Policies

 

Attendance

 

 

 

 

Stoneyholme Community Primary School

 

Attendance Policy

 

 

Agreed by Governing Board on 24/06/2024

 

Policy will be reviewed by July 2025

 

 

Galawan, Luanne

l.galawan@stoneyholme-pri.lancs.sch.uk

09/2024

Contents

 

1  Introduction

2  Responsibilities and expectations

2.1 Families

2.2 School (including contact information for attendance-related matters) 

2.3 Lancashire County Council

3  Types of absence

3.1 Authorised absences

3.2 Unauthorised absences

3.3 Persistent Absence (PA)

3.4 Leave during term time

3.5 Religious absence

3.6 Participation in sporting events

3.7 Participation in performances

4  Registration

4.1 Attendance registration

4.2 Late arrival

4.3 Punctuality

5  School attendance procedures

5.1 First day of absence

5.2 Attendance concerns

5.3 Pupils with medical needs who have difficulty attending school

5.4 Pupils refusing to attend school

5.5 Promotion of good attendance

5.6 Use of penalty notices

6  Alternative provision and use of directions 7  Notifications school must submit to the local authority

7.1 Admissions

7.2 Leavers

7.3 Pupils who fail to attend

7.4 Pupils on a part-time timetable

7.5 Children missing education

Appendix: School attendance and the law

Parents and carers

Schools

             

1 Introduction

 

This is a successful school and every child plays their part in making it so. We aim for an environment which enables and encourages all pupils to achieve their potential and aspire to excellence.

For our children to gain the greatest benefit from their education it is vital that they attend regularly and every child should be at school, on time, every day the school is open unless they have an unavoidable reason to be absent. Any absence affects the pattern of a child’s schooling and regular absence will seriously affect their learning.

Absence or late arrival also disrupts teaching routines and so may affect the learning of others in the same class. 

Government research shows a direct link between attendance and attainment and good attenders also make better progress socially, learn to work with others, and are better prepared for the transition to secondary school and, eventually, higher education, training and employment.

It is very important therefore that you make sure that your child attends regularly and this policy sets out how together we will achieve this.

Our attendance target this year is 97%, but all pupils should strive to achieve 100% attendance if they can.

 

2 Responsibilities and expectations

 

2.1 Families

 

Parents and carers have a legal duty to ensure that their children attend school regularly, if they are of compulsory school age and registered at a school (see appendix for details of how the law applies to school attendance and how "parent" is defined in law).

Parents and pupils should know the times the school day starts and finishes and when the register closes (see section 4, below); the processes for requesting leave (see section 3.4, below); and the process for informing school of the reason for unexpected absence (as follows).

If your child is going to be absent, parents MUST inform school as soon as possible and at the latest by 8:20 am on the first day of absence by calling school on 01282 437190, the same procedure MUST be carried out for every day the child is absent.

Parents must also ensure that school has up-to-date contact information for themselves and at least 1, best practice 2 emergency contacts.

Pupils' responsibilities depend upon their age, maturity and capability but they too must do their best to attend school regularly and punctually.

 

School contact information for other attendance-related matters is given below at the end of section 2.2.

 

 

 

 

2.2 School

 

Head Teacher

 

• Lead on giving attendance a high profile.
• Ensure there are designated staff with day-to-day responsibility for attendance matters and protected time allocated to discharge those responsibilities.
• Take overall responsibility for ensuring the school confirms to statutory requirements regarding attendance.
• Consider each request for leave against the school's criteria, decide whether some, all, or none of the leave will be authorised and notify parents of this decision.
• Where there is uncertainty regarding an absence, make the decision whether or not to authorise an absence, or to request further evidence to support the decision-making process.
• Provide regular reports to the governing body on school attendance, including persistent absence and vulnerable groups.

 

Attendance lead and other staff with designated responsibilities for attendance

 

• First day response: contact parents if a reason for absence has not been provided and record this information accordingly. Contact emergency contacts if parents cannot be reached.
• Update attendance registers.
• Regularly monitor and analyse data to identify pupil, class and whole school attendance concerns and to target attendance improvement support for those who need it most, particularly vulnerable groups.
• Regularly communicate pupil attendance and punctuality levels to parents.
• Work with children and parents to remove barriers to regular and punctual attendance, using parenting contracts where appropriate.
• Involve external agencies to support children and parents as appropriate to better understand and address the issues causing attendance concerns.
• Promote regular attendance through the school newsletter, website and displays and ensure the school's attendance policy is readily accessible.
• Use projects and strategies to improve attendance and punctuality for groups, classes or the whole school (eg incentive and reward schemes, certificates, traffic light letters).

 

All school staff

 

• Provide a welcoming atmosphere for children and a safe learning environment.
• Be aware of factors that can contribute to poor attendance and punctuality.
• Adhere to the procedures in place within school to promote good attendance.
• Promote the link between attendance and educational attainment to pupils and parents.
• Complete attendance registers in accordance with the legislation and under the direction of the head teacher.
• Discuss attendance concerns at an early stage with children and parents.
• Raise any concerns about attendance with the attendance lead and/or head teacher.

 

Governors

 

• Ensure compliance with The Education (Pupil Registration) (England) Regulations 2006, as amended.
• Agree an attendance policy and review it annually.
• Agree targets for attendance at Stoneyholme Community Primary School.
• Where the school is not meeting its attendance targets, or when the governors believe there is cause for concern, instigate a review of school's attendance procedures.
• Authorise the head teacher (or other designated person) to make decisions regarding leave of absence requests.
• Work with the head teacher in establishing equitable and consistent criteria against which leave requests will be considered.

 

Schools are bound by a range of attendance legislation and guidance; please see the appendix for further details.

 

School attendance contacts

 

School Office 01282 437190: contact for parents to notify school of a pupil's absence. 

 

Luanne Galawan, School Business Manager: senior leader responsible for the strategic approach to attendance in school.

 

Class Teacher: contact for day to day enquiries about attendance.

 

Lisa Wilkinson, Child and Family Support Lead: support for specific and more serious attendance concerns.

 

The staff named above can be contacted on contactus@stoneyholmepri.lancs.sch.uk

 

2.3 Lancashire County Council (the local authority)

 

School Attendance Support Team

 

Each school has a named contact in the School Attendance Support Team who can advise schools on attendance related matters, and with whom termly Targeting Support Meetings will be held. For mainstream nursery, primary and secondary schools this will be a School Attendance Support Worker (SASW); for special schools and pupil referral units (PRUs) this will be a School Attendance Consultant (SAC).

 

School Attendance Legal Team (SALT)

 

Following requests from schools for legal interventions in the event of failure to attend school regularly, the SALT undertakes enforcement processes, including penalty notices, prosecutions, parenting orders, education supervision orders and school attendance orders.

 

Children Missing Education (CME) Team

 

The CME team ensures the local authority fulfils its statutory duty to identify children in their area who are not registered pupils at a school and are not receiving suitable education otherwise than at a school. For further information see section 7, below, regarding notifications schools must submit.

 

3 Types of absence

 

Every half-day absence from school is classified by the school as either authorised or unauthorised. This is why information about the cause of any absence is always required from parents/carers. As a school, we will always work with parents (and other agencies, as appropriate) to understand the reasons underlying absence.

 

3.1 Authorised absences

 

Authorised absences are mornings or afternoons away from school for a good reason like illness, medical/dental appointments which unavoidably fall in school time, emergencies or other unavoidable causes.

 

3.2 Unauthorised absences

 

Unauthorised absences are those which the school does not consider reasonable. If school has followed its attendance procedures and a pupil continues to have unauthorised absences, the school may see seek advice from the local authority School Attendance Support Team or request legal interventions from the School Attendance Legal Team. Examples of unauthorised absences are:

 

• Parents/carers keeping children off school unnecessarily.
• Truancy during the school day.
• Absences which are not explained satisfactorily.
• Children who arrive at school after the register has closed.
• Days off for shopping, birthdays or looking after other children.
• Day trips and holidays in term time which have not been agreed by the head teacher.
• Days that exceed the amount of leave agreed by the head teacher.

 

It is the head teacher's responsibility to decide if an absence is authorised or unauthorised. Hence, if there is any ambiguity relating to an absence, school may request further evidence from parents before an absence is authorised. This may be in the form of a prescription, appointment card or similar. Parents should not ask their doctor (GP) to provide "sick notes" to excuse absence.

Whilst any child may be off school because they are ill, sometimes they can be reluctant to attend school for other reasons. If your child is reluctant to attend school it is better to speak to school as soon as possible to resolve the issue, rather than trying to cover up their absence, or give in to pressure to let them stay at home. As a school, we will always work with parents (and external agencies as appropriate) to understand and address the reasons behind absence.

 

3.3 Persistent Absence (PA)

 

Persistent absence is when a child misses 10% or more of their schooling across the school year for whatever reason, authorised and unauthorised (including illness, exclusion, holiday, etc). Absence at this level will damage any child’s educational prospects and we expect parents' fullest support and co-operation to address this.

At Stoneyholme Community, we monitor all absence thoroughly, therefore any pupil whose attendance indicates they are likely to reach the PA threshold will be prioritised and parents will be informed of this promptly. Pupils who are persistent absentees are tracked and monitored carefully and the attendance procedures below (section 5) will be followed. 

 

3.4 Leave during term time

 

By law, maintained schools cannot authorise any leave in term time other than in exceptional circumstances. Taking a child out of school in term time will affect their education and progress as much as any other absence. If leave is being requested for a holiday or extended leave abroad, approval should be obtained from the head teacher before making any bookings.

 

Leave of absence in term time will not be granted unless:

 

• a request for leave has been made at least 2 weeks in advance by a parent with whom the pupil normally resides, a meeting has taken place with Lisa Wilkinson (Child and Family Support Lead) and
• the head teacher considers that leave of absence should be granted due to the exceptional circumstances relating to the request.

 

Due to the need to evidence exceptional circumstances, parents MUST provide school with any relevant information regarding their request at the point of application if they believe the circumstances are exceptional. 

 

In considering the request school will also consider other factors such as:

 

• The timing of the requested leave, eg when a pupil is just starting at school or during assessment periods, such as SATs.
• A pupil’s attendance record already includes unauthorised absence.
• Attendance is already a concern, or could become a concern, as a result of taking leave.
• Other periods of leave which the pupil may have had, either during the current or previous academic year.

 

Any period of leave taken without the agreement of the school, or in excess of that agreed, will be classed as unauthorised and will attract legal sanctions such as a penalty notice.

 

In certain circumstances, as outlined in regulation, parents risk losing their child's place on the school roll if leave is taken and the criteria governing removal from roll are met (see appendix).

 

 

 

3.5 Religious absence

 

School will authorise one day of absence per religious festival, eg Eid, and this will be marked as code R in the register. The day authorised will be that set aside by the religious body of which the parent is a member.

 

Parents must request any additional leave in advance and this can only be authorised if the head teacher agrees that exceptional circumstances apply; this would be marked in the register as code C. 

 

3.6 Participation in sporting events

 

Parents can request leave of absence for their child to take part in regional, national and international sporting events. However, as always, granting leave is at the head teacher’s discretion and she/he will need to discuss with you the length and frequency of the absence(s) requested and how learning will continue if absence occurs, eg the sports club or association providing an approved education tutor.

 

Leave for a sporting activity that has been approved by the school and supervised by someone authorised by the school can be marked in the register as code P.

