THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
POLICY HANDBOOK
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
POLICY
HANDBOOK
CO N T E N T S
Anti-Bullying
3
Medical Conditions
109
Assessment, Recording & Monitoring
11
Preventing Extremism
129
Behaviour
19
Risk Assessment
145
Complaints - Boarding students
35
Safe Recruitment
153
Complaints - Parents
37
Safeguarding Children - Child Protection
187
Curriculum
43
Single Equalities
225
E-Safety
47
Staff Code of Conduct
237
Educational Visits & Offsite Activities
57
Student Missing
261
First Aid
73
Whistleblowing
265
Health & Safety
91
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
A N T I - B U L LY I N G
POLICY:
ANTI-BULLYING
Designated Member of Staff responsible for Anti-Bullying
The Member of Staff with overall responsibility for Anti-bullying in the whole
school is: Dr Philip Limbert (Head of school) who works in conjunction with
Mr Gaopeng Sun (Head of Boarding) who has oversight of Pastoral Care at
the school.
PRINCIPLES - AIMS AND OBJECTIVES
The aim of the anti-bullying policy is to ensure that students learn in a
supportive, caring and safe environment without fear of being bullied.
Bullying is anti-social behaviour and affects everyone; it is unacceptable
and will not be tolerated. Only when all issues of bullying are addressed
will students be able to fully benefit from the opportunities available at
the school. Bullying is defined as deliberately hurtful behaviour, repeated
over a period of time, where it is difficult for those being bullied to defend
themselves. Bullying includes: (mainly repetitive) name-calling; taunting;
mocking; making offensive comments; kicking; hitting; pushing; taking
belongings; inappropriate text messaging and emailing; sending offensive
or degrading images by phone or via the internet; producing offensive
graffiti; gossiping; excluding people from groups; and spreading hurtful
and untruthful rumours’.
As part of our Behaviour Policy our school believes that all children and
adults have the right to live in a supportive, caring environment in which
students feel safe and free from bullying and harassment. Bullying can
occur through several types of anti-social behaviour. It is often motivated
by prejudice against particular groups. For example, this may include
cyber-bullying and prejudice-based bullying on the grounds of race,
culture, sex, sexual orientation, homophobia, gender reassignment,
special educational needs or disability (as defined in the Equality Act 2010),
the use of discriminatory language, religion and belief, or because a child
is adopted or is a carer. Bullying in any form will not be tolerated. We
are a ‘TELLING SCHOOL.’ We treat all our students and their parents fairly
and with consideration and we expect them to reciprocate towards each
other, the staff and the school. We aim to create an environment that is
happy and encourages good behaviour and respect for teachers, peers
and everyone around the students.
BULLYING – CHILD PROTECTION RELATED ISSUES
A bullying incident is treated as a child protection concern when there is
reasonable cause to suspect that a child is suffering, or likely to suffer,
significant harm. In such cases the school reports its concerns to the
Coventry Safeguarding Children’s Board by telephone on 02476294704
during office hours or the out of hours Duty Team (evenings and weekends)
on 02476832222. Any kind of bullying is unacceptable.
DEFINITION OF BULLYING
Bullying can be defined as a deliberate, unprovoked and a repeated (over
time) action to intentionally hurt, humiliate, threaten, frighten or hurt an
individual or group physically or emotionally. It may occur directly or through
cyber-technology such as social websites, mobile phones, text messages,
photographs and email. A feature of bullying in schools is that its existence
is not always immediately known or suspected by those in authority. The
school recognises the seriousness of both physical and emotional bullying
in causing psychological damage and even suicide. The term ‘bullying’ is
commonly associated with acts of violence but non-physical bullying is
experienced by most students at some period during their school career.
Although bullying in itself is not a specific criminal act in the UK, some
types of harassing or threatening behaviour or communications could be
a criminal offence; for example, under the Protection from Harassment Act
1997, the Malicious Communications Act 1988, the Communications Act
2003 and the Public Order Act 1986. If our staff feel that an offence may
have been committed, we will seek assistance from the police.
POLICY:
ANTI-BULLYING
Bullying can be:
• Emotional (indirect bullying) including isolation of others by a refusal
to co-operate with them and exclusion - being unfriendly, excluding,
tormenting (e.g. hiding books, threatening gestures), deliberately
excluding from social groups or an activity by refusal to sit next to/ talk
to/ work/ co-operate with others and refusal to follow staff instructions
to do the above, or malicious rumours, e-mails or text messages, and
also exclusion from play/discussions etc. with those whom they believe
to be their friends.
• Physical harm or its threat including the abuse of personal property
– jostling, serious fighting, pushing, kicking, hitting, taking or hiding
belongings, punching or any use of violence; deliberately destroying or
damaging work or possessions or removing personal property, use of
weapons/threatening use of weapon (or any object which could be used
as a weapon), intimidation through physical gestures and actions.
• Cyber – not occurring face to face but rather through electronic means
including, but not limited to, social networking sites, internet and intranet
sites, email, instant messaging, by mobile phone including through text
messages and phone calls, photographs both real and manipulated and
so on. For more details of this see the specific ICT-Based forms of abuse
(including Cyber Bullying) Policy.
