Calderglen High School
THE CARE and WELFARE OF PUPILS
Procedures and Information
Updated July 2016
“Our commitment is to make sure that children and young people in
educational establishments are cared for and to create an environment
in which young people feel safe and valued and where all decisions
are made in the best interests of the child concerned.”
(Policy Statement, South Lanarkshire Council, Care and Welfare of Young People
in Education Establishments.
The procedures and information in this document are in line with the South Lanarkshire
Policy document: “Care and Welfare of children and Young People in Education
Establishments” and with the SLC Guidelines “Keep Me Safe & Well” which focuses
on the Promotion of personal safety in the curriculum and the National Guidance
for Child Protection. This Care and Welfare policy underpins the principles of “Getting it
right for every child” (GIRFEC) which promotes an integrated and common approach to
understanding and developing children’s well-being.
1. The Definition of Care and Welfare
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All staff should have a personal copy of the above policy document and should
have read the definition of Care and Welfare.
Staff adopt “Getting it Right for Every Child” as their overarching principal.
The definition should inform all staff when they are developing procedures and
practices.
The definition sits closely with the 4 capacities of Curriculum for Excellence.
Faculty Heads should ensure that members of staff have a copy of the SLC policy.
SMT link persons should check availability of policy documents within the school
and these should be centrally available in the school office.
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The role of classroom teachers1. All staff have a responsibility for the care and welfare of pupils. They should
receive regular training on policies and procedures in relation to protecting
young people, including training on online protection. They MUST follow
through child protection procedures.
2. Any problems or issues which arise have to be dealt with and it may be that
the classroom teacher can deal with these speedily.
3. They are the first to see pupils in the morning and their knowledge of their
pupils is very important.
4. They carefully observe pupils and any pupil giving cause for concern should
be referred through the referral channels-an informal word to Pupil Support
Managers is often very useful.
5. They play a support role in ensuring that pupils have work at the correct
level and ensuring that the pace of learning is right for each pupil.
6. They support pupils by ensuring that feedback about work is appropriate.
7. They encourage pupils at all times to give their best.
8. They ensure that pupils are treated fairly.
9. They are a role model in terms of social interaction, language and dress.
10. They ensure that attendance is accurate for all classes.
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The role of SMT1. To ensure that all staff apply the definition of care and welfare in all their
dealings with young people.
2. To provide staff with the necessary training and resources to allow them to
carry out their role.
2. Legal Framework
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All staff must understand the legal framework within which they work.
Any member of staff who requires information on key legislation should speak first
with their Faculty Head who will advise them. Faculty Heads will be expected to be
up to date with key legislation through their CPD.
Staff can find information on the relevant operating procedures informing key
legislation on the SLC Intranet. Faculty Heads will advise new staff how to access
this.
All staff should receive training and updates on Child Protection procedures at
least annually. All training on issues of child protection and personal safety should
be recorded in their PRD and Professional Learning Record.
Staff dealing with ‘risk’ situations will be trained and anyone who feels they require
specific training should speak with the Faculty Head and the CPD coordinator. This
should also be raised at PRD and interviews.
Relevant staff will be informed by SMT about pupils for whom a statutory order is
in place.
All staff have a responsibility for looked after and accommodated pupils.
Any concern in relation to a pupil should be notified to the support teacher for that
pupil or in the case of Child Protection to the Head Teacher or the Child Protection
Coordinator (Mrs J Watters DHT/Mrs McDonald DHT).
Relevant staff should record and monitor CP within the school’s procedure.
Racist Incidents should be reported to the DHT with responsibility for the year
group.
DHTs should report racist incidents to the Head Teacher and ensure they are
centrally recorded, monitored and a monthly report sent to Headquarters via the
Seemis system.
Pupil Support staff will counsel any pupil involved in a racist incident.
Bullying Incidents should be logged and reported by Pupil Support Managers/DHT
Regulations on outdoor activities must be adhered to. (See Section 5)
Risk assessments must be carried out where appropriate (See Section 18 for
further information.)
3. Health and Safety
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Health and Safety arrangements are available for all staff.
Fire Evacuation Procedures must be read carefully, implemented precisely when
necessary and evaluated regularly.
Mr Stewart DHT have a specific remit for these.