 

Permission for your child to leave early or arrive late in order to attend coaching and training sessions is also at the discretion of the head teacher and is unlikely to be approved if it would occur regularly.

 

3.7 Participation in performances (eg theatre, television, modelling)

 

Parents of a child performer can request leave from school for their child to take part in a performance. A local authority licence must be obtained before a child can take part in a performance. Before a licence is granted, school will be consulted and head teachers must be satisfied that the leave will not have a negative effect on the child’s education.

 

Where the licence specifies the dates that the child is to be away from school, the head teacher should authorise those days. However, where the licence does not specify dates, it is at the discretion of the head teacher to authorise the leave request.

 

Any absence authorised for the child to take part in a performance will be recorded as code C.

 

Parents wishing to apply for a performance licence should go the Lancashire County Council Child performance licences webpage.

 

4 Registration

 

4.1 Attendance registration

 

Morning registration is between 8.30am and 8:35am.

Afternoon registration is between 1.00pm and 1.05pm.

 

The school day starts at 8:30am. Pupils are expected to be on the premises at that time and that is when the registration period starts (ie when the register is taken and remains open).

 

When the attendance register has been taken it remains open until 9.00am in the morning and 1.30pm in the afternoon.

 

School finishes at 2:45pm 3 days per week and 3:45pm on your child’s enrichment days either Monday and Tuesday or Wednesday and Thursday.

 

4.2 Late arrival

 

Pupils who arrive after 8:30am must go straight to the school office at the main entrance with an appropriate adult (over 18) to sign in and give a reason for their lateness.

 

Pupils who arrive after the register has been taken 8:30am but before it is closed 9:00am will be marked as code L. This is classed as late but present for the session (ie the morning or afternoon).

 

Pupils who arrive after the register has closed 9:00am and without a valid reason for being late (such as attending a pre arranged medical appointment) will be marked as code U, which is classed as an unauthorised absence but indicates that the pupil was physically present in school for part of the session.

 

4.3 Punctuality

 

Poor punctuality is not acceptable. If your child misses the start of the day, they can miss work and do not spend time with their class teacher getting important news and information for the day. Pupils arriving late also disrupt lessons, which can be embarrassing for the child and can in turn, encourage absence. Being 10 minutes late every day throughout the academic year is the same as missing two weeks of school.

 

If your child is often late you will be asked to meet with the head teacher and/or a member of the pastoral support team to discuss ways to improve punctuality, but you can approach us at any time if you are having problems getting your child to school on time.

 

Persistent lateness after the register has closed may result in further action, as outlined below, under section 5. 

 

5 School attendance procedures

 

5.1 First day of absence

 

If your child is absent and we have not heard from you, we will telephone you on the first day of absence to find out what the reason is and when your child is expected to return. If we are unable to contact you, we will approach your emergency contacts and, if necessary, make a home visit. Please note that such home visits may be unannounced.

 

 

 

 

5.2 Attendance concerns

 

Parents are expected to contact school at an early stage and to work with us in resolving any attendance problems together; this is nearly always successful. However, if concerns persist, school will use the following procedures and interventions, as required, to support parents in improving their child's attendance and/or punctuality:

 

• Telephone calls and/or letters to make parents aware of school's concern about their child's attendance.
• Invitation to meetings to discuss concerns with our attendance lead and/or head teacher.
• Parenting contracts to identify barriers to regular attendance, ways to overcome these and agree targets for improvement.
• Incentive and reward schemes for individual pupils, if appropriate.
• The Early Help Assessment (EHA) process and/or referral to other agencies and services, including School Nurses and Primary Mental Health Workers, if appropriate.
• For unauthorised absences, request legal interventions by the local authority, such as penalty notices, prosecution or other attendance-related court orders.

 

At any stage, we may seek advice from advice from the local authority School Attendance Support Team.

 

5.3 Pupils with medical needs who have difficulty attending school

 

Government guidance on supporting pupils at school with medical conditions (see appendix) emphasises the role of governing bodies in ensuring that pupils with medical conditions are able to fully access education in the same way as other pupils. A key element of this responsibility is reducing the amount of time missed by these pupils, whether their condition is short or long term.

 

School will work with parents and other relevant professionals to minimise absence for reasons of ill health. This may be in the form of specific support or resources used within school or by sourcing appropriate provision at another establishment. When education is to be provided at an alternative location, this should always be done via the use of a direction (please see section 6, below).

 

When a pupil has been absent from school for an extended period, the head teacher, the class teacher and other support services will work with the family to ensure that a smooth reintegration is achieved.

 

5.4 Pupils refusing to attend school

 

At Stoneyholme Community Primary School, we believe that every child has a right to a full-time education, and we would not accept "school refusal" as a reason for non-attendance. In such cases, we will work with parents to identify the reasons why a child may be reluctant to attend school. We may request advice from the School Attendance Support Team and, with consent, make referrals to other external partners such as the Children and Family Wellbeing Service or Primary Mental

 

Health Workers, as appropriate, to try to ensure the correct support is secured for the child and their family.  

 

5.5 Promotion of good attendance

 

School will promote and incentivise attendance by recognising good attendance, using bronze, silver, and gold 100% awards termly. 

Children have the right to a good education, with this comes the responsibility to attend school on time, every day. 

Children with good attendance realise an innate reward, seeing positive emotional wellbeing, academic achievement, and an fundamental sense of responsibility.

 

5.6 Use of penalty notices

 

In accordance with the Lancashire code of conduct, we may request that the local authority issue penalty notices for unauthorised absence. This includes:

 

• Leave of absence which is taken without a prior request being made.
• Leave taken after a request has been declined.
• Days taken in excess of an agreed period of leave, without good reason.
• Other unauthorised absence that meets the required threshold, including sessions marked as late after the register has closed (code U).

 

The code of conduct for penalty notices and information and FAQs for parents can be found on the Lancashire County Council education penalty notice webpage.

 

6 Alternative provision and use of directions

 

There is a range of circumstances when pupils might be required to access educational provision at a venue other than their main school. The main reasons are:

 

• Pupils who have been excluded, either for a fixed period of more than 5 days or permanently.
• Pupils unable to access provision at their main school for medical reasons.
• Pupils required to attend another venue for the purpose of improving behaviour, either on a temporary basis or with a view to making a permanent move to the alternative provision (via a managed move).

 

When a pupil is required to attend alternative provision for the purposes of improving behaviour, the governors of the main school must issue a written direction or notice informing all parents of the alternative provision which their child is required to attend. Where a pupil is required to attend alternative provision for other reasons, the issuing of a written direction is considered best practice.

 

7 Notifications school must submit to the local authority

 

7.1 Admissions

 

All schools must notify the local authority within five days of adding a pupil’s name to the admission register and must provide the local authority with all the information held within the admission register about the pupil. This duty does not apply to pupils who are added to the admission register at the start of the school’s youngest year unless the local authority also requests for such information to be provided (currently Lancashire does not).  

 

7.2 Leavers

 

All schools must notify the local authority when a pupil’s name is to be deleted from the admission register under any of the grounds prescribed in regulation 8 of the Education (Pupil Registration) (England) Regulations 2006, as soon as the ground for removal is met and no later than the time at which the pupil’s name is removed from the register. This duty does not apply where the pupil’s name is removed after they have completed the school’s final year, unless the local authority requests for such information to be provided (Lancashire currently does not).

 

Where a school notifies a local authority that a pupil’s name is to be deleted from the admission register, the school must provide the local authority with the required information as laid out in regulation.

 

In addition to submitting a notification about removal from roll, some circumstances also require school to make referral to other local authority teams such as the Elective Home Education team or the Children Missing Education team. Schools may also contact the School Attendance Support Team for advice on removing children from roll.

 

7.3 Pupils who fail to attend

 

All schools (including academies) must inform the local authority of any pupil who fails to attend school regularly or has been absent without the school’s permission for a continuous period of 10 days or more. In Lancashire schools, this can be done via a variety of means and school can contact the School Attendance Support Team for further advice.

 

7.4 Pupils on a part-time timetable

 

Schools must also inform the local authority when a pupil is placed on a part-time timetable. In Lancashire, this should be done via the appropriate form available to schools.

 

7.5 Children missing education (CME)

 

Local authorities have a duty to put in place arrangements for identifying (as far as possible) those children of compulsory school age in their area who are not school registered or receiving suitable education otherwise than at a school. Local authorities should trace those children and ensure they receive a full-time education.

 

If a pupil has stopped attending and her or his location is unknown, schools must make reasonable enquiries to establish the whereabouts of the child jointly with the local authority, before deleting the pupil’s name from the register. In such cases, school should undertake a home visit, prior to a referral being made to the local authority Children Missing Education team.

 

 

             

Appendix: School attendance and the law 

 

There are many pieces of legislation and government regulations and guidance that are relevant to school attendance and to children and their parents and carers. The list below relates to this attendance policy but is not exhaustive.

 

Parents and carers

 

Duty to ensure children receive education

 

Section 7 of the Education Act 1996 covers the duty of parents to secure the education of children in their care who are of compulsory school age and states:

 

The parent of every child of compulsory school age shall cause him to receive efficient full-time education suitable— (a)         to his age, ability and aptitude, and

(b)       to any special educational needs he may have, either by regular attendance at school or otherwise.

 

Offence if a child does not attend regularly

 

Under Section 444 of the Education Act 1996, if a child of compulsory school age who is a registered pupil at a school fails to attend regularly, their parent is guilty of an offence.

 

The offence is absolute as the only defences available to the parent are those statutory defences listed within that section of the Act, ie:

 

• the child was absent with leave granted by the school;
• the child was prevented from attending by reason of sickness or any unavoidable cause;
• absence was on a day exclusively set apart for religious observance by the religious body to which their parent belongs;
• that the school is not within statutory walking distance and that the local education authority has made no suitable transport arrangements or enabled the pupil to become registered at an alternative nearer school.

 

Compulsory school age

 

Section 8 of the Education Act 1996 establishes that a child becomes of compulsory school age on the start date of the term following her/his fifth birthday, or that day if her/his fifth birthday falls on the day term starts.

 

A child ceases to be of compulsory school age on the last Friday in June in the academic year in which he/she reaches the age of 16 or if he/she reaches 16 after the last Friday in June but before the start of the new school year.

 

Legal definition of "parent" in relation to attendance

 

The law requires that all “parents” are held responsible for their child’s attendance. This definition can include any person who has care of the child. Section 576 of the Education Act 1996 states:

 

Meaning of “parent”.

(1) In this Act, unless the context otherwise requires, “parent”, in relation to a

child or young person, includes any person— 

(a)       who is not a parent of his but who has parental responsibility for him, or  (b)           who has care of him.

 

Thus, the definition of “parent” means all natural parents, whether they are married or not, and includes any person who, although not a natural parent, has parental responsibility and/or care for a child or young person.

 

Schools

 

Attendance and absence registration codes

 

Working together to improve school attendance, DfE, 2022, explains which codes schools should use to record attendance in their registers, and specifies the DfE's expectations of schools and local authorities with respect to school attendance.

 

Data protection

 

Schools must ensure that personal data is handled in accordance with the Data Protection Act 2018. See Stoneyholme's Privacy Notice for information about how personal data will be used.

