The staff comprise of:
Head Teacher
At Woodlands School we try to ensure that all pupils succeed. We have
Deputy/Child Protection Officer
individualised timetables for each pupil so that we can ensure as much continuity in SENCO
his education.
Exams Officer/ Teacher
Teachers
Our vision is for every pupil to succeed through determination, resilience and
Outdoor Education Tutors
enjoyment. Each pupil will study Maths, English, science, humanities
Cover Supervisor/Teaching Assistant
(History/Geography/RE), PE, ICT and Art. There is the option of Welsh for all
Behavioural Support Workers
pupils and Outdoor Education.
Personal, social and emotional development is covered across the curriculum and
through work with Care staff and therapy. The development of social, emotional
and behavioural aspects of the pupils is important if pupils are to excel in their
learning and hence attainment.
Teaching is delivered by highly skilled and qualified teachers who are current in
their skills and delivery. All pupils are entered for examinations in the subjects
studied. Post-16 provision is tailored to meet individual needs and interests in a
similar way to compulsory education.
This booklet provides a brief overview of key policies which can be obtained from
the school. If you required further details or would like a copy of the full polices
please contact the school.
TIMING OF THE SCHOOL DAY
Monday
Tuesday
Wednesday
Thursday
Friday
Staff
Briefing
8.30-8.40
8.30-8.40
8.30-8.40
8.30-8.40
8.30-8.40
Reg/Assembly
9.00– 9.10
9.00 – .10
9.00 – 9.10
9.00 – 9.10
9.00 – 9.10
Lesson 1
9.10-10.00
9.10-10.00
9.10-10.00
9.10-10.00
9.10-10.00
Lesson 2
10.10-1.00
10.10-1.00
10.10-11.00
10.10-11.00
10.10-11.00
Lesson 3
11.10-12.00
11.10-12.00
11.10-12.00
11.10-12.00
11.10-12.00
Lunch
12.00-12.30
12.00-12.30
12.00-12.30
12.00-12.30
12.00-12.30
Lesson 4
12.30-1.20
12.30-1.20
12.30-1.20
12.30-1.20
12.30-1.20
Lesson 5
1.30- 2.20
1.30- 2.20
1.30- 2.20
1.30- 2.20
1.30- 2.20
Lesson 6
2.30-3.20
2.30-3.20
2.30-3.20
2.30-3.20
2.30-3.20
SUPERVISION, DUTIES, RESPONSIBILITES AND STAFF LISTS
All teaching staff are responsible for the supervision of students at all times.
Teaching staff need to ensure that they are present when the students arrive to
school. A named member of staff will take a formal register and any follow up calls
will be made for any absent students.
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HEALTH AND SAFETY POLICY
General
First Aid

Each box contains:
A guidance card
Individually wrapped sterile dressings
Sterile eye pads, with attachment
Triangular bandages
Safety pins
Selection of medium, large and extra-large unmediated dressings
Disposable plastic gloves should be stored near first aid boxes
FIRE MARSHALLS:
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The following are some examples of common causes of fire, the remedies for
which are self-evident:
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School –
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Office –
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Fire Marshalls
As with all staff, first and foremost is the safety of the pupils;
On the way out check your area, ensuring:
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the alarm has been raised;
teachers are evacuating the building; as is compatible with pupil and personal
safety,
see that the area is clear;
report the source of any fire / broken alarm and area evacuated to the staff
member in charge of that vicinity.
Know the assembly area for any room you teach in: they are posted in every
classroom;
know the nearest route out;
know where the nearest fire appliance is;
DO NOT IGNORE AN ALARM;
do ensure that your class is orderly when leaving the building and at the
assembly point.
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careless use of naked lights;
careless use of heating appliances;
electric kettles on long enough to boil dry;
inexperienced persons making additions to, or otherwise interfering with
electrical installations;
accumulation of combustible materials - keep storerooms and classrooms,
especially practical rooms, clear;
take particular care in the use of, and storage of, inflammable liquid. Small
containers only in use and then under strict teacher supervision;
strict supervision and care in the use of furnaces, brazing torches, Bunsen
burners etc. Turn off when not in use;
be on the alert for gas leaks, blown out/defective pilot lights on cookers etc.;
report any potentially dangerous / damaged electrical fitting;
Action in the event of fire
Always call the Fire Brigade no matter how small fire may seem or if it appears to
have been extinguished. On discovering a fire, raise the alarm by breaking the
glass in the nearest alarm. If this does not activate the alarm siren, raise the
alarm by word of mouth or blast on a whistle. Take your class by the nearest
route to the assembly point for the building that you are in.