• Racist - Bullying directed at individuals of a certain race, culture,
ethnicity, language, faith, community, national origin or national status.
The distinctive feature of racist bullying is that the victim is attacked
not as an individual but as the representative of a family, community
or group. This is an area where schools are required to keep statistics
about incidents.
• Cultural – focusing on and/or playing off perceived cultural differences
or similar.
• Sexist – covers a wide range of behaviour from name calling to physical
sexual assault. It is the use of sexual language or negative stereotyping
on the basis of gender.
• Sexual - is unwanted or inappropriate physical contact or sexual
innuendo.
• Homophobic - This is bullying which is directed towards people who
are openly gay, bisexual, are perceived as gay, or show characteristics.
Heterosexual young people subject to homophobic bullying are less
reluctant to report it as this may enforce the stereotypical way that
they are already viewed by others so sensitivity and positive support is
required for victims.
• Religious – Attacking faith, belief, religious practice or custom.
• Special Educational Needs and Disability – remarking upon, drawing
attention to, or discriminating against persons with physical disabilities
or learning difficulties or other identified special educational needs such
as emotional and behavioural disabilities (EBD) and Specific Learning
Difficulties (SLD) - (Dyslexia, Dyscalculia and Dyspraxia.
• Verbal - name-calling, sarcasm, spreading rumours, making snide
comments, teasing, humiliating others, threatening others, inciting
others to humiliate and threaten others and
• Written – spreading rumours, writing, printing unkind or malicious on
paper or excluding someone from social groups.
Bullying can take place between student and student, staff and staff and
staff and student. We consider the pastoral care of the students and staff
to be of prime importance. In class, this role largely rests with the class
teacher. It is school policy that any misdemeanour will be dealt with by
the member of staff present when it occurs, whether in the playground,
classroom, cloakroom or any part of the school.
POLICY:
ANTI-BULLYING
A common code of behaviour is expected from everyone at The National
Mathematics and Science College (please refer to our Behaviour Policy). All
staff and volunteers at The National Mathematics and Science College are
expected to treat each other with a professional level of respect.
SIGNS OF BULLYING
The term ‘bullying’ is commonly associated with acts of violence, but nonphysical bullying is experienced by most students at some period during
their school career. All staff must be alert to the signs of bullying. These
may include:
• unwillingness to return to school;
• displays of excessive anxiety, lacking concentration, becoming withdrawn
or unusually quiet;
• failure to produce work, or producing unusually bad work, or work that
appears to have been copied, interfered with or spoilt by others;
• books, bags and other belongings suddenly go missing, or are damaged;
• a change in established habits (e.g. giving up music lessons, change to
accent or vocabulary)
• verbal taunts;
• students sitting on their own and students left out of activity groups
during lessons or play activities and
• talking of suicide or running away.
Although there may be other causes for some of the above symptoms, a
repetition of, or a combination of these possible signs of bullying should
be investigated by parents and teachers. Students who are being bullied
may show changes in behaviour, such as becoming shy and nervous,
feigning illness, taking unusual absences or clinging to adults. There may
be evidence of changes in work patterns, lacking concentration or truanting
from school. Students must be encouraged to report bullying in schools.
All school staff must be alert to the signs of bullying and act promptly and
firmly against it in accordance with college policy.
IMPLEMENTATION
At our college the following steps may be taken when dealing with
incidents:
• psychological damage and diminished levels of self-confidence;
• If bullying is suspected or reported, the incident will be dealt with
immediately by the member of staff who has been approached.
• feigning illness, with frequent visits to reception with symptoms such as
stomach pains, headaches and so on;
• A clear account of the incident will be recorded and given to the Head
of School.
• unexplained cuts and bruises;
• frequent absences, erratic attendance and late arrivals to class;
• The head teacher will record the incident and if appropriate interview
all concerned.
• nervousness and jumpy when a electronic-message is received;
• Teachers will be kept informed.
• asking for extra pocket money or starts stealing money (to pay bully)
• Parents will be kept informed.
• choosing the company of adults
• Punitive measures will be used as appropriate and in consultation with
all parties concerned.
• displaying repressed body language and poor eye contact, difficulty in
sleeping, experiences nightmares;
POLICY:
ANTI-BULLYING
Students who have been bullied will be supported by:
• Offering an immediate opportunity to discuss the experience with a
member of staff of their choice
• Reassuring the student
• Offering continuous support
• Restoring self-esteem and confidence.
• Discussing what happened
• Discovering why the student became involved
• Establishing the wrong doing and need to change
• Informing parents or guardians to help change the attitude of the
student
The following disciplinary steps may be taken:
• Official warnings to cease offending
• Loss of playtime
• Reflection sheet
• Exclusion from certain areas of college premises
• Minor fixed-term exclusion
• Major fixed-term exclusion
• Permanent exclusion
In the event of bullying taking place among the staff, the Head should
be informed and appropriate decisions made with possible reference to
the relevant school Employment Policies and Procedures. Accusations of
bullying of a student (students) by members of staff will be investigated
thoroughly. Each student is treated fairly and with respect. Members of staff
to whom disclosures are made should initiate the following procedures
themselves and/or consult with the relevant staff as appropriate. All
disclosures, whether from a student, a parent, a member of staff or
a volunteer should be taken seriously and treated with sensitivity. The
victim(s) should be made aware that their safety is considered to be of
paramount importance.
