropriate intervals, and at a minimum, be-fore the expiry of the medical certificate. If possible, employees should indicate when they expect to return to work. E10 Staff leaveE10 Staff leaveE10 Staff leaveE10 Staff leave (a)(a)(a)(a) Compassionate leaveCompassionate leaveCompassionate leaveCompassionate leave The Headteacher (on behalf of the Governing Body) has authority to grant up to 10 working days paid leave of absence in any one year on compassionate grounds. This paid provision is over and above the statutory provisions for unpaid leave as contained in the Employment Relations Act 1999 (see (b) below). Clearly, a combination of paid and unpaid leave can also be granted. Also, it should be noted that guidance over the years to Governing Bodies has been that the following should be paid leave. • Attendance at in-service training short courses, professional conferences, meet-

ings of examination boards. • Moving house (where removal cannot take place in school holidays or at week-

ends). • Death of mother, father, spouse, child, brother or sister and attendance at fu-

neral. • Wife having a baby. (b)(b)(b)(b) Time off for dependants Time off for dependants Time off for dependants Time off for dependants ---- Statutory Rights Statutory Rights Statutory Rights Statutory Rights With effect from 15th December 1999 the Employment Relations Act 1999 introduced a statutory right for employees to take a reasonable period of time off work to deal with

participate fully in school life. We will tackle discrimination by the positive promotion of equality, challenging bullying and stereotypes and creating an environment which champions respect for all. At Deal Parochial School we believe that diversity is a strength, which should be respected At Deal Parochial School we believe that diversity is a strength, which should be respected At Deal Parochial School we believe that diversity is a strength, which should be respected At Deal Parochial School we believe that diversity is a strength, which should be respected and celebrated by all those who learn, teach and visit here.and celebrated by all those who learn, teach and visit here.and celebrated by all those who learn, teach and visit here.and celebrated by all those who learn, teach and visit here. C9 Notice periodsC9 Notice periodsC9 Notice periodsC9 Notice periods It is important to issue the correct notice, taking into account both statutory and contrac-tual notice periods. When working out the date that notice should be issued statutory notice periods must be taken into account. Whichever is the longer period, either statutory notice or contractual notice, should be used. If an employee's contract is terminated after one month but before two years' service has been completed, statutory notice is one week. After two years and up to 12 years' service, the statutory notice period is one week for each completed year of continuous service. For employees with more than 12 years' service, the minimum notice period is 12 weeks. Teachers on “cover” contracts or temporary contracts for less than one term may have shorter notice periods as set out in the contracts (section 2. paras 1.1(b) and 1.3 of Bur-gundy Book. a) Teacher notice periodsa) Teacher notice periodsa) Teacher notice periodsa) Teacher notice periods

b) Headteacher notice periodsb) Headteacher notice periodsb) Headteacher notice periodsb) Headteacher notice periods

c) Support staff notice periodsc) Support staff notice periodsc) Support staff notice periodsc) Support staff notice periods

Effective date of termi-

nation

Contractual �otice issued

by

Maximum Statutory �otice

issued by (assuming 12

years’ service)

30th April 28th February 5th February

31st August 31st May 8th June

31st December 31st October 8th October

Effective date of termi-

nation

Contractual �otice issued

by

Maximum Statutory �otice

issued by (assuming 12

years’ service)

30th April 31st January Contractual is longer in all

cases

31st August 30th April

31st December 30th September

C10 Exit InterviewC10 Exit InterviewC10 Exit InterviewC10 Exit Interview 1. On leaving the school, all members of staff are offered an Exit Interview. 2. The Chair of Governors will arrange for a governor to contact the member of

staff a month before they depart to ask them if they would like an Exit interview and a date and time will be arranged at both parties’ convenience.

3. One purpose of the interview is to inform the Governing Body of any circum-

stances surrounding the departure which need to be addressed in order to sup-port staff retention. But it should also provide an opportunity for both parties to explore and acknowledge the contribution that the member of staff has made to the school community and to reflect on the strengths as well as the weaknesses of the school.

4. The interview will be supported by a sheet of standard questions which will be

filled in briefly during the interview although the discussion need not be con-fined solely to this.

5. At the end of the interview the both parties will sign at the bottom of the sheet

to confirm that it is a fair record of what was agreed. 6. Copies of the form will be circulated to the Headteacher and to the Chair of Gov-

ernors but will otherwise remain confidential. 7. The Headteacher, Chair and the governor carrying out the Exit Interview will

meet to decide what lessons need to be learned from the interview and how these should be implemented.