Follow Evacuation routes identified.
2
Fire drill during lunchtime
All pupils and staff must vacate the building. The fire alarm must be left ringing
until stopped by the Fire Marshalls.
The behaviour policy is included in student handbooks and all communication home.
Staff and students are given training in the agreed policy at the beginning of
term. The training is delivered by the same staff to all staff and students.
The Behaviour Policy contains
Evacuation of pupils with disability
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wheelchair pupils to be the last to be evacuated;
lifts could be used if power is still on and time permits;
In school assemble pupils with disability in identified safe areas and await
assistance from fire service.
staff clear building and supervise evacuation of all pupils; to assemble on
outside the Funeral Directors.
School Policies
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Behaviour
Internet Code of Conduct
Anti-Bullying
Pastoral Care
School Council
Child Protection
Complaints
Assemblies/Collective Worship
Special Education Needs
BEHAVIOUR POLICY - REVIEWED January 2015
The underlying principle of our behaviour policy is to reward the positive. It
has long been established that rewards are more effective than punishment in
motivating students. By praising and rewarding positive behaviour, others will be
encouraged to act similarly. We need to apply rewards and praise fairly and
consistently. That means frequent use of encouraging language and gestures
around the school that instantly recognises positive behaviour as well as the more
formal system of house points.
1. The general aims of the school
2. A description of the rights and responsibilities of all members of the
school community
3. Rules/Code of conduct
4. A description of how we reward and encourage good behaviour
5. A description of unacceptable behaviour
6. The school response to unacceptable behaviour
7. Links to other policies
8. Areas of special concern
The school’s behaviour policy is aimed at supporting vulnerable students in the
school. All staff will agree on a consistent approach which focuses on the
behaviour of the child but does not damage the pupil’s sense of self-worth.
The school will endeavour to ensure that the pupil knows that some behaviour is
unacceptable but he is valued and not to be blamed for any abuse which has
occurred.
The school’s Code of Conduct for students gives advice, guidance and instruction
to students on keeping themselves safe in school. This advice is specifically geared
to the nature of the reasons for most students being placed in the school. The
Code of Conduct is summarised as:
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Students must not be alone together.
Staff must be able to see and overhear students when students are
together.
Students are escorted to the toilet. Staff will wait at a distance from the
toilet door or staff must be able to observe the toilet door from the
classroom door.
Students must not discuss inappropriate topics or behave inappropriately
around each other.
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Students must not leave the building without permission.
Procedures to be followed if a child’s behaviour requires some form of physical
intervention are laid out in the school’s policy document: Management of
Aggressive and Challenging Behaviour.
CLASSROOM CODE OF CONDUCT
 Always arrive on time, taking off hats or coats and sit quietly while the
register is being taken.
 Always be considerate and polite, remembering the four key words: please,
thank you, excuse me, sorry.
 Always listen carefully and follow instructions without argument.
 Always try your best and allow others to do their best.
 Always take pride in each other’s success and achievements.
 Always listen to what others have to say.
 Always write your homework down in your planner.
 Always clear up and wait quietly to be dismissed at the end of the lesson.
CONDUCT AROUND THE SCHOOL
•
•
•
•
•
•
•
Always act with courtesy and consideration to others including those
encountered on your journey to and from School.
Speak politely to people; remember the four key words, please, thank you,
excuse me and sorry.
Be silent when you are required to be;
Move sensibly and quietly around the school;
Keep the school clean and tidy - do not drop litter;
Remember that bullying of any kind is totally unacceptable;
Always wear the correct uniform.
HEALTH AND SAFETY
• Do not enter classrooms areas unless a member of staff is present;
• Smoking is forbidden anywhere on school premises;
• You must not leave the premises at lunchtime or during the school day;
• Keep away from any person working on building maintenance, cleaning or
repairs.
Woodlands School expects all students to adhere to the code of conduct and
accept the school values and ethos. We actively seek to praise and reward
students who model the school ethos. Our first step in ensuring students do follow
this is to reward the positive behaviour of students who consistently display the
types of behaviour and attitudes we expect. Praise and reward can take the form
of any of the following:
REWARDS
Informal praise: verbal, on the spot, encouraging, positive.