GOOD PRACTICE FOR STAFF
• Be continually aware, watchful and available promoting good behaviour
and encourage the care of others.
• Ensure students are appropriately supervised.
• Report all cases of bullying to the Head and if deemed necessary, to
external agencies such as police/children’s social care.
• Parents’ involvement and cooperation can be sought and parents of
students involved will be kept informed.
Within the curriculum the college will raise the awareness of the nature
of bullying through inclusion in PSHEE, assemblies and subject areas,
as appropriate, in an attempt to eradicate such behaviour. The National
Mathematics and Science College’s Anti-bullying Policy is dovetailed with
the Behaviour Management Policy (with support for the victim and the
bully) and makes it clear what the sanctions are for bullying.
At The National Mathematics and Science College we implement disciplinary
sanctions that reflect the seriousness of an incident and convey a deterrent
effect. If necessary, strong sanctions, such as exclusion, would be used in
cases of severe and persistent bullying.
It is incumbent on The National Mathematics and Science College to have
clear policies that are communicated to parents, students and staff, along
with creating an environment of good behaviour and respect, with helpful
examples set by staff and older students. Integral to our policy is involving
parents and making sure students are clear about the part they can play to
prevent bullying, including when they find themselves as bystanders.
POLICY:
ANTI-BULLYING
Handling of a bullying incident is given much thought to ensure that the
facts are fully known, agreed and understood by the bully/ies and the
victim(s). Bullying instances are reported and recorded so that patterns
can be identified. Records are also kept to evaluate the effectiveness of
the approach The National Mathematics and Science College has adopted.
As always, our management of personal data is in line with statutory
requirements.
E-SAFETY - CYBER-BULLYING PREVENTATIVE MEASURES
PLEASE REFER TO THE E-SAFETY POLICY
In accordance with legislative requirements we have a whole school
approach to e-safety including online radicalisation. This includes annual
update training for staff regarding e-safety. The school also organises
annually an awareness session for parents with regards to e-safety. We
expect all students to adhere to the safe use of the internet as detailed in
our ICT-Based Forms of Abuse (including Cyber-Bullying) Policy.
The active management of hardware, software and connectivity and
vigilance of teachers and parents has an active part to play in the protection
of students from Cyber-Bullying incidents. Students will have access to
technologies that have both positive and negative potential. Our policy of
the use of technology within the school setting and beyond is understood
and respected by staff and it is important the students and the wider school
community also respect this policy.
Within our e-safety policy, we have clearly defined roles and responsibilities
for online safety as part of the school’s wider safeguarding strategy and
how this links with other safeguarding policy (please refer to safeguarding
policy cited in related documents). There is clear guidance on the use of
technology in the classroom and beyond for all users within the school’s
e-safety policy (please refer to e-safety policy including ICT acceptable use
policy).
The school’s e-safety policy also delineates detail into the school’s technical
provision and infrastructure, including the safeguards in place to filter
and monitor inappropriate content and alert the school to safeguarding
issues (please refer to e-safety policy). Our staff receive training into the
professional development of safeguarding techniques that include online
safety (please refer to e-safety and safeguarding policies).
STAFF TRAINING
We raise awareness of staff through training, so that the principles of the
anti-bullying policy are understood, legal responsibilities are known, action
is defined to resolve and prevent problems and sources of support are
available. Where appropriate we can invest in specialised skills to understand
the needs of the students, including those with special educational needs
and disabilities, and lesbian, gay, bisexual and transgender (LGB&T)
students.
CLASSROOM MANAGEMENT
Teachers’ classroom management will link strongly to the School Behaviour
Policy. This includes a positive ethos with emphasis on the dignity of each
student, on praise and reward, rather than punishment. The skills of selfdiscipline must be learnt early in life.
All students will know that their teacher is the person to whom they can
talk in confidence. Students will be given the opportunity in class to discuss
bullying and how to deal with it. Students will be encouraged to discuss
how they get on with others and how to form positive attitudes towards
them. This includes a review of what friendship really is and how to treat
everyone with dignity and respect. Teachers will be aware that they can
radically affect the incidence of bullying and that it must always be taken
seriously.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy, which applies to the whole college, may be obtained (in large print or other accessible format if required) from the College Office.
All employees should read this policy in conjunction with our Safeguarding-Child Protection Policy, Behaviour Management Policy, Whistleblowing Policy, Staff Code of Conduct and The Teachers’ Standards.
LEGAL STATUS
All employees should read this policy in conjunction with our Safeguarding-Child Protection Policy, Behaviour Management Policy, Whistleblowing Policy, Staff Code of Conduct and The Teachers’ Standards.