All staff must ensure that any situation arising which may present a threat to the
health safety and welfare of pupils should be notified to their Faculty Head and
then by them to the Head Teacher or Mr Hay DHT.
Pupils should be encouraged in PSHE classes to be aware that they should report
to a member of staff any matter which they believe presents a risk to the health
and safety of others or themselves. (See anti-bullying information for example)
Support staff will ensure that all working equipment is safe to use and any issue
about such equipment should be notified to Mr J McShane (Technician Team
Leader)
Faculty Heads should carry out risk assessments on departmental practices where
necessary.
Senior managers must ensure a safe working environment for all in the
establishment.
4. Health AND WELLBEING
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The school’s Health & Wellbeing Coordinator is Mrs Frazer.
The school’s coordinator for Sex Education is Mrs Allison MacDonald DHT.
Mrs McDonald deals with incidents of substance misuse (Operating Procedures A25
and A26)
Mrs Watters arranges the storing of medicines and the consent forms required for
the administration of medicines.
Rules on the administration of medicines are included in the School Handbook and
parents are asked to abide by these.
All staff should promote and support good health in all young people, provide a
positive ethos to learn, model behaviour and contribute positive mental, social,
and physical wellbeing of learners.
Health promotion activities will be provided as part of our Health Promoting
School.
Staff will work with health professionals to promote and support health matters.
Health and wellbeing form major part of our PHSE programme and this
programme is available for parents to view and discuss at parents’ evenings.
No member of staff, unless it has been agreed with the Head Teacher or his
designated person, should administer medicines to a pupil.
Nominated first aiders exist for staff.
Pupils who are unwell should be sent to the school reception accompanied by
another pupil.
If a pupil needs medical help in the classroom the phone should be used to alert
the school office.
If a serious injury occurs an ambulance should be called immediately and the
school office informed e.g. an issue in PE
All staff should ensure that pupils with medical issues are known to them and
information is available in the teacher’s register of classes for any supply teacher
or a teacher covering the class.
SMT will ensure that immunisation and relevant routine screening of pupils is
carried out as required in conjunction with our colleagues in Health.
All staff should be aware of how to deal with an incident of epilepsy or diabetes.
Information is available from Mrs Gormley
SMT should provide information, training and resources to help staff deal with the
above. Work collaboratively with partner agencie to deliver.
If necessary parents can request information on health matters in another
language. They should ask Mrs McDonald [DHT].
5. Children and Young People outwith Establishments
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Any member of staff organising an activity which will take children out of school
should:
1. Speak to their Faculty Head and then to the Head Teacher.
2. If it is an excursion for a day or part of a day, obtain relevant forms from
the School Office. Fill in the forms and submit to the Head Teacher for
signature. Ensure the excursion is entered in the School Diary held by HT.
Collect an emergency contact card from the School Office. Arrange pupil
consent forms with the office and make sure on the day in question that
the office has a note of all pupils on the excursions with absentees noted.
3. If it is a residential excursion, submit all relevant paperwork, including the
appropriate Appendices and Risk Assessment. The Head Teacher has to
seek permission from Headquarters for residential so allow considerable
time for this. Ensure that the school diary is filled in.
4. A Risk assessment for all outings should be carried out and discussed with
the Head Teacher or his assigned Depute. A school first aid kit should be
taken on excursions by the party leader.
5. Parents’ Information Evenings should be held for all residential outings
prior to the event.
6. Operating Procedure E6 “Safety in educational outdoor activities”-a code of
practice should be consulted by those organising an excursion.
6. Children’s Rights
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All staff are aware of current information on the Rights of the Child. Children have
a right to confidentiality being guaranteed unless in situations where there are
possible issues of child protection, where confidentiality will not be guaranteed.
Documents to be consulted are e.g. the UN Convention the rights of the Child
(1989); The Children (Scotland) Act. 1995; The Education (Additional Support for
Learning) Scotland Act 2004; The Children’s Charter. A Resource List accompanies
Policy Documents and can be obtained from the ASN Department
All decisions about children are made in the interests of the child involved.
When decisions are being made the views of the child are taken into account.
Pupils are given opportunities to contribute to the decision making process e.g.
PSHE, pupil councils, pupil voice as part of self-evaluation processes. All staff
should promote the rights of children and young people.