Formal praise: written on work, entered in progress file, pupils sent with
good work to the Head teacher:
 Public praise: work on display, in classrooms, around school, on information
screens, or mentioned in assembly, shared with governors.
 Communication with home: formal reports, letters home for achievement,
positive postcards and positive phone calls.
 Raffle ticket and entry into weekly draw.
 Boy of the Week nomination.
 Attendance certificates and awards
 Record of Achievement endorsement.
 Qualification for privileges i.e. Rewards visits.
Of course, the most valuable reward of all – the very best a students can be - is
guaranteed to all students at Woodlands School who choose to adhere to the
School rules, code of conduct and adopt our School values.
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If students fail to follow the school rules then the following sanctions may be
imposed.
SANCTIONS

Verbal Warning – Students may receive two verbal warnings before time
is added onto the end of the day or at break times.
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Bullying can be:
Detention – Subject teachers may use up to 60 minute detention to be
taken after school if thought appropriate. This could be used to make up
 Emotional being unfriendly, excluding, tormenting (e.g. hiding books,
time lost through late arrival to the lesson or poor behaviour.
threatening gestures)
Imposing extra work - this should be used to make up work missed
 Physical pushing, kicking, hitting, punching or any use of violence
through misbehaviour or lateness to lessons.
 Racial taunts, graffiti, gestures
COMPUTERS, INTERNET CODE OF CONDUCT, MP3 PLAYERS, MOBILE
PHONES
All pupils will be supervised using computers and the internet. Internet usage is
monitored carefully and all access is through passwords which can only be
accessed by staff.
Pupils are NOT allowed mobile phones or devices that can access the internet in
school. Any MP3 Players brought into school must be handed into James Hughes
on arrival to school. These will be returned at the end of the school day for the
journey home.
ANTI-BULLYING POLICY
Purpose of policy
We are committed to providing a caring, friendly and safe environment for all of
our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any
kind is unacceptable at our school. If bullying does occur, all pupils should be able
to tell and know that incidents will be dealt with promptly and effectively. We are
a TELLING school. This means that anyone who knows that bullying is happening is
expected to tell the staff.
What Is Bullying?
Bullying is the use of aggression with the intention of hurting another person.
Bullying results in pain and distress to the victim.
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Sexual unwanted physical contact or sexually abusive comments
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Homophobic because of, or focussing on the issue of sexuality
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Verbal name-calling, sarcasm, spreading rumours, teasing
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Cyber All areas of internet ,such as email & internet chat room misuse
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Mobile threats by text messaging & calls
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Misuse of associated technology , i.e. camera and video facilities
Why is it Important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right
to be treated with respect. Pupils who are bullying need to learn different ways of
behaving. We have a responsibility to respond promptly and effectively to issues
of bullying. All pupils have the right to learn in a safe environment and at
Woodlands we will do our best to ensure that everyone is able to maximize their
learning.
At Woodlands we celebrate inclusion and diversity through Themes of the Week,
assemblies and therapy. We recognise and value the differences of everyone and
understand that it is these differences that give Woodlands our unique richness
and warmth.
The Responsibilities of Staff
Our staff will
• Foster in our pupils self-esteem, self-respect and respect for others
• Demonstrate by example the high standards of personal and social behaviour we
expect of our pupils.
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• Discuss bullying with all classes, so that every pupil learns about the damage it
causes to both the child who is bullied and to the bully and the importance of
telling a teacher about bullying when it happens.
• Be alert to signs of distress and other possible indications of bullying.
• Listen to children who have been bullied, take what they say seriously and act to
support and protect them.
• Report suspected cases of bullying to (the Head Teacher or to our
designated teacher for child protection).
• Follow up any complaint by a parent/carer about bullying, and report back
promptly and fully on the action which has been taken.
• Deal with observed instances of bullying promptly and effectively, in accordance
with agreed procedures.
The Responsibilities of Pupils
We expect our pupils to:
• Being sympathetic and supportive towards their children, and reassuring them
that appropriate action will be taken;
• Keep a written record of any reported instances of bullying
Informing the school of any suspected bullying, even if their children are not
involved;
• Co-operating with the school, if their children are accused of bullying, try to
ascertain the truth. And point out the implications of bullying, both for the
children who are bullied and for the bullies themselves.
The Responsibilities of All
Everyone should:
• Work together to combat and, hopefully in time, to eradicate bullying.