 

Duty for schools to include attendance information in reports for parents

 

The Education (Pupil Information) (England) Regulations 2005

 

Duty for schools to notify the local authority when pupils join or leave school

 

Regulation 12 of The Education (Pupil Registration) (England) Regulations 2006

 

Duty for maintained schools to publish attendance data

 

What maintained schools must publish online, DfE guidance

 

Duty for schools to report attendance concerns about individual pupils to the local authority

 

Regulation 12 of The Education (Pupil Registration) (England) Regulations 2006

 

Duty for schools to report attendance data to Government

 

Section 537A of the Education Act 1996 and

 

Complete the school census, DfE guidance for schools and local authorities on what data government requires

 

Duty for schools to safeguard and promote the welfare of children

 

Keeping children safe in education: Statutory guidance for schools and colleges, DfE, regularly updated

 

 

Leave in term time

 

September 2013 amendment to The Education (Pupil Registration) (England) Regulations 2006

 

This regulation does not apply to academies, though many adopt it as good practice.

 

Legal interventions

 

Parents/carers commit an offence if a child who is on a school roll fails to attend regularly and those absences are recorded by the school as unauthorised.

 

Legal interventions are available under the following Acts, Guidance and Regulations:

 

• Section 444 of the Education Act 1996
• Section 36 of the Children Act 1989
• Section 23 of the Anti-Social Behaviour Act 2003
• The Education (Penalty Notices) (England) Regulations 2007
• The Education (Penalty Notices) (England) (Amendment) Regulations 2013
• School attendance parental responsibility measures 2015

 

Pupils experiencing social, emotional or mental health issues

 

Mental health issues affecting a pupil's attendance: guidance for schools, DfE, 2023

 

Pupils with health needs who cannot attend school

 

Supporting pupils at school with medical conditions: Statutory guidance, DfE, 2015

 

Pupils with individual needs and specific barriers to attendance

 

When considering the individual needs of pupils and families who have specific barriers to attendance, schools should be mindful of their obligations under the UN Convention on the Rights of the Child and the Equality Act 2010. The Technical Guidance for Schools in England, published by the Equality and Human Rights Commission, outlines the requirements of the Equality Act 2010 for schools.

 

Regulations regarding participation in performances

 

The Children (Performances and Activities) (England) Regulations 2014

 

Regulations regarding removal from roll

 

Regulation 8 of The Education (Pupil Registration) (England) Regulations 2006

 

Regulations regarding the school day and number of sessions

 

The Education (School Day and School Year) (England) Regulations 1999

 

Requirement for mainstream, state-funded schools to deliver a school week of at least 32.5 hours

 

Length of the school week: non-statutory guidance, DfE, 2023

 

Specialist and alternative provision settings are also encouraged to consider extending their core week where appropriate.

GDPR

 

  

 

 

 

 

 

 

 

 

 

 Data Protection

Policy

General Data Protection Regulation (GDPR).

 

             

1. POLICY STATEMENT  

 

1.1 This is the Data Protection Policy of Stoneyholme Community Primary School (“the

School”)

 

1.2 We are committed to processing Personal Information fairly and lawfully in accordance with the General Data Protection Regulation (“GDPR”), the Data Protection Act 2018 (“The DPA”) and other related legislation which protects Personal Information. We recognise the importance of this and have updated our Policy to ensure that it gives effect to these important changes in the law. 

 

1.3 As a School, it is necessary for us to process Personal Information about our staff, pupils, parent(s) / guardian(s) and other individuals who we may come into contact with. In doing so, we recognise that the correct and lawful treatment of Personal Information is critical to maintaining the confidence of those connected with our School.

 

1.4 This Policy has been updated to reflect our ongoing commitment to promoting a strong culture of data protection compliance in accordance with the law. 

 

2.  ABOUT THIS POLICY  

 

2.1 This Policy, and any other documents referred to in it, sets out our approach to ensuring that we comply with data protection laws. It is critical that staff and governors understand their responsibilities to handle Personal Information in accordance with the law and support the School in meeting its aim of maintaining a strong data protection culture. 

 

2.2 This Policy does not form part of any employee’s contract of employment and may be amended at any time.

 

2.3 This Policy has been approved by the Governing Body.

 

3.  DEFINITION OF DATA PROTECTION TERMS  

 

We have set out below some of the terms used in this policy along with a brief explanation about what they mean.

 

3.1 Data Subjects means an identified or identifiable natural person. For example, we process personal information about parents, staff members and pupils each of whom is a data subject. 

 

3.2 Personal Information means any information about a data subject. Examples of personal information could include information about a pupil’s attendance, medical conditions, Special Educational Needs requirements or photographs.  

 

3.3 Privacy Notices are documents provided to data subjects which explain, in simple language, what information we collect about them, why we collect it and why it is lawful to do so. They also provide other important information which we are required to provide under data protection laws. 

3.4 Data Controllers determine the purpose and means of processing personal information.  They are responsible for establishing practices and policies in line with the GDPR. The School is a ‘Data Controller’.  

 

3.5 Data Users are those of our staff members whose work involves processing personal information. Data users must protect the data they handle in accordance with this Policy and any applicable data security procedures at all times.

 

3.6 Processing means when personal information is used in a particular way. For example, we may need to collect, record, organise, structure, store, adapt or delete personal information. When we do this, we will be ‘Processing’.  

 

3.7 Special Category of Personal Information means data revealing racial or ethnic origin, political opinions, religious or philosophical beliefs, or trade union membership, genetic data, biometric data, health data, data concerning a data subject’s sex life or sexual orientation. These types of personal information are regarded as being more ‘sensitive’ and the law requires increased safeguards to be in place if we are to process this type of data.  

 

4.  DATA PROTECTION PRINCIPLES  

 

4.1 When we Process Personal Information, we will do so in accordance with the

‘data protection principles’. In this regard, we will ensure that Personal Information is:- 

 

• (a) Processed lawfully, fairly and in a transparent manner (Lawfulness, Fairness and Transparency).
• (b) Collected only for specified, explicit and legitimate purposes (Purpose Limitation).
• (c) Adequate, relevant and limited to what is necessary in relation to the purposes for which it is Processed (Data Minimisation).
• (d) Accurate and where necessary kept up to date (Accuracy).
• (e) Not kept in a form which permits identification of Data Subjects for longer than is necessary for the purposes for which the data is Processed (Storage Limitation).
• (f) Processed in a manner that ensures its security using appropriate technical and organisational measures to protect against unauthorised or unlawful Processing and against accidental loss, destruction or damage (Security, Integrity and Confidentiality).

 

4.2 We recognise that not only must we comply with the data protection principles, we must also demonstrate our compliance with these principles (Accountability).

 

             

5. DATA PROTECTION OFFICER

 

5.1 The GDPR requires certain organisations, including schools, to appoint a ‘Data Protection Officer’ (“DPO”). The DPO must have expert knowledge in data protection law and practices. Our appointed DPO who fulfils these requirements is HY Professional Services, who can be contacted by telephone on 0161 804 1144 or email at DPO@wearehy.com 

 

5.2 The DPO will carry out a number of important tasks which will include: -

 

• (a) monitoring compliance with data protection laws and our data protection polices, including managing internal data protection activities; raising awareness of data protection issues, training staff and conducting internal audits.
• (b) advising on, and monitoring, data protection impact assessments.
• (c) cooperating and being the first point of contact with the Information

Commissioner’s Office, members of staff, parents and pupils.

 

• 3 The DPO will be independent of the School to avoid any conflict of interest.

 

• 4 The DPO will report to the highest level of management in the School which is to include the Headteacher and the Governing Body.

 

6. LAWFULNESS, FAIRNESS, TRANSPARENCY

 

Lawful Processing

 

6.1 Personal Information must be Processed lawfully. Under data protection laws, there are a number of grounds which make it lawful to Process Personal Information. We will only Process Personal Information if one or more of the following apply: -

 

• (a) the Data Subject has given his or her consent.
• (b) the Processing is necessary for the performance of a contract with the Data Subject.
• (c) the Processing is necessary to meet our legal obligations.
• (d) the Processing is necessary to protect the Data Subject’s vital interests.
• (e) the processing is necessary for the performance of a task carried out in the public interest or in the exercise of official authority (often referred to as Public Task).

 

6.2 We recognise that some categories of Personal Information are more sensitive and further conditions must be satisfied if we are to Process this information (Special category and criminal conviction data). Where we Process these categories of Personal Information, we will ensure that we do so in accordance with the additional conditions for Processing set out under the GDPR and the DPA.

             

Consent 

 

6.3 Where it is necessary for us to obtain consent to process Personal Information, we will ensure that we do so in accordance with data protection laws.

 

6.4  Generally, we will only obtain consent where there is not another lawful ground (see 6.1) for Processing. Some examples as to when we will obtain your consent is if we want to place a photograph of a pupil in the newspaper, on social media or in other publications to celebrate their achievements.

 

6.5  We recognise that under data protection laws, there are stricter rules as to how consent is obtained. We will ensure that when we obtain consent, we: -

 

• (a) take steps to ensure that we make it clear to Data Subjects what they are being asked to consent to.
• (b) ensure that the Data Subject, either by a statement or positive action, gives their consent. We will never assume that consent has been given simply because a Data Subject has not responded to a request for consent.
• (c) never use pre-ticked boxes as a means of obtaining consent.
• (d) ensure that a Data Subject is informed that they can withdraw their consent at any time and the means of doing so.
• (e) keep appropriate records evidencing the consents we hold.

 

Transparency

 

6.6 We are required to provide information to Data Subjects which sets out how we use their Personal Information as well as other information required by law. We will provide this information by issuing Privacy Notices which will be concise, transparent, intelligible, easily accessible, and in clear, plain language. 

 

7.  PROCESSING FOR LIMITED PURPOSES  

  

We will only collect and Process Personal Information for specified, explicit and legitimate reasons. We will not further Process Personal Information unless the reason for doing so is compatible with the purpose or purposes for which it was originally collected. 

 

8.  ADEQUATE, RELEVANT AND LIMITED PROCESSING  

 

We will only collect Personal Information to the extent that it is necessary for the specific purpose notified to the Data Subject.

 

 

9.  ACCURATE DATA  

 

9.1 We will ensure that Personal Information we hold is accurate and kept up to date. 

 

9.2 We will take all reasonable steps to ensure that Personal Information that is inaccurate is either erased or rectified without delay. 

 

9.3 In supporting the School to maintain accurate records, staff, parents and other individuals whose Personal Information we may Process are responsible for: -

• (a) Checking that any information that they provide to the School is accurate and up to date; and
• (b) Informing the School of any changes to information that they have provided.

 

10.  RETENTION  

 

10.1 We will not keep Personal Information for longer than is necessary for the  purpose or purposes for which they were collected. We will take all reasonable steps to destroy and erase from our systems, all data which is no longer required.

 

10.2 We will maintain a records retention schedule which will assist the School  to destroy Personal Information once it is no longer necessary and in a safe and secure manner.

 

11. INDIVIDUAL RIGHTS 

 

11.1     We will Process all Personal Information in line with a Data Subject’s rights,   in particular, their right to:

 

• (a) Request access to any data held about them by the School.
• (b) Rectification of inaccurate information.
• (c) Erasure of Personal Information.
• (d) Restrict the Processing of Personal Information.
• (e) Object to the Processing of Personal Information.
• (f) To receive Personal Information in a commonly used format (known as data portability) and have this transferred to another controller without hindrance.

 

11.2     We will maintain a clear procedure detailing how such requests will be  handled. 

 

12.  DATA SECURITY  

 

12.1     We will implement appropriate technical and organisational measures to  guard against unauthorised or unlawful Processing, and against accidental loss, destruction or damage.