Prepared with reference to: Advice for parents and carers on cyberbullying (DfE- November 2014), Cyberbullying: Advice for Head of Schools and school staff (DfE- November 2014), Preventing and tackling bullying: Advice for Head of
Schools, staff and governing bodies (DfE- October 2014) and School support for children and young people who are bullied (DfE- March 2014)
Has regard to the Equality Act 2010 and the Public Sector Equality Duty
RELATED DOCUMENTS
Anti-Bullying: Parents and Students Information Sheets, Anti-Bullying Code, The School Rules; e-Safety Policy including ICT-Based Forms of Abuse (including Cyber-Bullying) Policy and ICT Acceptable Use;
Personal, Social, Health, Economic (PSHEE) and Citizenship; Positive Behaviour Management Policy (including Sanctions, Rewards, and Exclusions); Safeguarding Policy And Procedures including Child Protection;
Single Equalities Policy; Social, Moral, Spiritual and Cultural Education (SMSC)
MONITORING AND REVIEW
This policy is subject to continuous monitoring, refinement and audit by the Head of School (who is the Designated Safeguarding Lead (DSL) the Head of Boarding (who is the Deputy DSL). The Proprietor will undertake a full annual
review of this policy and procedures, inclusive of its implementation and the efficiency with which the related duties have been discharged. This discussion will be formally documented in writing. Any deficiencies or weaknesses
recognised in arrangements or procedures will be remedied immediately and without delay.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
A S S E S S M E N T, R E CO R D I N G & M O N I TO R I N G
POLICY:
ASSESSMENT, RECORDING & MONITORING
ASSESSMENT, RECORDING & MONITORING POLICY
The National Mathematics and Science College adopts a common approach
to assessment, recording and reporting, ensuring clarity to students,
parents and teachers.
Through assessment we aim to:
• Support and monitor student progress in order to raise standards of
attainment
• Provide appropriate stretch and challenge to engage and motivate
students
• Promote intrinsic motivation through guidance and supported feedback
• Inform parents/carers of their child’s progress
• Celebrate achievement
Target setting
familiarised with. The procedure allows for whole school consistency
and coherence, in order to support students in understanding how to
improve their work. The procedures for marking and feedback can be
accessed in the staff handbook and are shared with students in their
lessons. All procedures should be followed by teachers in accordance with
the Assessment, Recording and Reporting policy and their department
guidelines for marking, assessment and feedback.
Ofsted
Consistent with Ofsted’s School Inspection Handbook 2015, The National
Mathematics and Science College will ensure that the following guidelines
are adhered to:
• Ofsted recognises that marking and feedback to pupils, both written
and oral, are important aspects of assessment. Marking and feedback
should be consistent with [the school] policy, which may cater for
different subjects and different age groups of pupils in different ways, in
order to be effective and efficient in promoting learning.
Aspirational targets are set for all students, and these are monitored
through the grade round collections. Student targets are set in preparation
for the new academic year. Aspirational targets project what students could
achieve if presented with stretch and challenge that promotes progression.
All targets will be reviewed following each grade round.
• The specific frequency, type or volume of marking and feedback are for
the school to decide through its assessment policy.
Each student’s progress towards their individual targets are monitored
through the grade round collections.
At The National Mathematics and Science College we expect teachers
to foster a culture of Assessment for Learning
Assessment Procedures
The National Mathematics and Science College implements a whole college
marking and feedback procedure which all staff and students should be
• Ofsted will take a range of evidence into account when making
judgements, including published performance data, the school’s in-year
performance information and work in pupils’ books and folders.
POLICY:
ASSESSMENT, RECORDING & MONITORING
Assessment for Learning is the process of seeking and interpreting evidence
for use by learners and their teachers to decide where the learners are in
their learning, where they need to go and how best to get there.
• Assessments and homework exercises can be an invaluable guide to
learning, but the exercise must be clear and relevant to learning aims.
The feedback on them should give each student guidance on how to
improve, and each must be given opportunity and help to work at the
improvement.
Assessment Reform Group (UK 2002)
(Black, P. and Wiliam, D, 2001)
What is Assessment for Learning?
Assessment for Learning is also known as formative assessment.
What is the difference between formative and summative assessment?
Activities associated with summative assessment (Assessment of Learning)
result in an evaluation of student achievement - for example, allocation to
a level or standard or allocation of a letter or numerical grade, which might
later appear in a report.
Activities associated with formative assessment (Assessment for Learning)
do not result in an evaluation. Information about what a student knows,
understands and is able to do is used by both the teacher and the learner
to determine where learners are in their learning and how to achieve
learning goals.
All staff must recognise opportunities to support learning through a variety
of methods:
• Formal written marking
• Self-reflection
• Peer review
• Learning conversations
Formal written marking
Feedback
Teachers should mark at least one piece of significant work per term.
Significance is defined by ‘a piece of work that can be submitted to the
assessment file as evidence of the students best practice’. Teachers should
formally mark any extended response or independent work that the
students have completed. This should be in addition to assessment cycle.