C11 GrievancesC11 GrievancesC11 GrievancesC11 Grievances The governors follow KCC’s Fairness at Work Grievance Procedures to deal with any grievances that staff might have. A copy of this document can be found on the SPS website (http://www.the-sps.co.uk) or if a member of staff prefers school office staff can provide a hard copy of the procedure. The procedure is designed to provide employees who feel dissatisfied or aggrieved by management, or the School Governing Body, with a channel to have their concern(s) dealt with fairly and promptly. GENERAL PRINCIPLES (a) All employees have a right to present grievances about any matter relating to

Grade Contractual �otice Statutory �otice

Kent Scheme 3 (KS3) 1 month Statutory Notice will depend

on length of service up to a

maximum of 12 weeks.

• Copyright of materials must be respected; • All internet activity should be appropriate for staff professional activity or pupils’

education. • The same professional levels of language and content should be applied as for

letters or other media, particularly as e-mail is often forwarded or may be sent inadvertently to the wrong person;

• Electronic communications with pupils or parents including email, IM and social networking must be compatible with staffs’ professional roles and they must en-sure that messages cannot be misunderstood or misinterpreted;

• Staff will not install any software or hardware without permission; • Use for personal financial gain, gambling, political purposes or advertising is for-

bidden; • Users must access only those sites and materials relevant to their work in

school. Users will be aware when they are accessing inappropriate materials and should expect to have their permission to use the system removed.

E5 Playground dutyE5 Playground dutyE5 Playground dutyE5 Playground duty There is a rota for playground duty which includes all members of staff. Teaching staff on playground duty are also on duty at the gate in the morning from 8.40am. At 8.40am they open the gate and let the children come in, then they supervise the children in the playground until 8.50am when the whistle is blown to indicate the start of the school day. Playtimes start at 10.30am and finish promptly at 10.45am. It is essential that these timings are adhered to as playtimes that overrun eat into curriculum time. When on duty staff need to patrol the playground, reminding children to stay in the cor-rect areas. Children are not allowed to play out of sight of staff, i.e. behind the sheds. Any rough play needs to be stopped. Staff need to be vigilant at all times and therefore should refrain from holding conversations with other staff on duty. Staff not on duty need to be mindful of the time that children are due in from the play-ground. They need to be back in classrooms in good time to start lessons promptly at 10.45am. Children should not be coming in from the playground to an unsupervised classroom. E6 Staff belongingsE6 Staff belongingsE6 Staff belongingsE6 Staff belongings Staff should ensure that any of their property brought into school is kept secure. Any items of value should be separately insured, as, for example, an extension to a house-hold insurance policy. The school’s insurance does not cover items belonging to staff or pupils. If, at any time, pupil possessions are confiscated in line with the school rules, the item should be placed in a secure locked place. E7 Staff parkingE7 Staff parkingE7 Staff parkingE7 Staff parking There is reserved parking for staff in the car park. Staff should park with consideration

the start of the meeting is delayed then unfortunately the end time will also have to be delayed. All staff should try to get to the meeting on time. Some meetings being led by external providers may run over the time allocated and staff are expected to show a degree of flexibility to accommodate this. E2 SmokingE2 SmokingE2 SmokingE2 Smoking The following extracts are taken from KCC’s Smoking Policy: • Smoking is not allowed in any KCC building or establishment including Commu-

nity and Voluntary Aided schools for the health, safety and well-being of staff, children and visitors.

• We expect people who are smokers to take steps to minimise the effects of their smoke on others whilst at work. Primarily this will be by ensuring that when smoking outside a KCC building or school they are, where possible and practical, a reasonable distance from the building. No smoking should take place in car parks.

• Headteachers and Managers are responsible for ensuring staff comply with this policy. Persistent and/or intentional breaches of the policy will lead to discipli-nary action under the school’s Disciplinary procedure.

• Any visitor to our premises breaking the conditions of this policy will be asked to stop smoking or to leave the premises.