A Children’s Rights officer is in place in South Lanarkshire and can be asked to
advocate on behalf of a child.
7. Personal & Social Development
Through its planned programmes of PHSE, Assemblies, Curricular Inserts, crosscurricular and extra-curricular activities pupils will develop their personal, social and
vocational skills. These programmes will contribute to the opportunities for all pupils
to maximise their achievements. All programmes will provide pupils with up-to-date
information about a wide range of aspects which relate to their personal and social
development, including personal safety, effective preparation for transitions and the
development of key life skills. They will make an important contribution to the
development of pupils’ capacities as successful learners, confident individuals,
effective contributors and responsible citizens. Planned programmes will be
supplemented by pupils’ development of the 4 capacities through each specialist
subject area, notably through
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the acquisition of learning and study skills
accreditation of S4 and S5 PSHE in Higher and Intermediate 2 Personal
Development.
the development of enterprising attitudes and approaches
the promotion of citizenship and responsibility for learning and personal
development
a positive learning environment and faculty ethos where success and achievement
are celebrated
the acquisition of up-to-date information about specialist subject-related careers
the promotion of the highest standards of attendance and time-keeping, behaviour
and levels of application
The role of all staff in ensuring the personal and social development of all pupils
and particularly those who have additional support needs.
All staff
 are aware of their central role in developing in youngsters the 4 capacities
 actively seek to promote strategies and approaches which will develop self-esteem
and increased levels of independence and responsibility
 provide pupils with as much information as possible to allow them to make
informed choices [about options, study, planning, health issues etc]
The role of Pupil Support Staff and DHT with responsibility for Pupil
Support
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To ensure that there is appropriate and regular consultation with parents on the
PSE programme in line with required legislation and to have it on display at all
parents’ evenings
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To put in quality assurance measures for the programme to ensure the
progressive development for skills for pupils
To offer a programme which is enhanced through quality input from a range of
specialist agencies and other partners
To ensure that pupils’ views are sought in relation to the planned programme and
on how successful these are at meeting needs
To ensure that pupils’ development of key skills and of the 4 capacities is
facilitated through the planned programmes and that these skills and abilities are
reported to pupils, parents, employers, training providers and/or tertiary education
establishment.
8. PERSONAL SAFETY
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All stakeholders should be aware of and have easy access to a formal complaints
system where complaints and action taken are clearly logged.
Pupils must be aware of the school’s procedures for dealing with child protection,
bullying, racial abuse and should feel confident about using them.
Pupils have a named Pupil Support Manager who knows them well and pupil
contact is systematically recorded and kept in confidential files.
Pupils must be aware of how to self-refer and both pupils and their parents know
who to contact with any concerns/issues/information.
The school will offer areas where pupils who are vulnerable can go at intervals and
other times to feel safe and secure.
Sources of specialist help and access to further information, particularly in the
areas of child protection, bullying and health concerns, should be clearly displayed
in central areas or appropriately distributed for pupils as appropriate.
All staff have a responsibility to know and support pupils with health issues or
additional support needs
The school will use the expertise of staff trained in protective behaviours to
provide pupils with opportunities to discuss and develop key skills to promote
safety and to equip pupils to be proactive in protecting themselves and others
ALL STAFF
 All staff actively promote the school’s anti-bullying guidelines. Incidents of
bullying, racial abuse and substance abuse and subsequent action taken are
clearly logged
 All staff will accurately record attendance/non-attendance and pass on concerns
about patterns of non-attendance or latecoming. Systems such as Groupcall and
period by period registration will be implemented in order to ensure high levels of
personal safety. The red alert system must be completed period by period.
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All staff will have high quality training to ensure that they are kept abreast of all
developments with regards to child protection and will feel well supported to carry
through the school and the Council’s clear procedures with regards to child
protection
PUPIL SUPPORT STAFF
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Key staff will systematically monitor attendance and latecoming and calls to
parents will be made as early as possible through the Groupcall system.
The school’s planned programmes for personal and social development will
actively promote personal safety at all stages and will draw on the expertise from
a range of other professionals to support this.
All pupils will have ample opportunities to develop personal safety skills as part of
the school’s planned programmes for PSHE.