The National Mathematics and Science College aims to support students
through high quality feedback informed by the research that suggests:
All teachers should keep a folder of marked work in their classrooms to
demonstrate evidence of formal written marking.
• Feedback to any student should be about the particular qualities of
his or her work, with advice on what he or she can do to improve, and
should avoid comparisons with other students.
The marking key should also be used by teachers to maintain consistency
and coherency in understanding assessment. Teachers should review
student work in red pen.
• The dialogue between students and teacher should be thoughtful,
reflective, focused to evoke and explore understanding, and conducted
so that all students have an opportunity to think and express their ideas.
POLICY:
ASSESSMENT, RECORDING & MONITORING
Self-reflection
At The National Mathematics and Science College we recognise the value
placed on discussing learning with students.
All students should be encouraged to become self-reflective in their work,
understanding that in order to make progress they must review their work
and improve, redraft and edit. At The National Mathematics and Science
College we recognise the need to ensure that students gain life skills and
view editing and redrafting as important in creating reflective learners. In
aiming to encourage a greater sense of control and self-efficacy in their
learning, students should be given ample opportunity to review their own
work.The marking key used by teachers should also be used by students
to maintain consistency and coherency in understanding assessment.
Students should self-assess their work in green pen.
Learning conversations are defined as “the opportunity within the
classroom to engage in structured consultation about learning”. Learning
conversations can be used between students or students and teachers in
the classroom. A record of the discussion of learning must be kept in line
with department procedure. Teachers should use feedback forms, tailored
to the needs of the class, subject, students or topic in order to do this. In
order to support effective learning conversations, adequate time must be
given to allowing students reflect on their work once these conversations
have occurred.
Peer review
Students should create purposeful relationships with their peers through
the use of feedback and assessment. Teachers should encourage the use
of learning conversations and target partners to support peer review.
Target partners are students who are specifically chosen to work together
according to their targets.
The marking key should also be used by students to support peer review in
order to maintain consistency and coherency in understanding assessment.
Students should peer review their work in purple pen.
Learning Conversations
Consultation [can be defined] as talking with pupils about things that
matter to them in the classroom and school and that affect their learning.
Ideally consultation is a conversation that builds a habit of easy discussion
between teacher and pupil about learning.
(Rudduck and Intyre, 2007, p.7)
Exercise books
Ofsted does not expect to see a particular frequency or quantity of work
in pupils’ books or folders. Ofsted recognises that the amount of work in
books and folders will depend on the subject being studied and the age
and ability of the pupils.
Books are recognised as being a tool to support students learning. At The
National Mathematics and Science College we do not expect teachers
to mark books to any frequency or quantity. We recognise that exercise
books are used as student notes, records of lessons and notes of teacher
instruction in a lesson. Any extended pieces of work in exercise books
should be marked and feedback should be given through self, peer or
teacher evaluation.
POLICY:
ASSESSMENT, RECORDING & MONITORING
Feedback Key
Marking Key
All work should be reviewed using the feedback key, the meaning of which
is outlined below:
All work should be assessed using the marking key, the meaning of which
is outlined below:
Denotes a positive aspect of the work reviewed. Comment
should focus on the skills the student has demonstrated and
the progress that is evidenced from the work.
Denotes a target that the reviewer suggests in order for
the student to improve their work. This should encourage
students to review and redraft their work in order to
demonstrate progress.
Denotes a question that the reviewer asks in order for the
student to give a response. This should encourage the
students to extend their learning and provide stretch and
challenge, engaging the student in further independent
learning.
All students should have a record sheet in their exercise books that makes
it clear, to teacher and student, as to the targets they need to meet in order
to improve and the progress they are making.
Symbol
Meaning
• Circle punctuation choices (or lack of).
O
• Circle missing words / words that don’t make sense.
• Identify errors
T/D
Improve with a Thesaurus / Dictionary
Sp.
Spelling mistake
//
Paragraphing
MU
Meaning Unclear
UL
Underline
CL
Capital letter
Grammatical mistakes
Accuracy
[.]
Put in your own words
MM
Method Missing
N
Numeracy
+
Develop / Add in what you have forgotten to include
POLICY:
ASSESSMENT, RECORDING & MONITORING
The marking key may be developed to include further symbols in order
to become subject specific. Each department should include their subject
specific marking key in their department handbook.
RESPONSIBILITIES
The role of the parent/carer
• To support their child to achieve their potential attainment.
The role of the student
• Know their current level of achievement
• Know how to improve the quality and level of their work
• Act on feedback from the teacher
The role of the teacher
Monitoring Teacher Compliance
• Head of Department: Complete the termly proforma and feedback to
DHT- curriculum
• Head of Department: Sampling of books for setting and marking of
homework, work being assessed, use of feedback
• Head of Department: Complete moderation of assessments within
departments before grades are collected
• AHT: Line management –monitoring and tracking of assessment records
• DHT: Monitor assessment across the school
DATA COLLECTION
Fine grades are required for each subject at A Level.