 

12.2     We will develop, implement and maintain safeguards appropriate to our size,  scope, our available resources and the level of risk identified. 

 

13. PRIVACY BY DESIGN AND DATA PROTECTION IMPACT ASSESSMENTS

 

13.1 We will integrate privacy by design measures when Processing Personal Information by implementing appropriate technical and organisational measures in an effective manner, to ensure compliance with data privacy principles.

 

13.2  We will utilise Data Protection Impact Assessments (“DPIAs”) which will be used when introducing new technologies or the Processing is likely to result in a high risk to the rights and freedoms of Data Subjects.

14.  ACCOUNTABILITY  

 

14.1 As a Data Controller, we are responsible for, and must be able to demonstrate, compliance with the data protection principles. Examples of how we will demonstrate compliance include (but are not limited to): -

 

• (a) appointing a suitably qualified DPO.
• (b) implementing policies and procedures e.g. a data protection policy, data breach procedures and subject access procedures.
• (c) undertaking information audits and maintaining a record of our processing activities in accordance with Article 30 of the GDPR.
• (d) preparing and communicating Privacy Notices to Data Subjects.
• (e) providing appropriate training at regular intervals.
• (f) implementing privacy by design when Processing Personal Information and completing data protection impact assessments where Processing presents a high risk to the rights and freedoms of Data Subjects.

 

15.  DISCLOSURE AND SHARING OF PERSONAL INFORMATION  

 

15.1 Where it is necessary to share Personal Information outside of the School, we will inform you about this in accordance with this policy. 

 

15.2 Examples of who we may share Personal Information with include other schools, the Local Authority and the Department of Education.

 

16. DATA BREACHES 

 

All data breaches must be handled in accordance with the School’s internal breach reporting procedure. 

 

17. CHANGES TO THIS POLICY  

 

We reserve the right to change this policy at any time and notification of any changes will be communicated accordingly. 

  

Behaviour

Behaviour Policy

 

This policy is for all staff, pupils/students, parents and carers, governors, visitors and partner agencies working within the school and provides guidelines and procedures as to how our school supports and responds to behaviour.

Stoneyholme Community Primary School Behaviour Policy Article 29: Education must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment.

This policy must be implemented in conjunction with:

• Equality and diversity policy
• Attendance Policy
• Safeguarding Policy
• Learning and Teaching Policy
• Anti-bullying policy
• Drugs Policy
• Use of reasonable force policy
• Disability Equality Scheme and Accessibility Plan Principle.
• Section 89 of the Education and Inspections Act 2006

 

Introduction

The Department for Education guidance for headteachers and school staff of maintained schools, which outlines the statutory duty of schools in relation to developing a behaviour policy, is largely based on a behaviourist approach.

“Headteachers, proprietors and governing bodies must ensure they have a strong behaviour policy to support staff in managing behaviour, including the use of rewards and sanctions” (DfE, Behaviour and discipline in schools: Advice for headteachers and schools staff, published July 2013; last updated January 2016)

Although behaviourist approaches can work for the majority of children, they are not successful with all. This is especially true for those who have experienced Adverse Childhood Experiences (ACEs) – traumatic life experiences that occur before the age of 18. For children who have experienced trauma and loss, including vulnerable groups such as children in care, children at the edge of the care system, and children previously in care, behaviourist approaches often serve to re-traumatise them and do not teach them how to express their emotions in a more appropriate manner.

As a school we believe in a nurturing approach where every child feels listened to. The commitment of staff to the emotional well-being of the pupils is a particular strength of our school. Each class’ learning charter underpins this and promotes a positive approach to the education and pastoral management of each individual pupil. We reward and celebrate achievement which has an impact on the pupil's self-esteem, confidence and happiness. All pupils know that they are safe and secure – and that their contributions and achievements are respected and valued.

Vision/Ethos

At Stoneyholme Primary School we promote positive pupil behaviour through ‘Every Child Matters and Everyday Counts’. This simply means that everyone is important, and every minute of every day learning takes place. Expectations

 In order to help children to feel safe and learn, their educational environment needs to be high in both nurture and structure. Children need predictable routines, expectations and responses to behaviour.

We are proud to be a Trauma Informed School (TiS). For us this means that we aim to have TiS approaches at the core of our whole school ethos and across our whole setting. 

Aims

It is acknowledged that members of the school community may have very different parenting experiences and views on behaviour. However, the aim of our Behaviour Policy is to bring us all together to adhere to some basic key principles and practices that reflect our school ethos and reflect our mission statement ‘Every Child Matters and

Everyday Counts.’

• To provide an environment and curriculum that supports social, emotional and mental health needs of the whole school community.
• To promote a school ethos that promotes strong relationships between staff, children, parents and carers.
• To help children develop a sense of worth, identity and achievement
• To ensure that low level disruption is kept to a minimum, so that the time for teaching and learning is maximised.
• To help all children to become self-disciplined, able to accept responsibility for their own actions and make positive choices
• To communicate with parents effectively where significant positive or negative intervention has taken place.
• To provide support to staff ensuring that there is a consistent approach to behaviour management across the school.

To ensure that children, staff, governors and parents are fully aware of: the expected behaviour of children both in lessons and around the school

 

 

 

 

Trauma Informed Schools (TiS)

TiS is a dynamic, developmental approach to working with children that supports their emotional and social wellbeing. It is based on the latest research in neuroscience, attachment theory and child development, drawing on research into the role of creativity and play in developing emotional resilience.

 

Knowledge of social and emotional learning supports the school in planning experiences, activities and opportunities and reinforces our understanding that learning happens across the whole day, especially during break times where less structured interactions enable pupils to develop their social and emotional learning and apply skills that are vital for healthy development.

 

We recognise that it is important for adults to understand where a child is in terms of their mental and emotional health and this approach supports staff with how to differentiate their relationship with children in order to support their development. It also gives basic guidance so that some change can be made through understanding where the child is functioning from and practical activities, which facilitate the development of this relationship. As part of this, the school also has access to a comprehensive and flexible reporting tool for tracking change over time, for both individuals and groups of pupils.

 

Learning to be skilful in relationships and ready for challenges requires experiencing, descriptive feedback, reflection, modelling and teaching from adults and peers. Addressing early emotional developmental needs builds resilience, decreases the risk of mental illness, prepares children to take their place within a community and equips them to be ready and willing to learn.

 

 Life events can introduce episodes, which become interruptions to some children’s development. The TiS programme supports adults in creating a differentiated provision in response to need with reparative strategies as part of systematic actions. 

 

With a programme of continuous development, our vision is for all our staff to receive regular training and to use this insight to build healthy development, encourage pupils to increasingly self-regulate and embed strategies in social and emotional learning and positive behaviour choices, therefore underpinning academic progress.

 

 

 

Classroom Environment

"Classroom management is not about having the right rules, it’s about having the right relationships." ‘Feel The Difference: Learning in an Emotionally  Literate School’ Lynne Gerlach /Julia Bird (2006).

Only when children feel a sense of being heard, understood and cared about, can they begin to express their emotions in a more acceptable way, which will benefit everyone. Each class has developed their own class charter to enable all children to get the most out of all learning opportunities. It is visible throughout all classrooms within the school and must be endorsed by all members of staff. It states the rights and responsibilities of both teachers and pupils in order to create a most effective teaching and learning environment. RIGHTS Every child has the right to an education (Article 28) and to learn in a productive, stimulating environment, where everyone has the right to feel safe and be treated with dignity and respect (Article 2 non-discrimination) RESPECT To ensure everyone has access to their rights, showing and demonstrating respect is essential. Where behaviours negatively affect the rights of others, teachers have the duty of care to respond and highlight the consequence to the child.

The organisation of the classroom is fundamentally important in managing behaviour. Teaching and learning should be interesting and varied and offer pupils a degree of choice. Account should be taken of pupils’ preferred learning styles. Pupils should feel involved in the learning and teaching process. Well organised, purposeful cooperative learning activities can improve behaviour. Expectations should be regularly enforced and should be realistic but challenging. Teaching should encourage an accurate match between aspirations and ability. The teachers’ every word and action should be based on the assumption that all pupils can achieve whatever is to be learned. Simple non- verbal encouragement (smile, thumbs up, etc.) is effective. Teachers should model good behaviour patterns and be aware of their own stress control techniques, where adults are in control but not ‘controlling.’  When pupils arrive in the classroom, initial contacts should be positive.

 

Responding to Good Behaviour

We aim to recognise, acknowledge and celebrate good behaviour along with a child’s effort and achievement regardless of ability (Article 2 non-discrimination). Children must expect their efforts to be recognised and we aim to maintain a culture where children want to succeed and are proud of their talents and success (Article 29: Goals of education). It is vital that there is an emphasis on praise rather than sanctions. The ultimate reward for good behaviour, effort and attendance will come from the opportunities that the child’s success will bring in the future. However, we recognise that children need recognition for their achievement in the shorter term. Parents (duty bearers) will be informed of achievements and there will be opportunities to celebrate successes in the whole school achievement assemblies.

Some of the positive consequences for the good choices and good behaviour that children show are:

 

• Regular verbal feedback to reinforce positive behaviour.
• Communicating praise to parents
• Reference to good role models
• Positions of responsibility
• Stickers or other small prizes / treats
• Certificates. Sweets are not used as rewards; as a healthy school, we prefer to reward in other ways.
• Whole class rewards

 

Consequences

Although we insist on a strong emphasis on acknowledging and rewarding positive behaviours, there will on occasions be some students who may struggle to follow agreed expectations. When a child is displaying inappropriate behaviours we recognise that each situation will be absolutely unique to the child and therefore the response needed will be unique also. The situation and the factors involved will be considered carefully and responses will be made usually following a professional discussion between some/all of the following people; Headteacher, Assistant Heads, SENDCo, Learning Mentor, Class Teacher, Teaching Assistant. At every stage we will also maintain close communication with parents and carers.

 

Children are given opportunities to reflect on their behaviour and suggest what should have happened or what we expect to see in the future using restorative approach and questioning. It is essential that children are allowed to start each day with “a clean slate.” This will restore the working relationship between staff and the child and place the emphasis back onto rewarding positive behaviour. Any negative behaviour from the previous day should have been dealt with at that time and should not be allowed to affect the following day. However this does not mean that any strategy put in place to improve behaviour can be ignored e.g. if a child has been given an ongoing sanction due to their behaviour, or has been asked to sit in a particular seat, then that arrangement remains in place for as long as is required.

 

 

Whole school strategy

We strongly believe that responding to the SEMH needs of children is not the responsibility of a few staff in school; it is everyone’s responsibility. All members of staff are responsible for supporting the behaviour of children across the school- building relationships is everybody’s business!

Smiling and greeting a CYP on their way into school can really add to their sense of belonging/ feeling liked, respected and valued.

Our positive approaches to behaviour involve us ‘noticing’ good choices, being explicit in descriptive praise and providing reward as reinforcement. 

 

Our Behaviour Curriculum

At Stoneyholme Primary School we want to create a calm, safe, supportive environment that limits disruption.

Pupils are expected to:

• Use their manner (please and thank you)
• Respond verbally to greetings
• Move around school in an orderly and controlled way, silently, in single file, with hands behind their back.
• Remove their hands from behind their backs when moving on the stairs use every step and hold onto the handrail.
• Remove hoods and coats as the enter the building.
• Hang their coats up using a one-way system.
• In class make it possible for all children to learn by filtering into class following the same routine for hanging coats up and returning immediately to their place (not to line up).
• Go straight to their desks and follow whatever early morning routine is appropriate for age and stage of the class.
• Expected to sit properly at their table.
• Put their hand up and remain silent and sat properly in their chair. and learn to wait patiently for an adult to respond to them.
• Treat the school building and property with respects.
• Wear the correct uniform at all times.
• Refrain from behaving in a way that brings the school into disrepute, including when outside school or online.

