Name:…………………………………..
Induction Booklet
We hope your time with us is stimulating and worthwhile. We want you
to feel that you are a member of a successful and hardworking team.
This induction programme is one way in which we can help to make that
happen.
We recognise that our pupils will achieve most from a well-informed,
highly motivated staff. New staff will be supported during their induction
period. This will usually be an 18 week period.
This handbook contains material which will support your induction
programme. The aim of the induction programme is to ensure that you
are able to assimilate information about the school and how we work, as
easily as possible. You will then be able to contribute to the
maintenance of high standards of performance in your job and to the
general ethos of the school.
At the beginning of your induction programme, please ensure that you
have faimiliarised yourself with the following:
1. The Staff Handbook – a copy is located in each classroom, the
staff room and the meeting room. This covers many practicalities
about life at Lonsdale and should help you to feel at home.
2. Your Job Description – you should have received a copy of your
Job Description prior to your appointment.
3. The Dress Code Policy – details enclosed in this booklet.
4. The School Code of Conduct – details enclosed in this booklet.
If you need more information about any of the above please speak to the
Deputy Head.
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Induction at Lonsdale School
Induction is the effective introduction of a colleague to their role within
the school. The person may be a new recruit or may be an experienced
member of staff whose job has changed due to promotion.
The aim of our induction programme is to bring staff up to a high
standard of performance in the shortest possible time, ensuring they
become effective, confident contributors to achieving the school’s aims
and the targets and objectives laid out in the School Improvement Plan.
Induction is the beginning of the process of ongoing professional
development. The essential aims of the programme are:
 To provide the individual with relevant school information.
 To identify the role the individual will play within the school.
 To learn more about the individual and their immediate long term
professional needs.
 To explain what the school can and will do to help the individual
make an effective contribution to the school.
The aims will be adjusted appropriately to meet the needs of each
individual.
Induction Responsibilities
It is the Deputy Head’s overall responsibility to ensure each new
member of staff receives his or her induction entitlement. It is in
everybody’s interest that each member of staff is able to contribute
towards the fulfilment of our school aims. We have a corporate
responsibility towards new members of staff to make them aware of dayto-day routines and procedures. Each new member of staff is assigned
a mentor to help them learn to do their job.
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Allocation of mentor
New staff member
NQT
Experienced teacher
Nursery Nurse
LSA
New Governor
Parent helper/volunteer
Student Nursery Nurse
SMSA
Staff with
responsibility/promotion
Headteacher
Deputy Headteacher
Assistant Head
Senior LSA
RSSW
Domestic staff
Allocated mentor
Deputy Head
Teacher mentor
Nursery Nurse mentor
LSA mentor
Chair of
Governors/Headteacher
Teaching staff to whom
allocated
Teaching staff to whom
allocated
SMSA mentor
Line manager
SLT/Chair of Governors
Headteacher
Assistant Head mentor
Deputy Headteacher
RSSW mentor
Domestic staff mentor
What is mentoring?
Our definition is.......................
Mentoring is supporting,
advising and guiding a colleague
to enable them to develop their
expertise in their new role in
order to become a confident
team member.’
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Induction Programme
Our School Mission Statement:
‘Achieving excellence in meeting the needs of every individual’
Our School Aims:
At Lonsdale School we aim:
 To provide and develop the best education and care, matched to
the physical, communication and developmental needs of every
individual.
 To provide a secure environment and develop the independence
and autonomy of every individual.
 To teach pupils and students and support families to apply their
rights and entitlement positively as citizens, and demonstrate
respect and value for others.
 To develop the confidence, independence, self worth, spiritual and
moral values of each individual.
Our School Code of Conduct:
We expect all members of Lonsdale School and people visiting the site
to adhere to our Code of Conduct:
1.
2.
3.
4.
5.
6.
We will listen and speak to each other politely.
We will arrive on time and take part in activities sensibly.
We will move sensibly around the school, keeping to agreed areas.
We will look after our school and everyone’s belongings.
We will only eat sweets, snacks and chewing gum in our free time.
We will only use our mobile phones during lunch break.
We expect visitors to turn off their mobile phones whilst in school.
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Induction Protocol
The following describes what staff new to Lonsdale School can expect in the way of induction. It is
expected that all new staff will work through this induction booklet. The level of support you require
will depend on your role within the school and your previous knowledge and experience and will be
negotiated with you during your induction.
Timing
On application for the post.
Before taking up the post a visit to the school is
strongly recommended.
First day in post.
First week in post.
Six weeks in post.
Twelve weeks in post.
Eighteen weeks in post.
Induction
Job description and person specification.
Contract issued by County.
Meeting with a senior member of staff to
discuss role and duties. Opportunity to meet
staff and pupils.
Induction booklet issued. Meet named mentor
to help with duties.
Meet with Headteacher to discuss aims of
school and job description.
Review meeting with mentor and Headteacher
to:
 Receive feedback on how you are
settling into your new job.
 Ensure you have the support you need
to do your job well.
 Discuss and set Small, Measurable,
Achievable, Realistic, Time-bound
(SMART) objectives.
Review meeting with mentor and Headteacher
to:
 Receive feedback on how you have
progressed in your work, general
efficiency, conduct and timekeeping.
 Ensure you have the support you need
to do your job well.
 Discuss and set Small, Measurable,
Achievable, Realistic, Time-bound
(SMART) objectives.
Review meeting with mentor and Headteacher
to:
 Receive feedback on how you are
performing your job. Identify particular
strengths and, if necessary, address
any weaknesses.
 Explain the performance management,
disciplinary and capability procedures.
Discuss the role of the Learning
Support Assistant (Effective Learning
Support Assistants).
 Explain the high standards,
professional development and
expectations we have of all staff.
Your mentor will be……………………………………………………………………………………………
Additional support is also available from your line manager, the Deputy Headteacher and the
Headteacher.
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Your responsibilities
You are responsible for:
 Making a commitment to your job and the success of the school
aims
 Aiming always for your best and being prepared to try to achieve
more
 Working and communicating effectively with colleagues
 Developing yourself and your job
 Discussing anything you don’t understand and sharing your
worries and concerns with your line manager
 Maintaining confidentiality about pupils and colleagues at all times
 Demonstrating a commitment to equal opportunities in your
relationships with pupils, colleagues and visitors within school
 Ensuring your 6, 12 and 18 week induction meetings are booked
with the Headteacher
Health and Safety
The duties of all members of staff
All staff will make themselves familiar with the requirements of the
Health and Safety at Work etc Act 1974 and any other health and
safety legislation and codes of practice which are relevant to the work of
the department in which they work. They should:
 Take reasonable care of their own health and safety and any other
persons who may be affected by their acts or omissions at work.
 As regards any duty or requirements imposed on his or her
employer or any other persons by or under any of the relevant
statutory provisions, co-operate with him or her so far as
necessary to enable that duty or requirement to be performed or
complied with.
 All staff are expected to familiarise themselves with the health and
safety aspects of their work and to avoid conduct which would put
them or anyone else at risk.
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Health and Safety contd.
In particular all staff will:

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Be familiar with the School’s Health and Safety Policy and any and all safety
regulations as laid down by the governing body.
Ensure health and safety regulations, rules, routines and procedures are
being applied effectively by both staff and pupils.
See that all plant, machinery and equipment is adequately guarded.
See that all plant, machinery and equipment is in good and safe working
order.
Not make unauthorised or improper use of plant, machinery and equipment.
Use the correct equipment and tools for the job and any protective equipment
or safety devices which may be supplied.
Ensure that toxic, hazardous and highly flammable substances are correctly
used, stored and labelled.
Report any defects in the premises, plant, equipment and facilities
which they observe. Defects should be reported to the Business
Manager, Caretaker or Headteacher.
Take an active interest in promoting health and safety and suggest ways
of reducing risks.
Risk assessment
What is a health and safety risk assessment and why is it necessary?
A Health and Safety Risk Assessment should be completed on all work
activities that pose a significant risk.
A Risk Assessment is important to:

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Create awareness of hazards.
Identify the population at risk.
Identify whether existing measures are adequate.
Make sure that risk controls are proportionate to the risk involved.
Help prioritise risk control measures, ensuring the most important risks
are tackled first.
‘A risk assessment is nothing more than a careful examination of how people
could be harmed by your work activities’
‘You decide whether you have taken enough precautions or should do more to
reduce the risk’
Health and Safety Executive Definition
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EFFECTIVE SPECIALIST MIDDAY SUPERVISORY ASSISTANTS
Lonsdale aims to achieve excellence in meeting the needs of every individual.
The core purpose of the Specialist Midday Supervisory Assistant is to support
the pupils during the lunch break and to promote learning opportunities for
pupils.
Effective SMSA’s understand:

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The school aims and Code of Conduct
The care/physical needs of pupils
Their own role
They are role models for pupils and colleagues
Professionalism and know boundaries
Effective SMSA’s
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Make effective use of training opportunities
Maintain a positive approach and attitude to pupils at all times
Are able to identify their own training needs and willing to learn
Communicate clearly and effectively with pupils
Are flexible to daily change
Are positive role models for pupils and colleagues
Actively engage pupils during lunch and are aware of their needs
Are reliable, punctual and competent
Work as part of a team
Help to keep the school safe, tidy and organised
Actively engage with and encourage pupils to participate in play
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Dress Code
Purpose of this policy
Lonsdale School is a professional workplace.
Lonsdale School strives to achieve excellence in meeting the needs of each
individual pupil. We take pride in our work and maintain high standards in all areas of
school life. These standards extend to the conduct and behaviour of all staff.
This policy has been written so that staff are clear about the standards of dress that
are expected from all members of staff and volunteers who work on school site.
Principles
Working at Lonsdale School will nearly always involve physical activity of some sort.
Clothing needs to be practical in order that work can be carried out comfortably.
Shoes need to be practical and it is advisable to have covered toes. Flip flops or
footwear that is not secured to the foot is not acceptable.
Many members of staff are involved with moving and handling pupils and this can
include intimate care and personal hygiene. It is important to wear clothing that
maintains staff dignity and that does not cause embarrassment to the pupil. Clothing
should not fall loose and expose cleavage area or midriff.
All members of staff at Lonsdale can expect to come into contact with other
professionals and they may be requested to talk to other professionals or parents
about aspects of their work or about particular pupils. Staff should always be
prepared to join in professional conversations. It is expected that clothing will always
be suitable.
The following guidelines should be considered;

Clothing should be practical and comfortable

It is advised that shoes should have covered toes
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
Clothing should not expose the midriff, hips or underwear. ( This would
include clothing that rides up during physical activity)

Clothing should cover shoulders and be discreet around the cleavage.
Camisole type tops and vest tops are not appropriate for school.