Procedures
• Refrain from becoming involved in any kind of bullying, even at the risk of
incurring temporary unpopularity.
• Report to a member of staff any witnessed or suspected instances of bullying, to
dispel any climate of secrecy and help to prevent further instances.
1.
Anyone who becomes the target of bullies should:
• Not suffer in silence, but have the courage to speak out, to put an end to their
own suffering and that of other potential targets.
4. If necessary and appropriate, police will be consulted
The Responsibilities of Parents/Carers
We ask our parents/carers to support their children and the school by:
• Watching for signs of distress or unusual behaviour in their children, which
might be evidence of bullying.
• Advising their children to report any bullying to the Head Teacher or James
Hughes and explain the implications of allowing the bullying to continue unchecked,
for themselves and for other pupils.
• Advising their children not to retaliate violently to any forms of bullying.
Report bullying incidents to staff
2. In cases of serious bullying, the incidents will be recorded by staff
3. In serious cases parents should be informed and will be asked to come in
to a meeting to discuss the problem
5. The bullying behaviour or threats of bullying must be investigated and the
bullying stopped quickly
6. An attempt will be made to help the bully (bullies) change their behaviour
Outcomes
1.
The bully (bullies) may be asked to genuinely apologise. Other
consequences may take place.
2. If possible, the pupils will be reconciled
3. After the incident / incidents have been investigated and dealt with, each
case will be monitored to ensure repeated bullying does not take place.
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PASTORAL CARE POLICY
safeguard and promote the welfare of the children for whom accommodation is
provided.
Woodlands Children’s Development Centre observes these standards. It is
committed to safeguarding and promoting the welfare of children and young
people and expects all staff to share this commitment.
School aim is the maintenance of a positive atmosphere which is based upon a sense of
community and shared values, in which effective teaching and learning can take place.
1.2 Scope of this policy
The support of Carers is of paramount importance and the value of good
This policy is intended to ensure that there is a systematic response to allegations
home/school links cannot be under estimated. A statement of pastoral entitlement
of child abuse in which staff or others, including other children, may be
has been adopted:
implicated.
Every pupil has an entitlement to:
someone who has continuing personal contact with them;
someone who knows the profile of their overall performance;
• someone who will offer guidance and help;
• someone who will know other sources of help;
• someone who will listen;
• the opportunity for personal and social development/taking responsibility;
• take responsibility for their own learning;
• take part in target setting and reviews.
very Carer/parent has an entitlement to :
•
•
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someone who has a continuing contact with and real knowledge of their child;
regular contact with staff involved with their child;
play an important role in the education of their child.
CHILD PROTECTION POLICY
1.0 INTRODUCTION
The “Independent Schools Standards Regulations 2003” set out standards which
are intended to safeguard and promote the welfare of children for whom
accommodation is provided by an independent boarding school. These standards
are used to assess whether the school is complying with its legal obligation to
The policy should be used in conjunction with the following:
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the All Wales Child Protection Procedures (2008)
the Independent School Standards (Wales) 2003 Regulations
the Welsh Government guidance Safeguarding Children in Education 2008
and
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the All Wales protocol safeguarding and promoting the welfare of children
who are at risk of abuse through sexual exploitation.
This policy applies particularly to young people when they are partaking in school
activities and the staff who work with them at these times. However, owing to the
close relationships, links and shared activities between the school and the care
home, it applies equally to students and staff in both settings.
Woodlands Children’s Development Centre fully recognises the contribution it
makes to child protection. Such protection is a vital and integral function of the
Centre’s day to day operation.
1.3 To whom the policy applies
This policy applies to all staff working in the school, including those from the care
home.
All staff are well placed to observe the outward signs of abuse and may,
therefore, form the first point of disclosure for a child.
2.0 STAFF RESPONSIBILITIES
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2.1 The Designated Person
Staff training
The school will ensure it has a designated teacher who is a senior member of staff The school will arrange training for all staff so that they know:and who has undertaken the appropriate training. The designated person will
 their personal responsibility towards child protection in the school,
usually be the senior teacher of the school.
 the agreed local procedures,
Main roles of designated person
 the need to be vigilant in identifying cases of abuse and
 how to support a child who discloses abuse.
The designated person will
refer cases of suspected abuse or allegations to the relevant investigating
agencies,
act as a source of support, advice and expertise within the educational
establishment when deciding whether to make a referral by liaising with
relevant agencies,
liaise with the directors to inform them of any issues and ensure there is
always cover for this role,
keep detailed accurate secure written records of referrals or concerns
and
liaise with the local authority designated lead officer for child protection.