 

 

The Role of the Adults

Taking a non-judgmental, curious and empathic attitude towards behaviour. We encourage all adults in schools to respond in a way that focuses on the feelings and emotions that might drive certain behaviour, rather than the behaviour itself. Children with behavioural difficulties need to be regarded as vulnerable rather than troublesome, and we all have a duty to explore this vulnerability and provide appropriate support.

Staff focus on the central principles of empathy, connection, attunement, trust and coregulation. This includes careful consideration and awareness-raising of both verbal and noncommunication.

We believe our approach to behaviour, supports staff to feel empowered to respond in a way that is empathetic but has boundaries, firm but kind.

Adults are expected to:

• Be outside at the start of the day to greet children and other adults (do not take messages, parents are advised to email teacher or visit the school office).
• Greet EVERY child
• Establish good routines
• position themselves where they can clearly observe all of the children in their care
• Be at the back of the line to supervise children, if 2 adults are available, one ate the front, one at the back
• minimise movement around the classroom.
• acknowledge a child when they put their hand up and gesture that you will get to them as soon as they can
• Communicate expectations of behaviour in ways other than verbal
• Respect children and not talk over them.
• Conclude the day positively and start the next day a fresh
• Have a plan for dealing with low-level disruption.
• Use positive reinforcement.

Governors

The governing body has the responsibility of setting down these general guidelines on standards of discipline and behaviour, and of reviewing their effectiveness. The governors support the head teacher in carrying out these guidelines. The head teacher has the day-to-day authority to implement the school behaviour and discipline policy and procedures, but governors may give advice to the head teacher about particular disciplinary issues. The head teacher must take this into account when making decisions about matters of behaviour.

The governing body is responsible for:

Reviewing and approving the written statement of behaviour principles.

Reviewing this behaviour policy in conjunction with the headteacher.

Monitoring the policy’s effectiveness.

Holding the headteacher to account for its implementation.

 

Headteacher

The Headteacher and Senior Leadership Team lead the whole school ethos to promote a consistent Behaviour Policy: that is embedded across the school, through policy development, displays, choice of language, non-verbal behaviours, and communication with parents/carers, as well as those outside of the school community.

• Reviewing this policy in conjunction with the governing body.
• Approving this policy
• Ensuring that the school environment encourages positive behaviour.
• Ensuring that staff deal effectively with poor behaviour.
• Monitoring that the policy is implemented by staff consistently with all groups of pupils.
• Ensuring that all staff understand the behavioural expectations and the importance of maintaining them.
• Providing new staff with a clear induction into the school’s behavioural culture to ensure they understand its rules and routines, and how best to support all pupils to participate fully.
• Offering appropriate training in behaviour management, and the impact of special educational needs and disabilities (SEND) and mental health needs on behaviour, to any staff who require it, so they can fulfil their duties set out in this policy.
• Ensuring this policy works alongside the safeguarding policy to offer pupils both sanctions and support when necessary.
• Ensuring that the behaviour data is reviewed regularly, to make sure that no groups of pupils are being disproportionately impacted by this policy.

 

 

 

Parent/Carer

“The parent-child connection is the most powerful mental health intervention known to mankind” (Bessel van der Kolk)

Stoneyholme Community Primary school recognises the importance of the parent/child

relationship. We work collaboratively with parents / carers so children receive consistent messages about how to behave. We aim to build a supportive dialogue between the home and the school. We inform parents / carers immediately if we have concerns about their child’s welfare or behaviour – this includes if there is a pattern of regularly receiving warnings. If parents / carers have any concern about the way that their child has been treated, they should initially contact the class teacher. If the concern remains, they should contact the unit leader/head teacher, and if still unresolved, the school governors. If these discussions cannot resolve the problem, a formal grievance or appeal process can be implemented.

 

Parents and carers, where possible, should:

• Get to know the school’s behaviour policy and reinforce it at home where appropriate.
• Support their child in adhering to the school’s behaviour policy.
• Inform the school of any changes in circumstances that may affect their child’s behaviour.
• Discuss any behavioural concerns with the class teacher promptly.
• Take part in any pastoral work following misbehaviour (for example, attending reviews of specific behaviour interventions).
• Raise any concerns about the management of behaviour with the school directly, while continuing to work in partnership with the school.
• Take part in the life of the school and its culture.

The school will endeavour to build a positive relationship with parents and carers by keeping them informed about developments in their child's behaviour and the school’s policy, and working in collaboration with them to tackle behavioural issues.

Safeguarding

We recognise that changes in behaviour may be an indicator that a pupil needs help or protection.

We will consider whether a pupil’s misbehaviour may be linked to them suffering, or being likely to suffer, significant harm. 

Where this may be the case, we will follow our child protection and safeguarding policy, and consider whether pastoral support, an early help intervention or a referral to children’s social care is appropriate. 

Please refer to our child protection and safeguarding policy for more information.

 

Child on Child Abuse.

 

All staff should be aware that safeguarding issues can manifest themselves via childon-child abuse. This is most likely to include, but may not be limited to:

• bullying (including cyberbullying);
• physical abuse such as hitting, kicking, shaking, biting, hair pulling, or otherwise causing physical harm;
• sexual violence and sexual harassment;
• sexting (also known as youth produced sexual imagery); and
• initiation/hazing type violence and rituals.

All staff should be clear as to the school’s policy and procedures with regards to child on child abuse. Please see Safeguarding Policy.

 

Anti-Bullying

 

We foster a clear understanding that bullying, in any form, is unacceptable. We believe that preventing bullying is the responsibility of our whole school community and when there are incidents of bullying we will work together to deal with the situation and to learn from what has happened. In our school we do this by:

• Involving the school community in developing our policy including a child/ pupil friendly version of our policy.
• Using assemblies and time in class to ensure that pupils understand the differences between relational conflict and bullying.
• Building a positive ethos based on respecting and celebrating all types of difference in our school.
• Creating a safe and happy environment, with consequent positive relationships that have an impact on learning and achievement.
• Having a positive ethos that all pupils, staff and parents understand.
• Work in school which develops empathy, social skills and emotional understanding e.g. PSHCE, Citizenship.
• Secure the safety of the target of bullying. Take actions to stop the bullying from happening again. Whole school learning - reflection on what we have learnt · Think about any safeguarding concern and report concerns to Designated Safeguarding Lead.
• Provide assurances to child that concerns have been listened to and action will be taken.
• Consider who else is involved and what roles they have taken.
• Send clear message that the bullying must stop.
• Work with both parties to find solutions. Identify the most effective way of preventing reoccurrence and any consequences.

Reflect and learn from bullying episodes –consider what needs to happen next to prevent future bullying e.g. PSHE, training etc.

• Raising awareness of online bullying through regular e-safety lessons.
• Adopting a social model approach to bullying. Diversity is valued and everyone is included in our school.
• Focussed work with individuals and groups of pupils where required to support understanding and development of social skills.
• Ensuring all staff are trained and we have a range of activities at lunchtime to promote positive interactions.
• Offering training to all school staff around bullying, including specific guidance on those groups who are most likely to be bullied.

 

Reporting Bullying

 

In our school pupils are encouraged to talk to staff when they are unhappy or have concerns. Pupils in our school understand that they have a right to feel and be safe and a responsibility to support others to feel and be safe. Pupils are encouraged to report bullying to:

• A trusted adult
• Their class teacher/TA

Each class has a ‘worry box’ where children can report their concerns if they do not feel confident speaking to an adult. They can also talk to Miss Wilkinson online through SeeSaw application using email. Children are taught that it is important to talk to a trusted adult if bullying is taking place outside of school. Parents are also encouraged to report concerns and bullying to named individuals. This is normally the class teacher. When pupils report their concerns our staff are trained to LISTEN and to BELIEVE. We involve children as far as possible in finding solutions.

 

Parents are encouraged to:

• If a parent has any concerns about their child they should speak to the class teacher immediately. If a parent thinks bullying is the issue, the matter will be referred to the headteacher. The headteacher is always informed of any bullying concerns at Stonyholme Primary School and monitors the situation carefully.
• If a parent feels unable to talk to the class teacher, they can make an appointment to speak directly with the Headteacher.
• The school will work with both the child and the parents to ensure that any bullying is stopped and that support is given where needed.
• Parents should not confront the bully or their parents. This can complicate the situation and distress the pupil.
• The school will deal directly with all children involved and their parents directly. Parents will be kept informed of any actions the school is taking.
• If parents feel that their concern has not been dealt with appropriately they should follow the schools complaints policy. All members of the school community, including pupils, staff, parents and governors, are expected to treat everyone with dignity respect at all times. This includes both face-to-face contact and online.

Zero-tolerance approach to sexual harassment and sexual violence

We will ensure that all incidents of sexual harassment and/or violence are met with a suitable response, and never ignored.

Pupils are encouraged to report anything that makes them uncomfortable, no matter how ‘small’ they feel it might be.

The school’s response will be:

• Proportionate
• Considered
• Supportive
• Decided on a case-by-case basis.

We have procedures in place to respond to any allegations or concerns regarding a child’s safety or wellbeing. These include clear processes for:

• Responding to a report
• Carrying out risk assessments, where appropriate, to help determine whether to:
  • o Manage the incident internally.
  • o Refer to early help.
  • o Refer to children’s social care.
  • o Report to the police.

Please refer to our child protection and safeguarding policy for more information

 

 

Reasonable Force

All members of staff are aware of the regulations regarding the use of force by teachers, as set out in DfEE Circular 10/98, relating to section 550A of the Education Act 1996: The Use of Force to Control or Restrain Pupils. Staff would only need to intervene physically to restrain children or to prevent injury to a child, or if a child is in danger of hurting him / herself. The actions that we take are in line with government guidelines on the restraint of children.

Reasonable force covers a range of interventions that involve physical contact with pupils. All members of staff have a duty to use reasonable force, in the following circumstances, to prevent a pupil from:

• Causing disorder
• Hurting themselves or others
• Damaging property
• Committing an offence Incidents of reasonable force must:
• Always be used as a last resort.
• Be applied using the minimum amount of force and for the minimum amount of time possible.
• Be used in a way that maintains the safety and dignity of all concerned.
• Never be used as a form of punishment.
• Be recorded and reported to parents/carers.

When considering using reasonable force, staff should, in considering the risks, carefully recognise any specific vulnerabilities of the pupil, including SEND, mental health needs or medical conditions. 

 

Exclusions

Only the head teacher has the power to exclude a pupil from school. The head teacher may exclude a pupil for one or more fixed periods, for up to 45 days in any one school year and may also exclude a pupil permanently. It is also possible for the head teacher to convert a fixed-term exclusion into a permanent exclusion, if the circumstances warrant this. The headteacher informs the local authority and the governing body about any permanent exclusion, and about any fixed-term exclusions beyond five days in any one term. If the head teacher excludes a pupil, s/he informs the parents immediately, giving reasons for the exclusion. At the same time, the head teacher makes it clear to the parents that they can, if they wish, appeal against the decision to the governing body. The school informs the parents how to make any such appeal. A committee, made up of between three and five governors, considers any exclusion appeals on behalf of the governing body. When an appeals panel meets to consider an exclusion, they consider the circumstances in which the pupil was excluded, consider any representation by parents and the local authority, and consider whether the pupil should be reinstated. If the governors’ appeals panel decides that a pupil should be reinstated, the Principal must comply with this ruling. The governing body itself cannot either exclude a pupil or extend the exclusion period made by the Principal. A less extreme form of exclusion may also be considered: this may, for example, involve lunchtime inclusion or learning exclusion, where a pupil learns away from the class. School staff would consult with parents but do not need to report this.