• Fine Grades are: A1, A2, A3, B1, B2, B3 etc
• Prior data recorded in mark book (minimum data set)
• A1 = The top of a Grade A
• Mark student work regularly – in line with this policy
• A2 = The middle of a Grade A, fairly secure but not 100%
• Keep a record of assessment
• A3 = The bottom range of a A Grade – this could as easily convert to
a B grade
• Participate in department termly moderation procedures
• Set termly targets for each student
• Fine grades will be given for each piece of work
• Students class work must show evidence of marking at least once per
term
• Overall fine grades will be collected for reporting to parents at the end
of October, December, February (Spring mock examinations), April, May
& July (end of year exam)
For UK Students Only
National Curriculum Levels no longer exist. It is
important that students move away from the
levelling systems and instead operate using the
new GCSE grade criteria which are numbers rather
than letters.
The graphic to the right is a rough guide to the way
in which the old legacy National Curriculum Levels
convert to the new, numbered, GCSE grades. No
exact matching up is possible between the old
system and the new. The graphic also suggests a
rough conversion from the old GCSE grades to the
new 9-1 grading system.
Grade 9 will be awarded on a national basis to the
top 20% of performers at GCSE, whose examination
results lie within the upper grades (7 and 8).
The national benchmark which amounts to a
“good GCSE pass” i.e. is required by employers,
universities, colleges, etc is set to a Grade 5, which
is a toughening up in standards
At The National Mathematics and Science College
the new GCSE grading criteria will be used from
Year 7 in order for students, parents and teachers
to be fully aware of their progression towards their
potential attainment.
GCSE Grade (New)
APPENDIX 1
Rough old NC Level equivalent (abolished)
ASSESSMENT, RECORDING & MONITORING
Rough old GCSE grade equivalent
(abolished)
POLICY:
9
A**
8
7
6
5
4
3
2
1
U
A*
A
B+
B-/C+
CD/E+
E-/G+
G
U
9
8
7/8
6/7
5/6
4/5
3
2
Not to be
reported
- teacher
guidance
only
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
LEGAL STATUS
RELATED DOCUMENTS
MONITORING AND REVIEW
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Director of Boarding & Pastoral Care
APPROVED: SEPTEMBER 2016
Dr Elizabeth McFarlane • Proprietor’s Nominated Person
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
B E H AV I O U R
POLICY:
BEHAVIOUR
BEHAVIOUR MANAGEMENT DISCIPLINE, REWARDS
AND SANCTIONS POLICY
Statement of Purpose
We believe that setting high standards for behaviour is an integral part of
having a positive attitude to learning and raising attainment. Our behaviour
policy is based on the principle of assertive discipline, i.e. that individuals
are in control of their actions and can choose to act and respond in certain
ways. We believe that all adults and children have:
• The right to be safe;
• The right to learn;
• The right to be treated with fairness and respect.
Context
As part of our Behaviour Policy all children and adults have the right to live in
a supportive, caring environment in which Students feel safe and free from
bullying and harassment that may include cyber-bullying and prejudicebased bullying related to special educational need, sexual orientation, sex,
race, religion and belief, gender reassignment or disability (as defined in
the Equality Act 2010), and the use of discriminatory language.
Bullying can occur through several types of anti-social behaviour. We ensure
that Students are able to understand and respond to risk, for example
risks associated with extremism, new technology, substance misuse, knives
and gangs, personal relationships and personal safety.
Our college makes the relevant information available to comply with the
above. Our policies, working practices, documentation and record keeping
support the implementation outlined above.
The Behaviour Management Policy is dove-tailed with the Anti-bullying
Policy (with support for the victim and the bully) and makes it clear what
the sanctions are for bullying.
We aim to:
• Strive to maintain a positive and supportive college environment with
children given recognition for high standards of behaviour.
• Ensure that all children are treated consistently. This means that there
will not be variations in expectations between staff, and that the same
standards of behaviour apply outside the classroom as within.
• Involve parents at the early stage if a child does not meet our expectations
with regard behaviour in order that we can take a joint approach to
resolving any issues.
• Allow children the opportunity to make a ‘fresh start’ if undesirable
behaviour has to be dealt with, and not to judge children on previous
behaviour.
• Listen to all points of view before making any judgement concerning
undesirable behaviour.
It is a primary aim of our college that every member of the college community
feels valued and respected, and that each person is treated fairly and well.
We are a caring community, whose values are built on mutual trust and
respect for all.
The college behaviour policy is therefore designed to support the way in
which all members of the college can live and work together in a supportive
way. It aims to promote an environment where everyone feels happy, safe
and secure. The primary aim of the behaviour policy is not a system to
enforce rules. It is a means of promoting good relationships, so that people
can work together with the common purpose of helping everyone to learn.