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2.2
Responsibilities of all staff
The school will ensure that every member of staff knows:
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the name of the designated person and their role,
the name and contact number of the local child protection coordinator,
that they have an individual responsibility for referring child protection
concerns using the proper channels and within the timescales agreed with
the Local Safeguarding Children Board and
how to take forward any child protection concerns when the designated
person is unavailable.
As part of their induction programme all newly appointed staff will receive and
appropriate level of child protection training.
3.0 PROCEDURES
All Wales Child Protection Procedures
The school will follow the All Wales Child Protection Procedures that have been
endorsed by the Local Safeguarding Children’s Board.
3A responding to allegations of abuse: procedures if a child discloses they
have been abused by a member of staff
The school recognises that it is essential that any allegation of abuse made against
a teacher or other member of staff is dealt with fairly, quickly, and consistently,
in a way that provides effective protection for the child, and at the same time
supports the person who is the subject of the allegation.
The school will refer to Welsh Assembly Government guidance circular 45/2004
when dealing with any allegation against a member of staff.
Who to inform that a disclosure has been made
Staff must take immediate action to ensure the safety of a child. In most cases
the child will not be at risk of immediate harm but if this is not the case then
The school will ensure that members of staff are aware of the need to be alert to staff must take whatever action is necessary to remove the child from the
signs of abuse and know how to respond to a pupil who may disclose abuse.
perceived risk.
If a member of staff has reason to believe that a child is at risk of significant
The school will ensure that parents have an understanding of the responsibility
placed on the school and staff for child protection by setting out its obligations in harm or has suffered significant harm then they must immediately inform the
senior teacher, who is also the designated person, of their concerns.
the school brochure.
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If the designated person is not available the member of staff must immediately
inform one of the two directors of the school of their concerns.
If the child has reported concerns about the designated person the member of
staff must immediately inform one of the directors.
Recording the disclosure
At the earliest available opportunity (within 24 hours) the member of staff must
record, in as much detail as possible, the information that caused them to believe
that the child may have suffered significant harm. Where possible the child’s
exact words should be used. The record should also detail any evidence relevant to
the disclosure, the date, time, place of the disclosure and the names of any other
people who were present at the time it was made.
tell them that their situation will not become common knowledge within the school.
Be aware that it may well have taken significant courage on their part to disclose
the information and that they may also be experiencing conflicting emotions,
involving feelings of guilt, embarrassment, disloyalty (if the abuser is someone
close) and hurt. Safeguarding Children in School (2008)
Where a child has a child protection file made on him or her, this file will be kept
in addition to the school file and in a different secure place. Only the designated
senior person and the directors will have direct access to child protection files.
When listening to a child’s concerns members of staff will abide by the following
guidance from the Welsh Government:
The school recognises that a child may confide in any member of staff and may
not always go to a member of the teaching staff. Staff to whom an allegation is
made should remember that theirs is a listening role. They should not interrupt
the child if he or she is freely recalling significant events. Limit any questions to
The member of staff must not on any account assure the child that whatever they clarifying your understanding of what the child is saying. Any questions should be
say will be treated as confidential. Children may seek to elicit this assurance.
framed in an open manner so as not to lead the child. Safeguarding Children in
Given that all cases of abuse must be reported members of staff are not in a
School (2008)
position to agree to such an assurance. Staff should remember also that almost
certainly the child is disclosing to them because they want something to be done
Actions following the reporting of a disclosure
about it.
Staff will follow this guidance from the Welsh Government about confidentiality:
Confidentiality issues need to be understood if a child divulges information they
are being abused. A child may only feel confident to confide in a member of staff
if they feel that the information will not be divulged to anyone else. However,
education staff have a professional responsibility to share relevant information
about the protection of children with the designated statutory agencies when a
child is experiencing child welfare concerns. It is important that each member of
staff deals with this sensitively and explains to the child that they must inform
the appropriate people who can help the child, but that they will only tell those
who need to know in order to be able to help. They should reassure the child and
The designated person will report the disclosure to the Directors of the school
The Directors will immediately report the disclosure to the child’s social worker or
team manager and to the social services manager responsible for child protection
in the Local Authority in which the home is situated. The social service
department will then determine the need for an investigation. All referrals to
social services must be followed up in writing within two working days.