 

Monitoring/recording

There is a wide range of highly effective provision for managing the behaviour of pupils, observation, unit meetings, CPOMS recording, communication with parents, support from SLT, these effective systems are in place to ensure that any issues are quickly dealt with. The excellent use of LSAs to support individual pupils is very effective in managing behaviour and we use lots of small group interventions for targeted pupils to support their learning. Children are taught to take responsibility for their own behaviours - including making choices and accepting consequences

We use various interventions, these includes various assessment and monitoring tools/toolkits, such as: - The Boxall Profile - The Strengths and Difficulties Questionnaire (SDQ) - Various Emotional Literacy and Social Skills resources, as well as strategically planning social and emotional lunchtime activities. We use an holistic support for children presenting SEMH needs, such as Early Help and TAF processes.

We will collect data on the following:

Behavioural incidents, including removal from the classroom.

Attendance, permanent exclusions and suspensions. 

Use of pupil support units, off-site directions and managed moves.

Incidents of searching, screening and confiscation.

Perceptions and experiences of the school behaviour culture for staff, pupils, governors, trustees and other stakeholders (via anonymous surveys)

 

Recognising the impact of SEND on behaviour

We recognise that pupils’ behaviour may be impacted by a special educational need or disability (SEND).

When incidents of misbehaviour arise, we will consider them in relation to a pupil’s SEND, although we recognise that not every incident of misbehaviour will be connected to their SEND. Decisions on whether a pupil’s SEND had an impact on an incident of misbehaviour will be made on a case-by-case basis. 

When dealing with misbehaviour from pupils with SEND, especially where their SEND affects their behaviour, we will balance their legal duties when making decisions about enforcing the behaviour policy. The legal duties include:

Taking reasonable steps to avoid any substantial disadvantage to a disabled pupil being caused by the school’s policies or practices (Equality Act 2010).

Using our best endeavours to meet the needs of pupils with SEND (Children and Families Act 2014).

If a pupil has an education, health and care (EHC) plan, the provisions set out in that plan must be secured and the school must co-operate with the local authority and other bodies.

As part of meeting these duties, the school will anticipate, as far as possible, all likely triggers of misbehaviour, and put in place support to prevent these from occurring.

Any preventative measures will take into account the specific circumstances and requirements of the pupil concerned.

Our approach may include:

Short, planned breaks for a pupil with SEND who finds it difficult to sit still for long.

Adjusting seating plans to allow a pupil with visual or hearing impairment to sit in sight of the teacher.

Adjusting uniform requirements for a pupil with sensory issues or who has severe eczema.

Training for staff to understand conditions such as autism.

Uses of spaces such as sensory room or quiet zones for when a child may be experiencing sensory overload.

As outlined in the SEN Code of Practice and our local SEND Guide, we promote a differentiated approach following different levels of intervention using the Assess/ Plan/Do, Review cycle. Appropriate target-setting and information-sharing is extremely important, to ensure that bespoke provision and strategies are recorded using a range of suitable tools such as IEPs and Provision Maps. These are jointly developed, agreed and reviewed, involving key adults.

 

Off-site misbehaviour

Sanctions may be applied where a pupil has misbehaved off-site when representing the school. This means misbehaviour when the pupil is:

• Taking part in any school-organised or school-related activity (e.g. school trips)
• Travelling to or from school
• Wearing school uniform
• In any other way identifiable as a pupil of our school

Sanctions may also be applied where a pupil has misbehaved off-site, at any time, whether or not the conditions above apply, if the misbehaviour:

• Could have repercussions for the orderly running of the school.
• Poses a threat to another pupil.
• Could adversely affect the reputation of the school.
• Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member (e.g. on a school-organised trip).

Online misbehaviour

The school can issue behaviour sanctions to pupils for online misbehaviour when:

It poses a threat or causes harm to another pupil.

It could have repercussions for the orderly running of the school.

It adversely affects the reputation of the school.

The pupil is identifiable as a member of the school.

Sanctions will only be given out on school premises or elsewhere when the pupil is under the lawful control of a staff member.

Malicious allegations

Where a pupil makes an allegation against a member of staff and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

Where a pupil makes an allegation of sexual violence or sexual harassment against another pupil and that allegation is shown to have been deliberately invented or malicious, the school will consider whether to discipline the pupil in accordance with this policy.

In all cases where an allegation is determined to be unsubstantiated, unfounded, false or malicious, the school (in collaboration with the local authority designated officer (LADO), where relevant) will consider whether the pupil who made the allegation is in need of help, or the allegation may have been a cry for help. If so, a referral to children’s social care may be appropriate.

The school will also consider the pastoral needs of staff and pupils accused of misconduct.

Please refer to our child protection and safeguarding policy

 

Review

“This policy functions as a practice guide and is therefore reviewed whenever issues arise which generate new ways to communicate our approach, and otherwise annually”.

Date of Policy Implementation: March 2024 Date of Next Review: March 2025 

Charging and Remission

 

CHARGING AND REMISSIONS POLICY FOR

STONEYHOLME COMMUNITY PRIMARY SCHOOL

2024/25

 

Galawan, Luanne

l.galawan@stoneyholme-pri.lancs.sch.uk

 APPENDIX A

 

SCHOOL CHARGING AND REMISSIONS POLICY

 

INTRODUCTION

 

The charging and remissions policy is subject to annual review to ensure compliance with statutory requirements.

 

CHARGING POLICY

 

Activities without charge

 

There will be no charge for the following activities:

 

• Education provided wholly or mostly during school hours. This includes the supply of any materials, books, instruments, other equipment and also transport provided in school hours to carry pupils between the school and an activity;
• Education provided outside school hours if it is part of the national curriculum, or part of a syllabus for a prescribed public examination which the pupil is being prepared for at the school, or part of religious education;
• Instrumental and vocal music tuition for pupils learning individually or in groups, unless the tuition is provided at the request of the pupil's parent / carer.
• Entry for a prescribed public examination including re-sits if the pupil has been prepared for it at the school;
• Examination re-sit(s) if the pupil is being prepared for the re-sit at the school.

 

Voluntary Contributions

 

Th every large majority of additional activities are heavily subsidised, the school may ask for voluntary contributions towards the cost of school-time activities to assist with funding, subject to the following conditions:

 

• Any children of parents who do not wish to contribute will not be treated any differently;
• Where there are insufficient contributions to make the activity viable, or the school cannot fund it from some other source, then the activity will be cancelled.

 

All requests to parents for voluntary contributions will make it clear that the contributions are voluntary and that there is no obligation to contribute.

 

Chargeable Activities

 

The school may recover the full costs of the following activities but charges will not exceed actual cost:

 

• Any materials, books, instruments, or equipment, where the child’s parent wishes him/her to own them;
• Optional extras (see below);
• Music and vocal tuition, in limited circumstances. (See Appendix B);
• Certain early years provision (see the education (charges for early years provision) regulations 2012);
• Community facilities. (See s27 education act 2002).

 

Optional Extras

 

Charges may be made for some activities which are detailed below:

 

• Education provided outside of school time that is not:

 

• - part of the national curriculum;
• - part of a syllabus for a prescribed public examination that the pupil is being prepared for at the school;
• - part of religious education.

 

• Examination entry fee(s) if the registered pupil has not been prepared for the examination(s) at the school;
• Transport (other than transport that is required to take the pupil to school or to other premises where the local authority/governing body have arranged for the pupil to be provided with education);
• Board and lodging for a pupil on a residential visit (subject to remission arrangements)
• Extended day services offered to pupils (for example breakfast club, after-school clubs, tea and supervised homework sessions where this is run under the responsibility of the governing body).

 

 

In calculating the cost of optional extras an amount may be included in relation to: 

 

• Any materials, books, instruments, or equipment provided in connection with the optional extra;
• The cost of buildings and accommodation;
• Non-teaching staff;
• Teaching staff engaged under contracts for services purely to provide an optional extra, this includes supply teachers engaged specifically to provide the optional extra; and
• The cost, or an appropriate proportion of the costs, for teaching staff employed to provide tuition in playing a musical instrument, or vocal tuition, where the tuition is an optional extra.

 

Any charge made in respect of individual pupils will not exceed the actual cost of providing the optional extra activity, divided equally by the number of pupils participating.

 

 

REMISSIONS POLICY

 

There will be no board and lodgings charges for pupils whose parents/carers are receiving specified benefits. This is subject to change but usually equates to pupils being eligible for free school meals. 

 

Charges for other 'chargeable activities' may be fully or partially remitted. Where appropriate Governors approve the use of the delegated budget and other funding streams such as Pupil Premium to allow 'chargeable activities' to be fully or partly remitted.

 

Details of remission arrangements will be stipulated when parents are advised of charges for individual activities.

APPENDIX B

 

MUSIC TUITION

 

 

https://www.legislation.gov.uk/uksi/2007/2239/pdfs/uksiem_20072239_en.pdf

 

Although the law states that, in general, all education provided during school hours must be free, instrumental and vocal music tuition is an exception to that rule. 

 

The Charges for Music Tuition (England) Regulations 2007 set out the circumstances in which charges can be made for tuition in playing a musical instrument, including vocal tuition. 

 

Charges may now be made for vocal or instrumental tuition provided either individually, or to groups of any size, provided that the tuition is provided at the request of the pupil’s parent. Charges may not exceed the cost of the provision, including the cost of the staff who provide the tuition. 

 

The regulations make clear that charging may not be made if the teaching is either an essential part of the national curriculum, or is provided under the first access to the key stage 2 Instrumental and Vocal Tuition Programme. They also make clear that no charge may be made in respect of a pupil who is looked after by a local authority (within the meaning of section 22(l) of the Children Act 1989). 

 Complaints

 

COMPLAINTS POLICY FOR

STONEYHOLME COMMUNITY PRIMARY SCHOOL

2024/25

 

Galawan, Luanne

l.galawan@stoneyholme-pri.lancs.sch.uk

 

1. Introduction and Scope

We care about what you think

The Policy of Stoneyholme Community Primary School is to work in partnership with parents/carers and the wider community.

Therefore, any person, including members of the public, can make a complaint. We try hard to do our best for all our pupils/students. Your views help us plan for the future. We like to know when things are going well. We also want parents/carers to tell us about their worries, concerns or complaints as soon as possible. It is much easier for the school to sort out a recent problem than something that happened some time ago.

Our commitment to you

• We will deal with your concern or complaint in a professional manner.
• It will be investigated thoroughly, fairly and as quickly as possible.
• We will keep you up to date with what we are doing.
• We will apologise if the school has made a mistake.
• We will tell you what we are going to do to put things right.

What to do first

If you have a concern about anything we do you can tell us by telephone, in person or in writing. 

If any of these are difficult for you, a friend or advocate can speak to the school on your behalf.

Most concerns or complaints will be sorted out quickly either by putting things right or by explaining the School’s actions to you.