E3 TelephonesE3 TelephonesE3 TelephonesE3 Telephones Staff may use the telephones in any of the offices; the main office, the SEN store or the Den to make calls to parents regarding school matters. It is essential to inform Cherry Lawton or Louise Cullen if a call has been made so that if parents return the call they know who to inform and have some knowledge of the reason for the call. All staff need to switch off their mobile phones or put them on silent mode during les-sons. Under no circumstances should staff be receiving calls or text messages during lessons. E4 Use of the InternetE4 Use of the InternetE4 Use of the InternetE4 Use of the Internet The computer system is owned by the school and is made available to pupils to further their education and to staff to enhance their professional activities including teaching, research, administration and management. The school's Internet Access Policy has been drawn up to protect all parties - the pupils, the staff and the school. The school reserves the right to examine or delete any files that may be held on its computer sys-tem or to monitor any internet sites visited. Staff and pupils requesting internet access should sign a copy of the Staff Code of Conduct for ICT and return it to the ICT coordina-tor for approval. • Access should only be made via the authorised account and password, which

should not be made available to any other person; • Activity that threatens the integrity of the school ICT systems, or activity that at-

tacks or corrupts other systems, is forbidden; • Users are responsible for all e-mail sent and for contacts made that may result in

e-mail being received; • Posting anonymous messages and forwarding chain letters is forbidden;

their employment. This procedure is applicable to all employees and they should have access to the procedure on request.

(b) All employees (including Headteachers) are expected, in the first instance, to try and informally resolve any issues or concerns themselves e.g where the concern is about a fellow employee. If this is not possible, then staff are expected to raise any issues or concerns with their Headteacher (or Chair of Governors where ap-propriate) informally first to try and seek a resolution before resorting to the for-mal stages of the procedure and Headteachers are expected to raise any issues or concerns with the Chair of Governors (or Vice Chair where appropriate) infor-mally first to try and seek a resolution before resorting to the formal stages of the procedure.

(c) Each grievance is important to the individual concerned and every stage should be dealt with fairly and promptly and be resolved as near to the point of the source as possible. Time limits specified may be extended by mutual agreement.

(d) All grievances should be treated in the same way regardless of whether the em-ployee is a trade union/teacher association member.

(e) Employees have a right to be represented by a trade union representative or workplace colleague at the formal stage of these procedures. In some cases, it might be advantageous to involve trade union representatives or workplace col-leagues at an earlier stage.

(f) The trade union representative or workplace colleague has an important role to play in supporting, advising and representing an employee with a grievance. The aim should be to resolve the grievance through co-operation.

(g) Where appropriate the Headteacher/Chair of Governors and aggrieved employee may wish to use the services of a mediator to resolve the grievance. This can be arranged confidentially by Schools Personnel Service; although the school may need to pay the costs.

(h) Regular work routines are an important part of an employee’s job, and prior con-sultation on any changes in custom and practice can ease through many difficult decisions without a grievance being raised.

(i) Grievances should be raised within three months of the employee being ag-grieved. The arrangements which existed prior to the grievance being raised should normally continue until resolution or until this procedure has been ex-hausted unless mutually agreed otherwise.

(j) Fairness and civility towards employees are important factors in management efforts to avoid disputes. Resentment through lack of these considerations can be the underlying cause of many grievances.

(k) All grievances should be dealt with in confidence, subject to the need to under-take thorough investigations as necessary.

DDDD Staff Code of PracticeStaff Code of PracticeStaff Code of PracticeStaff Code of Practice Teachers at Deal Parochial Primary School are expected to adhere to the 8 Principles of Conduct and Practice set out in the Code of Conduct and Practice for Registered Teach-ers approved by the GTC in July 2009. In addition the following specific rules regarding conduct apply to all staff and volun-teers:

D1D1D1D1 Transportation of children in private carsTransportation of children in private carsTransportation of children in private carsTransportation of children in private cars • Adults may only transport a pupil in their car, as part of school duties, if they have

provided the school with evidence of appropriate insurance cover. • Adults should only transport pupils, in relation to school activities, in their private

car with the knowledge and consent of the Headteacher (or deputy in her absence) and the agreement of the child’s parent. In addition, as good practice in maintain-ing an appropriate professional relationship, it is expected that adults will not transport pupils in their own car outside of school except where the pupil’s family are personal friends or family of the adult or when there is written permission from parents to do so.

• No adult may, as part of their school duties (whether during school hours or out-side of hours) transport a child in their car without another responsible adult (e.g. parent, member of staff) or other children present.

• In an emergency when children are taken to hospital in a staff car there will always be another member of staff present. Depending upon the nature of the emergency permission from parents may not be requested before transportation.

• The normal rules of the road apply, for example all children being transported should be wearing a seat belt or accommodated in booster seats.