Clothing should not be so tight that it appears provocative

Smart jeans are acceptable (ie not jeans with rips or frayed holes)

Smart shorts of an appropriate length are acceptable

Jewellery should be minimal and should not get in the way of moving and
handling

T-shirts with suggestive logos are not suitable
Body piercing and Tatoos
Lonsdale is an educational environment and staff should dress in a professional and
appropriate manner. Body piercings, other than discreet ear rings and nose studs,
are not acceptable for the school environment. Piercings such as lips, eyebrows or
tongue are not deemed appropriate and staff should remove these for work.
Tatoos, other than those smaller than a £2 coin, or deemed to be offensive, should
be covered at all times. Tatoos on the hands are not acceptable.
Staff who are deemed to be inappropriately dressed will be spoken to by the
headteacher or member of the senior leadership team. They may be asked to
change into more suitable clothing.
MW September 2007
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15.06/07
To: All staff
Moving and Handling
We currently have two Moving and Handling Assessors in school. Below is a brief
description of their role and responsibility and the procedure to be followed when
seeking advice regarding moving and handling issues.
Sue Minnis - Moving and Handling Assessor in school.
Dale Kelly - Moving and Handling Assessor in the
Residential Department.
The Moving and Handling Assessor is responsible for informing and training staff
with regard to safe working practice in moving and handling techniques, including:

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The Health and Safety at Work Act, 1974
The Manual Handling Operations Regulations, 1992.
The Management of Health and Safety at Work Regulations, 1999.
In line with current school procedure, always refer to the pupil Care Plan
before carrying out any moving and handling task. Any concerns or changes
to an individual pupil’s moving and handling needs must always be referred to
the appropriate Moving and Handling Assessor to enable them to obtain
further input and recommendations from the Physiotherapy and Occupational
Therapy team.
Maria White
Headteacher
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SMSA - INDUCTION CHECKLIST A – by the end
of the first day
You should have been shown/told about:
Where to put your coat and
bag/personal belongings
Toilets – staff and pupils’
Emergency buzzers
First Aiders – who they are
Location of the medical room
(nurses room)
Fire drills and procedures
Protective clothing
Personal equipment – apron, pager
Security of the building – signing in
and out
Duties and rotas – weekly checklist
Car parking
Non Smoking Policy
Incident/Accident Form
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SMSA – INDUCTION CHECKLIST B – by the end of the first week
You should have been shown/told about:
Code of conduct
School aims
Mission statement
Child Protection Policy
Behaviour Policy
Moving and Handling Policy
Health and Safety Policy
Intimate Care Policy including Reducing the Risk of Allegation
Laundry facilities:
Pupils’ washing
Spare clothing
Drying room
Towels
Laundry bins/red sack for soiled items
Pupil Eating and Drinking Programmes
Lunchtime procedures: family service
Playground routine and duties
Indoor play (during wet weather
conditions)
Keeping fire doors and exits clear of obstruction
Accident forms
Behaviour Incident Forms
Safe storage of hazardous substances
Absence notice board (whiteboard)
SMSA notice board in laundry
Bulletin and newsletter
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SMSA – INDUCTION CHECKLIST C –
between weeks one and six
You should have been shown/told about:
Supervision of pupils/Quality
Interaction Policy
Communication books
Hygiene and food handling
Wheelchair safety – belts,
footplates etc
Therapists – Speech and
Language Therapists
Physiotherapists
Occupational Therapists
Hygiene procedures/infection
control
Body fluids spillage kit
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SMSA – INDUCTION CHECKLIST D – between
weeks six and twelve
You should have been shown/told about:
Use of hoists
Risk assessment in moving and
handling (practical assessment by
Assessors – Dale Kelly /Sue Minnis
Risk assessments for all activities
Staff briefings and meetings
Ordering staff lunch (chargeable)
Use of pay phones/private
calls/location of pay phone
Staff coffee club
Self certification of sickness
Request for leave of absence form
Accident and illness procedures
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SMSA – INDUCTION CHECKLIST E –
between weeks twelve and eighteen
You should have been shown/told about
Notice boards – Governors
Minutes
Termly Planner of School
Development
Pigeon holes and Home/School
Diary
Minutes of meetings
HCC employment vacancies
bulletin
Bulletin and newsletter
School Improvement Plan
Overtime claims
Achievement assemblies
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POST INDUCTION
In any role within the school there will be ongoing
professional development. The formal processes
supporting this are:
 Performance Management
 Professional Development Opportunities (eg: NVQ)
 Professional Development Log
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