In accordance with equality law, we will consider making reasonable adjustments if required, to enable complainants to access and complete this complaints procedure. For instance, providing

information in alternative formats, assisting complainants in raising a formal complaint or holding meetings in accessible locations. We take our duties under equality law seriously and we encourage any person having difficulty accessing this procedure to contact us immediately in order that reasonable adjustments can be made.

Complainants should not approach individual governors to raise concerns or complaints.

They have no power to act on an individual basis and it may also prevent them from considering complaints at the Review Stage of the procedure. 

Try to go to the member of staff involved or your child’s class teacher who will either deal with your issue or pass you on to someone who is more able to help.

Please remember that the beginning or end of the school day can be a very busy time. If you talk to a teacher at these times, for practical reasons, it may not be possible to sort things out there and then. Be prepared for them to make an appointment to see you/to ring you at a more convenient time.

In considering concerns or complaints, the School will ensure that they are dealt with effectively and with fairness to all parties. Where possible, complaints will be resolved informally. Where a complaint has not been resolved informally, then the formal procedures set out in section “6(ii)”

will be followed. Where your concern or complaint is considered sufficiently complex or serious, the school may choose to investigate formally from the outset.

2. What is a concern or a complaint?

• (a) A concern or a complaint is defined as:
• An expression of dissatisfaction about the conduct/operation of the School.
• The conduct of, actions or lack of actions by a member of staff/the Governing Board/an individual governor.
• Unacceptable delay in dealing with a matter or the unreasonable treatment of a pupil or other person.
• (b) This procedure does not cover complaints or concerns that are dealt with under other statutory procedures, including those listed in the following table, as separate procedures apply.

Note: i) Serious complaints or allegations relating to the abuse of children, assault, criminal or financial matters are also subject to separate procedures. The table following is not exhaustive, and separate procedures may exist for other categories. ii) For complaints regarding governors, the school will follow this Policy to resolve the issue.

These procedures do not cover	Who to Contact
Admissions to Schools, Appeals for schools	Concerns about admissions/appeals, should be raised with Lancashire County Council (Pupil Access Team) Email: ESCPupilAccessCentral@lancashire.gov.uk Tel: 0300 123 6707
Inclusion Service: Statutory assessments of Special Educational Needs and Disabilities (SEND)	Concerns about Special Educational Needs and Disabilities, should be raised with Lancashire County Council Tel: 0300 123 6706 Email: enquiries@lancashire.gov.uk
School reorganisation proposals	Concerns school re-organisation proposals should be raised with Lancashire County Council (School Place Planning Team) Email: schoolplanning@lancashire.gov.uk
Child Protection Investigation	Complaints about child protection matters are handled under our child protection and safeguarding policy and in accordance with relevant statutory guidance. If you have serious concerns, you may wish to contact the local authority designated officer (LADO) who has local responsibility for safeguarding or the Multi-Agency Safeguarding Hub (MASH). Email: MASHeducation@lancashire.gov.uk
School Exclusions *	Further information about raising concerns about exclusion can be found at: www.gov.uk/school-disciplineexclusions/exclusions. Concerns about
	exclusions should be raised with Lancashire County Council (Pupil Access Team) Email: ESCPupilAccessCentral@lancashire.gov.uk Tel: 0300 123 6707 *complaints about the application of the behaviour policy can be made through the school’s complaints procedure. Please refer to the school’s behaviour policy which is located on the school website.
Whistleblowing	We have an internal whistleblowing procedure for all our employees, including temporary staff and contractors. The Secretary of State for Education is the prescribed person for matters relating to education for whistleblowers in education who do not want to raise matters direct with their employer. Referrals can be made at: www.education.gov.uk/contactus. Volunteer staff who have concerns about our school should complain through the school’s complaints procedure. You may also be able to complain direct to Lancashire County Council or the Department for Education depending on the substance of your complaint www.education.gov.uk/contactus Complaintsandfeedback@lancashire.gov.uk
Staff Grievance Procedures	Complaints from staff will be dealt with under the school’s internal grievance procedures.
Staff Conduct	Complaints about staff will be dealt with under the school’s internal disciplinary procedures, if appropriate. Complainants will not be informed of any disciplinary action taken against a staff member as a result of a complaint. However, the complainant will be notified that the matter is being addressed.
Complaints about services provided by other providers who may use school premises or facilities	Providers should have their own complaints procedure to deal with complaints about their service. Please contact them direct.
National Curriculum content Early Years Foundation Stage Statutory Framework Collective worship Sex Education	Please contact the Department for Education at: www.education.gov.uk/contactus
Unauthorised absence fines	Please contact Lancashire County Council Tel: 0300 123 701
Freedom of Information Data Protection (GDPR)	Data Protection Officer at the school and if this remains unresolved the Information Commission Office Tel: 0303 123 1113 Email: dataprotectionfee@ico.org.uk
Functions of the County Council	Complaints and Appeals Team Legal and Democratic Services County Hall Preston PR1 8XJ Tel: 0300 1236701 Email: Complaintsandfeedback@lancashire.gov.uk

 

3. Anonymous Complaints

The School will always give serious consideration to concerns and complaints that are brought to its attention. However, anonymous complaints will not normally be considered.

4. Unreasonable Complaints

There is a right to raise a complaint against a school and an expectation that the individual will exhaust the School’s procedures. If the individual contacts the school again with the same issue, this could be seen as unreasonable and the school may choose not to respond.

The school should seek advice from Governor Services and their Legal Adviser, prior to taking the decision not to progress the complaint further. The school should not stop responding to a complaint because an individual is viewed as difficult to deal with or asks complex questions.

The school may refuse to respond to the subject matter but not the correspondent.

The DfE provide additional guidance in ‘Best Practice Guidance for School Complaints Procedures’ (January 2019 and updated in March 2019).

See: https://www.gov.uk/government/publications/school-complaints-procedures/best- practiceadvice-for-school-complaints-procedures-2019

5. Making a complaint

The school expects that the majority of complaints to be made within three months of the incident being complained of. The school will consider complaints beyond this time frame in exceptional circumstances only.

Dependent on the type of complaint, the following table is a guide to whom it should be referred to:

Type of Complaint:	Contact the:
Something that has happened, or failed to happen, in School.	Class teacher
The actions of the class teacher.	Headteacher via the school.
The actions of the Headteacher.	Chair of Governors via the school.
The actions of a governor.	Chair of Governors via the school.
The actions of the Chair of Governors.	Vice Chair via the School.
The actions of the Governing Board.	Clerk to the Governing Board via the School.

 

6. Roles and Responsibilities of the Complainant

The complainant will receive a more effective response to the complaint if they:

• explain the complaint in full as early as possible;
• co-operate with the school in seeking a solution to the complaint;
• respond promptly to requests for information or meetings or in agreeing the details of the complaint;
• ask for assistance as needed;
• treat all those involved in the complaint with respect and refrain from publicising the details of their complaint on social media and respect confidentiality.

The School /Governing Board would in most cases hope to resolve concerns and complaints at an informal stage, but the procedures allow for formal consideration of a complaint and a review stage if matters cannot be resolved.

The School is committed to dealing with complaints as speedily as possible and would plan to complete each stage within 20 school days. From time to time, it may not be possible to complete the process in that timescale. Where it is not possible, the complainant will be informed of any delays.

Where complaints are made against an individual member of the school staff or a governor, the individual will be informed of the complaint at the earliest opportunity and certainly before any investigation commences.

 

7. The Complaint Procedure

(i)Informal Stage

The school will seek to resolve complaints informally by email, telephone call, brief meeting as appropriate. If the complaint is unable to be resolved at this stage, the school will ask you to put your concerns or complaint in writing and the ‘Formal Stage’ - Paragraph 6(ii) of the procedures will commence from the date that the letter is received by the school.

If the school has not heard from you within 20 school days, it will assume that you do not want to take things any further and the complaint will be closed.

For concerns regarding the Headteacher, the complainant should put the complaint in a sealed envelope marked ‘private and confidential’ and addressed to the Chair of Governors via the School. Under Data Protection legislation, the school is not permitted to provide the personal details of the Chair of Governors, but the School will forward the envelope to Chair as soon as possible.

(ii) Formal Stage

This stage will commence when the:

• Informal complaint has not been resolved to the satisfaction of the complainant. Or
• Complainant has indicated they wish to go straight to the formal stage. Or •School feels that the complaint is inappropriate for an informal resolution.

The person responsible for investigating the complaint will:

• Following receipt of the written complaint, formally acknowledge receipt of the complaint and ensure the complainant receives an up to date copy of the School’s Complaint Policy and

Procedures. It should be clarified what the complainant feels would put things right if it is not clear in the correspondence.

Note: It is acceptable for someone else to submit the complaint on behalf of the complainant with their knowledge and consent.

• Seek advice, as appropriate. (Dependent on the nature of the complaint, this could include:

the Clerk to the Governing Board; Legal Services; Schools’ HR Team; the School’s Adviser; the Schools’ Finance Officer; Pupil Access Officer or other appropriate Lancashire County Council Officer.)

• Inform the member of staff (or governor) if the complaint concerns them and provide them with a copy of the complaint and the School’s Policy and Procedures.
• Arrange and complete a full investigation of the complaint.
• Prepare a report following the investigation; consider whether the complaint is substantiated or unsubstantiated and consider what actions may need to be taken.
• Advise the complainant, in writing, of the outcome of the investigation.

Should the Complaint Remain Unresolved

• When a complaint remains unresolved, the complainant can request a review by the Complaints

Review Committee to be arranged. This request must be received by the Clerk to the Governing Board with 20 school days of the notification from the Headteacher/Chair of Governors. The request must be in writing, set out the grounds as to which matters remain unresolved and include any relevant documentation.

Note: If the Clerk to the Review Committee does not hear from the complainant within 20 school days of the notification of the outcome of the investigation, the complaint will be closed.

• The Headteacher/Chair of Governors should make a record in the Complaints Register* of the complaint and its outcome. This record may need to be updated by the Chair of the Review Committee in due course. The Complaints Register should be available for Ofsted Inspection purposes.

 * Note: This is a requirement for Academies and strongly recommended for maintained  schools.

(iii) Complaints Review Committee

In very exceptional circumstances where the complaint has not been resolved by the

Headteacher/Chair of Governors, a meeting of the Complaints Review Committee will be arranged to review the complaint. The request must be made in writing to the Clerk to the Governing Board via the school. The request for the review must clearly set out the matters which remain unresolved.

The Clerk to the Governing Board will acknowledge receipt and will convene the Complaints Review Committee. It is not expected to take more than 20 days to convene but the Clerk to the Committee will update the complainant as appropriate.

The clerk will request copies of written evidence and will circulate the papers 5 working days before the Committee meets. The committee will not normally accept, as evidence, recordings of conversations that were obtained covertly and without the informed consent of all parties being recorded.

The committee will also not review any new complaints at this stage or consider evidence unrelated to the initial complaint to be included. New complaints must be dealt with from Stage 1 of the procedure.

The meeting will be held in private. Electronic recordings of meetings or conversations are not normally permitted unless a complainant’s own disability or special needs require it.

When a request for the meeting to be recorded is received, this must be with the clerk in advance of the meeting taking place. The consent of all parties concerned must be obtained. The request and the decision will be recorded in the minutes of the meeting.

The Committee will:

• Consist of 3 governors who have no prior knowledge of the complaint.
• With the Clerk, prepare an Agenda and invite the Headteacher and/or Chair of Governors, (as appropriate) and the complainant to the meeting.