POLICY:
BEHAVIOUR
COLLEGE ETHOS
OUR COLLEGE RULES
The National Mathematics and Science College is expected to be a place
where:
Everyone has the right to be safe
• all individuals are respected and their individuality valued;
• Students are encouraged to achieve;
• self-discipline is promoted and good behaviour is the norm;
• rewards and sanctions are applied fairly and consistently;
• bullying, disruption and harassment are not tolerated;
• early intervention is the norm;
• there is an emphasis on self-discipline
The ethos of our college is such that all who come here are valued as
individuals in their own right. Students are given clear guidance as to what
is, and is not, acceptable behaviour, so that they can develop their own
moral code. It is important that each person is treated fairly and is shown
respect by other Students and adults.
Students should never be allowed to feel that sexism, elitism, racism etc. are
acceptable. We expect all members of our college – Students, parents and
staff – to keep to the guidelines, requiring these to be applied consistently.
All members of staff have an important role to play in promoting good
behaviour. A particular strength is our approach to Spiritual, Moral, Social
and Cultural Development (SMSC).
We insist that students do not act in a physical way towards each other.
We teach students that problems need to be solved through discussion
and agreement. Retaliation is not acceptable as a reason for a physical
response, and will be dealt with on an equal level to the initiator.
Everyone has the right to learn
We will not allow students to disturb or interrupt other students’ learning.
Teachers also have the right to teach, and for this reason, continual
disturbances will not be tolerated.
Everyone has the right to be treated with fairness & respect
We expect students to show respect to adults and vice versa. We also expect
students to show respect to each other, as we would adults to other adults.
We ask that adults and students listen to other people’s point of view with
respect. Students will always be able to give their opinion, although this
may not always happen immediately, depending on the circumstances.
THE ROLE OF THE HEAD OF COLLEGE
The Head has overall responsibility for supporting personal, social and
emotional development, including issues concerning behaviour. The Head’s
role is to determine the detail of the standard of behaviour acceptable
to the college, having responsibility for maintaining day-to-day discipline
in the college, which will include making rules and provision for enforcing
them.
POLICY:
BEHAVIOUR
Support for staff faced with challenging behaviour is also an important
responsibility of the Head. In compliance with DfE Guidance Behaviour and
Discipline in Colleges (2016), we ensure that our professional practice:
• is able to access relevant sources of expertise on promoting positive
behaviour within the curriculum for supporting personal, social and
emotional development;
• promotes self-discipline and proper regard for authority among
Students; has a consistent approach to behaviour management;
has clear, well organised working practices along with maintaining its
facilities to a high standard;
• familiarises new staff members with the college’s behaviour policy and
guidelines for behaviour;
• encourages good behaviour and respect for others and prevents all
forms of bullying Students; ensures that the standard of behaviour is
acceptable; regulates the conduct of Students;
• provides support to children to self-manage their behaviours, taking
into account all aspects of the child and why they are displaying certain
behaviours; provides staff development and support; liaises with parents
and other agencies;
• includes issues related to Students with special educational needs or
disabilities and provides reasonable adjustments for these Students;
• makes provision for continuous professional development with
reference to: positive behaviour management, physical intervention (the
use of reasonable force) and anti-bullying procedures;
• has at least weekly whole college discussions about children’s behaviours
and records behaviour strategies in online behaviour management logs;
manages Students’ transition;
• ensures a strong college leadership; supports teachers with classroom
management; implements rewards and sanctions; behaviour strategy
and the teaching of good behaviour;
• has an understanding of current legislation, research and philosophy
on promoting positive behaviour and on handling Students’ behaviour
where it may require additional support;
• takes appropriate disciplinary action against Students who are found
to have made malicious accusations against staff and fulfils its duties
under both the Equality Act 2010 (HM Government: 2010)
http://www.legislation.gov.uk/ukpga/2010/15/pdfs/ukpga_20100015_en.pdf
• Special Educational Needs and Disability Code of Practice: 0 to 25 years
Statutory guidance for organisations who work with and support children
and young people with special educational needs and disabilities (DfE
and Department for Health: January 2015)
https://www.gov.uk/government/uploads/system/uploads/
attachment_data/file/398815/SEND_Code_of_Practice_January_2015.pdf
THE ROLE OF ALL MEMBERS OF STAFF
All members of staff are expected to encourage good behaviour and
respect for others in Students and to apply all rewards and sanctions fairly
and consistently. Staff are also responsible for ensuring that the policy and
procedures are followed, and consistently and fairly applied.
Well-planned, interesting and demanding lessons make a major contribution
to good discipline. The college has clear policies concerning teaching
and learning. Staff are supported with effective classroom management
strategies to ensure effective behaviour management (See Managing and
Changing Students’ Behaviour Document). Staff need to recognise that
codes for interacting with other people vary between cultures, and staff
need to be aware of, and respect, those used by all members of the college.
POLICY:
BEHAVIOUR
All staff need to provide a positive model of behaviour by treating Students,
parents and one another with friendliness, care and courtesy. Through
regular discussions at staff meetings and briefings regarding children’s
behaviours, the college endeavours to ensure that staff apply all standards
fairly and consistently. Any children with specific behaviour issues will have
their behaviour monitored and recorded electronically as part of a Pastoral
Support Programme (PSP).
All members of staff are expected to be clear in their understanding of the
standards expected of our Students and to be vigilant in ensuring that any
lapses of behaviour, either in or out of the classroom do not go unchecked.