Specialist Pupil Support Staff will engage in more in-depth training with respect to
the key role they will play in carrying out child protection procedures and in
adhering to guidelines.
9. Security
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Staff must look out for any situation which presents a threat to children within the
school campus.
Staff must report any concerns about safety and security to their Faculty Head.
Faculty heads must report any concerns about safety and security to the Head
Teacher or his designated representative.
All staff must enter the building by the designated doors with the exception of
catering staff.
All staff must leave the building by the designated doors.
All pupils must enter the building by the designated doors and leave the same
way.
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Security badges will be provided for all staff- please request from Mrs Gormley
Security badges must be worn by all staff.
All visitors must enter the school by the front entrance and report to reception.
All visitors must sign in and be given a visitor’s pass.
Janitorial staff should regularly ensure that all fire exit doors are secure.
Pupils should be encouraged to report any circumstance which they feel may
endanger their safety either in school or within the grounds.
10. INTERAGENCY WORKING
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All agencies involved with a child must promote the care and welfare of the child.
Information must be shared effectively. Pupil Support staff and senior managers
will determine the liaison with e.g. Social Work; Health and other agencies.
Joint training when offered should be taken by appropriate staff.
Tracking young people at risk will form part of whole school tracking measures
through Click and Go and through analysis of all assessment information.
MANAGERS
 HT and DHTs to ensure that policies on substance misuse, racial equality, child
protection, including safe use of the internet, are known and implemented by all
staff.
 Concerns about attendance will be addressed as a matter of priority, using partner
agencies where appropriate.
 Mrs Watters [Child Protection Coordinator] will ensure that all action taken in
response to Child Protection concerns is detailed and recorded in line with official
guidelines.
 DHTs with responsibility for Pupil Support to ensure close, effective links with ICS
partners, parents and other stakeholders to ensure a high level of pastoral care for
pupils.
 HT and DHTs to ensure that pupils and parents know how to make
complaints/suggestions.
 The schools’ procedures for administering medicines are clearly outlined to staff,
parents and pupils and staff involved in this follow procedures at all times.
 Mrs McDonald to audit pupils’ views of the extent to which they feel safe and well
supported.
11. RESIDENTIAL ESTABLISHMENTS AND LOOKED AFTER CHILDREN
ALL STAFF
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LAAC Coordinator: Mrs A Murie
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To be aware of pupils who are looked after, track their progress appropriately and
engage in early liaison with pupil support staff where carers need to be involved to
ensure progress.
Know the specific targets related to subject or pastoral care for looked after
children. as outlined in the child’s Education Support Plan [ESP].
Be proactive in removing barriers to learning for looked after pupils.
All staff should be aware of the principles of the South Lanarkshire Council’s Joint
Practice Guidelines on “Raising the Attainment of Looked After Children” as well as
the key messages from the HMIE publication “Learning with Care” [2003].
All staff should have and communicate high expectations of achievement for
looked after children.
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Pupil Support Staff
 Establish very good partnerships with carers and monitor all contact information,
assessment and attendance information closely to allow additional support to be
carefully planned and well-targeted
 Liaise closely with subject teachers, key workers and other agencies to provide
high quality provision for young people in care and accommodated pupils.
 Use tracking and reporting systems, as well as internal referrals and procedures to
identify under-achievement
 Target looked after children and accommodated pupils to receive additional
opportunities for their wider achievements
 Contribute significantly to the processes for ensuring high quality Educational
Support Plans and monitor progress closely with targets set to ensure that
individuals’ needs are being met and ensure that reviews take place appropriately
 Young pupils’ views should be taken into account with regards to the setting of
targets in the ESP and where additional support is being offered
 Monitor progress and target strategies through the school’s JAT
 Ensure high levels of preparation for key transition stages for all looked after
pupils
 Be aware of, and target provision for, all pupils who are looked after, including
those who are the subject of a supervision requirement
 Ensure that key raising achievement strategies, e.g. mentoring, buddying and
Supported Study provision, are offered to pupils who are looked after
Managers
 Ensure that all staff carry out their responsibilities effectively with regards to the
school’s provision for looked after pupils
 Track and target resources and support effectively for all looked after pupils
 Coordinate the range of support available for looked after pupils
 Continue to develop partnerships with carers and key workers and ensure that
communication is effective
 Have a close overview of the performance of looked after pupils, particularly with
regards to attendance, attainment and achievement
 Follow through procedures with regards to exclusions of looked after pupils
 Ensure effective liaison with designated staff for looked after pupils
12. Community Establishments
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It is important that pupils visiting community establishments e.g. Universal
Connections, are only in contact with persons who have been checked by
Disclosure Scotland.