D2D2D2D2 Privacy when speaking to or working with childrenPrivacy when speaking to or working with childrenPrivacy when speaking to or working with childrenPrivacy when speaking to or working with children • As a general rule, adults should not speak to, or work with, a child alone in a room

with the door closed. If an adult needs to speak to, or work with, a child out of the earshot or sight of other children, they should ask another adult, who is subject to the school’s expectations regarding confidentiality, or who is related to the child, to be present. In circumstances where quiet or confidentiality is essential, the work or conversation should take place in a room with a window in the door or wall al-lowing others to see into the room.

• The above rules apply to the administration of first aid and in all other circum-stances except in situations, which the adult believes may be life-threatening.

• Adults should knock and shout a warning into pupil toilet areas before entering and should allow children time to cover up or to leave before they enter the area. Alternatively a child may be sent into the toilets to check that they are empty be-fore the adult enters. Toilet areas can be subject to bad behaviour and adults may legitimately enter them in these or other work-related circumstances.

D3D3D3D3 Physical contact between adults and childrenPhysical contact between adults and childrenPhysical contact between adults and childrenPhysical contact between adults and children • In order to maintain an appropriate professional relationship, physical contact be-

tween adults and pupils should be kept to a minimum. Young children may be comforted when distressed (see below), and may initiate physical contact in other circumstances, but adults should always be aware that innocent physical contact may be misinterpreted by observers or by the recipient. Adults should avoid putting themselves in potentially compromising situations by observing the following rules:

• Physical control or restraint must only take place as a last resort and only when it is felt that a child may be in danger or at risk of being hurt or of hurting someone else. Any restraint of a child must be reported to the Headteacher.

• Intimate touches, including kisses, should never be given by adults to pupils and children who give them to adults must be kindly, but firmly, told that it is inappro-

priate. Some children, children with special needs related to social interaction for example, may persist with this behaviour throughout primary school. In such cir-cumstances staff should ensure that other adults are aware, continue to firmly dis-courage the behaviour, and involve the parents in working towards more appropri-ate social behaviour.

• Where a child is distressed or hurt they may seek some sort of physical comfort. Adults should confine this to the minimum required to comfort the child, for exam-ple taking the child’s hand, putting a hand on their shoulder. Younger children may however actively seek a hug or to sit on the adult’s knee. The aim of the adult must always be to minimise such contact and it should never take place privately.

• Physical contact may be necessary as part of instruction, for example in PE. When-ever practicable demonstration or instruction without physical contact should be used. In other situations make it clear to the children present what contact will be used and why.

D4D4D4D4 Appropriate languageAppropriate languageAppropriate languageAppropriate language • Adults should not swear or use sexual language (other than as part of appropriate

instruction) at or in the presence of pupils. • Adults should be polite and use respectful language in the presence of pupils. For

example at Deal Parochial we ask children to ‘be quiet’ not to ‘shut up.’ We expect children to be similarly respectful and polite to adults.

D5D5D5D5 Appropriate attireAppropriate attireAppropriate attireAppropriate attire • Wear clothing which is respected by parents. • Wear neat and tidy clothing which can be seen to provide good examples to pupils

e.g. no crop tops, short skirts, jeans. • Wear correct clothing for activity e.g. sports attire for PE activities. D6D6D6D6 Maintaining a tidy and wellMaintaining a tidy and wellMaintaining a tidy and wellMaintaining a tidy and well----organised school and class environmentorganised school and class environmentorganised school and class environmentorganised school and class environment • Children should always leave their classroom tidy before going to assembly, music,

play etc. Chairs should be tucked under, items picked up from the floor and desks tidied. All resources should be put away in the correct place.

• Classrooms, cloakrooms and shared practical areas should be tidied at the end of the day – rooms should be left in a reasonable condition to help cleaners.

• Children should be encouraged to pick up items e.g. pencils, books, coats, and lit-ter.

• Teachers’ areas and resources should look tidy and organised. • Exercise books must be kept tidy. • Dirty crockery e.g. mugs and plates should be returned to the staffroom straight

away. Food and hot drinks should only be consumed by adults during pupils’ break times and certainly not during lessons.

E.E.E.E. Staff MattersStaff MattersStaff MattersStaff Matters E1 Staff meetingsE1 Staff meetingsE1 Staff meetingsE1 Staff meetings Staff meetings are held every Tuesday from 3.30pm to 5.00pm and all teaching staff in-cluding the SENCO are expected to attend. The meeting will last an hour and a half and if