Note: It is the responsibility of the Headteacher/Chair of Governors and the complainant to secure their own witnesses and neither party can dictate who the other party brings.

• Consider the written materials.
• Consider the complaint and the Headteacher’s (or Chair of Governor’s) action.
• Seek advice and support as necessary.
• Consider the oral evidence provided at the meeting.

If the complainant is invited to attend the meeting, they may bring someone along to provide support. This can be a relative or friend. Generally, we do not encourage either party to bring legal representatives to the committee meeting. However, there may be occasions when legal representation is appropriate. For instance, if a school employee is called as a witness in a complaint meeting, they may wish to be supported by union and/or legal representation.

At the end of their review, the Complaints Review Committee will:

• Determine whether to dismiss or uphold the appeal in whole or part.
• Where upheld, decide on recommendations that should be reported to the Governing Board by the Chair of the Review Committee.
• Advise the Headteacher/Chair of Governors (as appropriate) and complainant of their findings.
• Advise the complainant of any further action they may wish to take if they remain dissatisfied. Following the review, the Chair of the Committee will arrange for the School’s Complaints Register to be amended to include a brief summary of the complaint and the findings of the Complaints Review Committee. In addition, the Chair of the Committee will ensure that the matter in general terms and any recommendations be reported to the Governing Board.

This concludes the School’s Complaints Procedure.

Equality

 

 

 

 

 Stoneyholme Community Primary School

 

 

EQUALITIES POLICY

GUIDANCE FOR SCHOOLS

June 2023 -2027

 

 

Lancashire County Council Equality Policy

Aims of Policy

 

Our school aims to meet its obligations under the public sector equality duty by having due regard to the need to:

• Eliminate discrimination and other conduct that is prohibited by the Equality Act 2010
• Advance equality of opportunity between people who share a protected characteristic and people who do not share it
• Foster good relations across all characteristics – between people who share a protected characteristic and people who do not share it

Having due regard for advancing equality involves:

 

• Removing or minimising disadvantages suffered by people due to their protected characteristics.
• Taking steps to meet the needs of people from protected groups where these are different from the needs of other people.
• Encouraging people from protected groups to participate in public life or in other activities where their participation is disproportionately low.

 

Our mission statement is central to everything we do:

 

Mission Statement

 

“Where everyone matters and every day counts”

 

Children have only one childhood and we want it to be safe, magical and full of awe and wonder.

Stoneyholme is a school where we do everything in our power to remove any barriers to success to ensure EVERY child reaches their full potential through the organisation’s commitment to learning.

Term on term, year on year Stoneyholme Community Primary School nurtures young people who are more curious, more willing to take a risk and give it a go, more imaginative and creative, more thoughtful, more ready, willing and able to learn with and through others.

We want our children to be happy, content and fulfilled, whose personal ambitions are balanced with the contributions they make to a prosperous and secure society.

We want Stoneyholme children to be the very best they can.

 

 

"Stoneyholme is an inclusive school in which pupils learn harmoniously alongside each other" OFSTED 2012

 

 

1.  School in Context

Stoneyholme Primary School is a larger than average primary school serving an inner city community. The proportion of pupils eligible for free school meals is above average. All pupils are from minority ethnic backgrounds, with the vast majority of Pakistani or Bangladeshi heritage.

 

The school lies within the Stoneyholme and Daneshouse ward of Burnley, and has a population of 7,893 (2021 census figures). In the latest index of multiple deprivation (IMD 2019) this area was ranked 180 out of 32,844 in England (top 5%). Just over 91% of the ward’s housing is terraced housing with no outdoor space, or flats. 90.85% of the population are of Asian heritage.

 

Currently there are 422 pupils on the school roll:

 

• 222 pupils are male and 200 are female.
• The ethnicity makeup of the pupils is 1% white British, white other 4%, 50% Pakistani heritage, 40% Bangladeshi heritage, 1% other Asian background, 2% mixed white and Asian.
• The ethnic groups represented within the school staff are white British, Bangladeshi heritage and Pakistani heritage with the same representation on the governing body.
• 97% of the pupils speak English as an additional language
• The school has 6 pupils on roll with a known disability.
• None of the staff or governors have a known disability.

Our School Offer, published on the school’s website, details how we ensure that the inclusivity for all of its stakeholders.

2.  Legislation and Guidance

This document refers to the following legislation:

• The Equality Act 2010, which introduced the public sector equality duty and protects people from discrimination
• The Equality Act 2010 (Specific Duties) Regulations 2011, which require schools to publish information to demonstrate how they are complying with the public sector equality duty and to publish equality objectives

Other supporting documents are Department for Education (DfE) guidance: The Equality Act 2010 and schools: https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_da ta/file/315587/Equality_Act_Advice_Final.pdf

and the Equality and Human Rights Commission: Technical Guidance for Schools: https://www.equalityhumanrights.com/en/publication-download/technical-guidance-schools- england

3.  Roles and Responsibilities

The governing board will:

• Ensure that the equality information and objectives as set out in this statement are published and communicated throughout the school, including to staff, pupils and parents, and that they are reviewed and updated at least once every four years
• Delegate responsibility for monitoring the achievement of the objectives on a daily basis to the headteacher

The equality link governor is Danny Pentecost, they will:

Meet with the designated member of staff for equality and other relevant staff members, to discuss any issues and how these are being addressed.

Ensure they’re familiar with all relevant legislation and the contents of this document. Attend appropriate equality and diversity training.

Report back to the full governing board regarding any issues.

The headteacher will:

Promote knowledge and understanding of the equality objectives amongst staff and pupils.

Monitor success in achieving the objectives and report back to governors.

All school staff are expected to have regard to this document and to work to achieve the objectives as set out in section 8. All staff will promote an inclusive and collaborative ethos in the school, challenge inappropriate language and behaviour, respond appropriately to incidents of discrimination and harassment, ensure appropriate support for children with additional needs and maintain a good level of awareness of equalities issues.

 

All members of the school community have a responsibility to treat each other with respect, to feel valued, and to speak out if they witness or are subject to any inappropriate language or behaviour.

 

We will take steps to ensure all visitors to the school adhere to our commitment to equality.

4.  Eliminating discrimination

At Stoneyholme Community Primary School, we recognise that all members of the school and our wider community are of equal value. The school is aware of its obligations under the Equality Act 2010 and complies with non-discrimination provisions.

Where relevant, our policies include reference to the importance of avoiding discrimination and other prohibited conduct.

Staff and governors are regularly reminded of their responsibilities under the Equality Act, for example during meetings. Where this has been discussed during a meeting, it is recorded in the meeting minutes.

New staff receive training on the Equality Act as part of their induction, and all staff receive refresher training every 2years.

The Headteacher is responsible for monitoring equality issues, aided by our equality link governor and Rights Respecting lead. They regularly liaise regarding any issues and make senior leaders and governors aware of these as appropriate.

5.  Advancing equality of opportunity

Removing or minimising disadvantages suffered by people which are connected to a particular characteristic they have (e.g. pupils with disabilities, or gay pupils who are being subjected to homophobic bullying.)

Taking steps to meet the particular needs of people who have a particular characteristic (e.g. enabling Muslim pupils to pray at prescribed times.)

Encouraging people who have a particular characteristic to participate fully in any activities (e.g. encouraging all pupils to be involved in the full range of school societies.)

In fulfilling this aspect of the duty, the school will:

Publish attainment data each academic year showing how pupils with different characteristics are performing.

Analyse the above data to determine strengths and areas for improvement, implement actions in response and publish this information.

Make evidence available identifying improvements for specific groups (e.g. declines in incidents of homophobic or transphobic bullying.)

Publish further data about any issues associated with particular protected characteristics, identifying any issues which could affect our own pupils.

 

5 Fostering good relations

As a school we believe that should treat each other with care, respect and kindness, and that strong positive relationships make a great school. We aim to foster good relations between those who share a protected characteristic and those who do not share it by:

Promoting tolerance, friendship and understanding of a range of religions and cultures through different aspects of our curriculum. This includes teaching in RE, citizenship and personal, social, health and economic (PSHE) education, but also activities in other curriculum areas. For example, as part of teaching and learning in English/reading, pupils will be introduced to literature from a range of cultures.

Holding assemblies dealing with relevant issues. Pupils will be encouraged to take a lead in such assemblies, and we will also invite external speakers to contribute.

Working with our local community. This includes inviting leaders of local faith groups to speak at assemblies, and organising school trips and activities based around the local community.

Encouraging and implementing initiatives to deal with tensions between different groups of pupils within the school. For example, our school council has representatives from different year groups and is formed of pupils from a range of backgrounds. All pupils are encouraged to participate in the school’s activities, such as sports clubs. We also work with parents to promote knowledge and understanding of different culture.

We have developed links with people and groups who have specialist knowledge about particular characteristics, which helps inform and develop our approach.

6 Publicising the Policy and Plan

This policy will be published on the school website, uploaded onto the school network and will form part of the induction documentation for new members of staff.

 

7 Equality Objectives

1. To continue to educate both adults and children to eliminate the use of prejudice- related derogatory incidents and use of derogatory language specifically aimed at race, gender and homophobic terms.
2. To improve the attendance and punctuality of all children in particular children identified as Persistent Absentees.
3. To ensure all staff and governors are well informed of the Equality Duty Act and are able to deliver and challenge everyone’s right to equality.

8 Monitoring Arrangements

Stoneyholme Primary School an inclusive school, working towards greater equality in the whole school community. We use the curriculum and teaching to enhance the selfesteem of all those it serves and to provide a learning environment in which each individual is encouraged to fulfil her or his potential.

We make regular assessments of pupils’ learning and use this information to track pupils’ progress, as they move through the school. As part of this process, we regularly monitor the performance of different groups; gender, ethnicity, Free School Meals, Pupil Premium, SEN / Non-SEN to ensure that all groups of pupils are making the best possible progress. We use this information to adjust future teaching and learning plans, as necessary and to ensure that pupils access the support needed to break down any barriers to their learning and that they are enabled to reach their full potential.

Resources are available to support groups of pupils where the information suggests that additional progress is needed. The governing body receives regular updates on pupil performance information.

 

School performance information is compared to national data and local authority data, to ensure that pupils are making appropriate progress when compared to all schools, and to schools in similar circumstances.

 

As well as monitoring pupil performance information, we also regularly monitor a range of other information. This relates to:

 

• Attendance
• Exclusions and truancy
• Racism, disabilism, sexism, homophobia and all forms of bullying
• Parental involvement
• Participation in Extended Learning Opportunities

 

Our monitoring activities enable us to identify any differences in pupil performance and provide specific support as required, including pastoral support. This allows us to take appropriate action to meet the needs of specific groups in order to make necessary improvements.

Stoneyholme Primary School is also committed to providing a working environment free from discrimination, bullying, harassment and victimisation. We aim to recruit an appropriately qualified workforce and establish a governing body that is representative of all sections of the community in order to respect and respond to the diverse needs of our population.

We will review and update the equality information we publish at least each year to demonstrate how we are meeting the aims of the general public sector equality duty and to evidence progress made towards our equality objectives. Our objectives will be drawn up and published by the Governing Board at least every 4 years.

8 Considering Equalities in Decision Making

Our school ensures it has due regard to equality considerations whenever significant decisions are made. We consider equality implications before and at the time that we develop policy and make decisions and continue to review these on a continuing basis. We keep a written record to show we have considered equality issues and asked relevant questions about the impact of our decisions on different groups in the school community.