It is essential that on these visits any risks to pupils have been identified and
appropriate action taken.
13.WORKING WITH PARENTS & CARERS
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Parents will be aware of contacts names for Year Group Heads, Pupil Support Staff
and Faculty Heads.
Pupil Support system should be clearly outlined for parents of pupils transferring
from primary school.
Newsletters, the school handbook and letters sent to parents and carers will make
contact details clear for them.
Communication with parents will be through a variety of media: telephone, post,
pupil post, e-mail, Groupcall, the school’s website.
The school will remind parents regularly about updating contact details in case of
emergencies, illnesses and for the purpose of the Groupcall System.
The school will invite and at times request feedback from parents on the service
which is provided for pupils.
Parents and carers will know about the school’s and the council’s formal
complaints procedures.
Key policies will be shared with parents, including Care & Welfare policy.
Reports to parents will provide all essential information about attainment,
achievement and personal and social development. Attendance and latecoming
data will form part of the reporting system and parental feedback from reports will
be requested
Parents will be alerted as early as possible, using the school’s Groupcall system,
about absence from school
Key staff [Pupil Support, Senior Managers] should accurately record contacts with
parents, including monitoring family contact details through Click & Go.
Parents will be given essential information about how the school will administer
medicines, respond to child protection allegations and to reported instances of
bullying or racial abuse.
Parents will have opportunity to view all health-related materials used in the PSHE
programme and will be consulted particularly on their child’s participation in the
sexual health programme
The Equal Opportunities Coordinator will ensure that productive partnerships are
sought for pupils from black and ethnic-minority communities and, where possible
and necessary, information will be provided in mother language and/or the
Council’s Interpreter Services will be accessed
Parents will be asked for consent for all photography and filming of their child.
Parents and carers of pupils with additional support needs will be involved in the
negotiation, implementation and review of strategies to meet those needs
14.WORKING WITH ADULT VOLUNTEERS
MANAGERS
 Must ensure that relevant background checks have been completed for all adult
volunteers.
 Provide training, as appropriate, for all adult volunteers to ensure that they know
how to ensure the safety of pupils and to be able to more effectively meet their
needs
 Ensure that adult volunteers have undergone Child Protection training
 Monitor and support the work of all adult volunteers and of visiting specialists,
such as Active Break Workers, Careers Advisers and Home-School Partnership
workers, as well as the school Chaplaincy Team and the School Nurse
ALL STAFF
 Are responsible for ensuring that pupils are properly cared for while in the care of
adult volunteers who are supporting them in class, on a visit or during an
activity/event
15. SUPPORT FOR CHILDREN AND YOUNG PEOPLE
MANAGERS
 DHTs with responsibility for all aspects of pupil support should work closely
together to ensure an integrated and effective approach to supporting pupils
 Managers will put in place a system to ensure that feedback from parents, pupils
and partner agencies is sought for targeted support
 Planning for improvement will include targets across the range of supports for
pupils
 DHTs will ensure that additional support plans are in place for identified pupils in
line with statutory requirements.
 All support plans will be monitored appropriately
 Managers will ensure that all staff are aware of the additional support needs of
pupils and engage actively in meeting those needs
PUPIL SUPPORT STAFF
 Key staff should contribute fully to, and continually review, the systems in place to
support young people. In particular this will be the effective operation of the
school’s JAT, the accurate and systematic recording of contact and information
about pupils and their families and the school’s early alert systems to allow
effective intervention strategies.
 All pupil support staff will have responsibilities in coordinating strategies and
approaches to meet the needs of pupils identified as requiring additional support.
 All staff will be involved in identifying those requiring additional support, in setting
and reviewing appropriate targets to meet needs and in liaising effectively with
parents and carers and with other agencies to offer high quality support to their
pupils.
 Pupils and their parents will be consulted on strategies and targets to be put in
place and will have a clear input to planned outcomes and reviews.