Other procedures
Response to concerns about absence from school of a child on the child protection
register
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Regulations for non-residential schools require that the school will notify the local
social services team if a pupil on the child protection register is excluded either
for a fixed term or permanently; and if there is an unexplained absence of a pupil
on the child protection register of more than two days duration from school (or
one day following a weekend). However, all Woodlands School students are
residential and no child has ever been excluded from the school. In the unlikely
event of a student being placed on a day basis, or of a student being excluded, the
above regulations will apply.
Inter-agency links
The school will work to develop effective links with relevant agencies and cooperate as required with their enquiries regarding child protection matters,
including attendance at initial review and child protection conferences and core
groups and the submission of written reports to the conferences.
Record keeping
The school will keep written records of concerns about children (noting the date,
event and action taken), even where there is no need to refer the matter to
placing authority’s social service team immediately.
The school will ensure all records are kept secure and in locked locations.
Liaison with other agencies and school
The school will promote close liaison with other agencies who support the student
such as social services, medical practitioners, child and adolescent mental health
Services and educational psychologists.
Bullying
The school’s policy on bullying is set out in a separate policy document: Procedure
and Guidance on Bullying.
Children with Statements of Special Educational Needs
The majority of students at the school are the subject of a statement of special
educational need maintained by their placing authority. The school recognises that
statistically children with significant behavioural difficulties and disabilities are
most vulnerable to abuse. In this context the school also recognises that all
members of staff need to be particularly alert to any signs of abuse within the
student population.
Curriculum and ethos of the school
The school recognises that children who are at risk, suffer abuse or witness
violence may be deeply affected by these experiences. By their very nature
students at Woodlands School are very likely to have had such experiences. The
school may be the only stable, secure and predictable element in the lives of
children at risk.
The school will endeavour to support the pupil through the content of a curriculum
which encourages self-esteem and self-motivation and through a school ethos
which promotes a positive, supportive and secure environment giving students a
sense of being valued.
COMPLAINTS POLICY
The school will keep records of any concerns about a child and notify the placing
authority’s social services team as soon as there is a recurrence of a concern.
This policy should be read in conjunction with Woodlands’ Limited overarching
complaints policy.
If a pupil on the child protection register leaves, the school will aim to provide
information about the child to his or her new school before the transfer takes
place or within seven working days of being notified of the new school or college.
1.0 INTRODUCTION
Woodlands School encourages open and constructive communications with
parents/carers, pupils and other stakeholders. The head teacher and proprietors
of the school welcome constructive comments and suggestions for improvements
and take seriously any complaints that users of the school may wish to raise.
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All complaints are treated as an expression of genuine concern or unhappiness.
They will be considered very carefully in line with the procedures and timelines
described in this policy. All correspondence, statements and records of complaint
will be kept confidential although they must be made available to Estyn when
inspected and copies must be provided for the Registration Authority (the Welsh
Government) on request.
For all complaints please contact the Head teacher of the school, unless your
complaint is about the head teacher, in which case you should contact the
proprietors.
The contact details for Woodlands School are as follows:
By phone: 01978 262777
This policy has been formulated to comply with the requirements of the Education Please ask to speak to the Head teacher or proprietors.
(Independent School Standards) Regulations (Wales) 2003.
A copy of the policy is available on request to parents and carers of pupils and
By email: [email protected]
prospective pupils. A copy is also held in the main office of the school, available to
Please address your email. Confidential for the attention of the Head teacher or
all stakeholders of the school.
Proprietors.
2.0 WHAT TO DO IF YOU WISH TO COMPLAIN
If you have a complaint about any aspect of the school then please let us know. We
will do our best to provide an impartial, considered and appropriate response to
your concerns. We aim to resolve the issues involved as quickly and as fairly as
possible.
The school’s complaints policy has three stages:
1. Informal resolution
2. Formal resolution
3. Independent panel
These stages are all explained in the policy.
WOODLANDS SCHOOL EXAMINATION RESULTS 2016 *
Number of GCSE passes – 32
Number of Entry level passes - 3
Number of AQA certificate passes – 3
*Results based on the entries of 8 students
We intend to resolve complaints promptly and informally. However, there is a clear
procedure to be followed where the person who has made the complaint feels this
has not been achieved.
Please note that it will not usually be possible to deal promptly with a complaint if
it is made during a school holiday. Therefore, the term ‘working days’ used in this
policy will normally refer to term-time only.
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