ALL STAFF
 All staff must ensure that the school’s policies and procedures to support pupils
are adhered to and implemented.
 All staff must contribute to the setting and reviewing of targets for pupils with
individualised support programmes or educational support plans [LAAC pupils].
 All staff must play a full part in the effective parenting of pupils who are looked
after and accommodated.
 All staff have a pastoral care responsibility and must pass on any
concerns/observation to key staff promptly.
 Register staff have a key role to play in supporting pupils to settle each day, in
providing them with important information and in getting to know the pupils in
their care. They should liaise closely with Pupil Support staff.
16. SPIRITUAL AND RELIGIOUS AWARENESS
MANAGERS
 DHT with responsibility for Religious Observance (Mrs McDonald) will facilitate
opportunities for Calderglen High School Chaplaincy Team to contribute
significantly to the spiritual and pastoral support of pupils. This will include
collaborative working with a range of curricular areas, including the Faculties of
Social Subjects and the curriculum for PSHE.
 DHT with responsibility for Religious Observance will make all staff aware of the
roles and responsibilities of the Chaplaincy Team in relation to the care and
welfare of pupils
 DHT with responsibility for Religious Observance will promote knowledge and
understanding of the religious and cultural backgrounds of all pupils, including
those from minority groups
 DHT with responsibility for Religious Observance will ensure that the guidelines for
religious observance are met and that its provision enhances the experiences of
pupils and are sensitive to the spiritual needs of all
 DHT with responsibility for Equality will ensure that procedures are in place to
record and respond to incidents of racial abuse and that there is active promotion
of anti-racist, anti-sectarian approaches and attitudes.
 DHT with responsibility for Religious Observance will make suitable arrangements
for pupils who are opted out of the RMPS curriculum or religious observance.
ALL STAFF
 All staff are fully aware of the contribution of the school Chaplaincy Team to the
spiritual development and pastoral care of pupils
 All staff are aware of the extent to which their subject area is contributing to the
religious and spiritual development of young people
17. Information and Communications Technology (ICT)
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Operating Procedure F1 ‘Use of Computer Systems in Education Resources’ gives
guidance to staff and an acknowledgement is required from staff.
 Any further advice that a member of staff requires should in the first instance
come from the Faculty Head.
 Permission should be given by parents for pupils to access the Internet and E-Mail
(User Agreement).
 All staff must ensure that pupils are supervised at all times when using the school
computers.
 All staff must ensure that they are vigilant and detect and report any misuse of the
systems. They must be aware of issues which could arise from misuse of the
internet, mobile phones and any other form of electronic communication.
 The person responsible for the system and the contact with RM is Mrs McConville
 All staff should remind pupils about the ethical use of the systems.
 Click & Go has built-in safeguards, including log-in names and passwords which
are changed frequently, to prevent inappropriate access to data by pupils.
Procedures and guidelines for Click & Go and period by period registration must be
adhered to at all times.
Managers should:
 ensure that information on the ethical use of systems is available to staff and
pupils
 ensure that staff are implementing the requirements of Operating procedure F1
 investigate any misuse of the systems
 implement curricular inserts on the ethical use of computer systems
 update staff regularly on any changes to Click & Go or period by period
registration and review these systems regularly
18. Risk Management
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All staff must identify any potential risks to pupils within their classroom and take
steps to minimise them.
All staff should be involved in reviewing risk controls within their working area and
the school in general
All staff must report any risk which they themselves cannot deal with to their line
manager.
Managers:
 risk registers should be kept, Faculty Heads should ensure they have them for
each Faculty.
 should ensure that they are aware of the approach to managing risks and training
sought if required
 should ensure that all staff have a copy of the briefing note on risk management
 should ensure that all significant incidents should be recorded
Finally, a reminder of the Local Authority’s shared vision for protecting children:
All children and young people in Lanarkshire have the right to be cared for and
protected from abuse and harm in a safe environment in which their rights are
respected.
All agencies will work together in a collaborative way to promote the safety and
wellbeing of children and young people in Lanarkshire.
Child Protection Coordinator in Calderglen High:
Mrs J Watters
Depute Child Protection Coordinator in Calderglen High: Mrs A McDonald