With that in mind all staff should strive to:
• develop an effective rapport with each individual Student; establish a
feeling of security for Students by being consistent, firm and fair with
them;
• avoid direct confrontation but deal with situations in a calm and
reasoned manner; send problematic Students to the relevant Head of
Department or Head of College; know the whereabouts of every Student
in their charge at all times;
through PSHE lessons, as well as on an ongoing basis. At The National
Mathematics and Science College we recognise that every Student has the
right to feel safe, to learn and to be treated with respect.
Linked to those rights are the following responsibilities:
In the Classroom
Students at The National Mathematics and Science College are expected
to:
• arrive at lessons on time properly equipped; enter the classroom in an
orderly manner when invited by their teacher;
• ensure that telephones and other electronic devices are switched off
and left at reception or locked in their locker;
• have laptops turned off until the teacher instructs for them to be turned
on;
• enter classrooms quietly and sit in the place allocated by their teacher;
• follow the particular ground-rules established by departments for
lessons in which practical work takes place;
• seek advice from the Head of Department or Senior Staff member as
and when a need arises and follow the procedures outlined below.
• contribute to the creation of a good learning atmosphere; treat all other
Students, members of staff and visitors with respect;
The Role of the Students: Students are expected to take responsibility for
their own behaviour and will be made fully aware of the college policy,
procedures and expectations. We ensure that all students are aware of
the reward systems and sanctions that are in use.
• record all homework set in their Student planner; ensure the classroom
is left in a tidy state at the end of each lesson and
Discussions as part of circle time, PSHE lessons, class council and college
council meetings are used to discuss behavioural issues. Students also have
a responsibility to ensure that incidents of disruption, violence, bullying
and any forms of harassment are reported. The college has a separate
Anti-Bullying Policy, and issues related to bullying are specifically dealt with
• leave the classroom in an orderly manner.
POLICY:
BEHAVIOUR
Behaviour elsewhere
It is the responsibility of each Student to:
• move between lessons and around the buildings and site in a safe and
sensible manner;
• behave in a safe and responsible manner at break and lunchtimes which
does not disrupt other lessons that might be taking place at those times;
• wear the college uniform correctly and with pride;
• take responsibility for their bags and equipment;
• avoid any interference with the equipment or property of others; look
after and take pride in the equipment, facilities and buildings of The
National Mathematics and Science College;
• adhere to the Home/College Agreement in all respects and in particular
with reference to the use of ICT equipment at The National Mathematics
and Science College and to familiarise themselves with the rules on
computer use displayed in each room and the ICT Student Use Policy
and
• remember that they are ambassadors for The National Mathematics
and Science College and to act accordingly within and outside the walls
of the college.
THE ROLE OF PARENTS
The National Mathematics and Science College strongly encourages an
ethos and culture whereby there is clear communication with, and the
support of parents. Parents are expected to take responsibility for the
behaviour of their child both inside and outside the college. We try to build
a supportive dialogue between the home and the college, and we inform
parents immediately if we have concerns about their child’s welfare or
behaviour.
Parents who have concerns regarding their child’s behaviour are encouraged
to contact the college and arrange an appointment to discuss any issues.
Parents will be involved early on if there are difficulties at college, and we
expect parents to work with the college to resolve any difficulties. After
three warnings in class, further misbehaviour will result in the child being
asked to complete a Reflection Sheet at home. We ask that parents ensure
that it is completed, after discussing the incident with their child, and that
the parent signs this sheet.
If a student is on the receiving end of misbehaviour of any serious nature,
we would contact the parent to explain the incident and how this has
been dealt with. By working collaboratively with parents, Students receive
consistent messages about how to behave at home and at college. We
expect parents to encourage their children to support the college rules,
their child’s learning, and to co-operate with the college, as set out in
the home–college agreement. If any parent feels that we are not dealing
with an issue in a fair way, complaints may be made using the Complaints
Procedure.
It is also an offence under section 547 of the Education Act 1997 for any
person (including a parent) to cause a nuisance or disturbance on college
premises. Parents should not become angry publically, and if they have
a problem this should be dealt with in privacy. If parents were to show
aggressive or abusive behaviour, it can present a risk to staff and children.
If there are any concerns about the behaviours of parents or visitors, they
are required to leave the premises. If there is a court order against a parent
seeing their child, the college will abide by the conditions of the Order.
College premises are private property and parents will generally have
permission from the college to be on college premises. However, in cases
of abuse or threats to staff, Students or other parents, colleges may ban
parents from entering the college. For example, a parent who has been
banned from entering the college premises is trespassing if he or she does
POLICY:
BEHAVIOUR
so without permission and the police will be called.
All adults, including staff, parents and visitors, are expected to behave in a
manner which is in line with and supportive of our college ethos.
THE CLASS TEACHER AND CLASSROOM MANAGEMENT
SUPPORT
The class teacher has prime responsibility for pastoral care. Teachers
will take responsibility for maintaining good behaviour within their
classroom and throughout the college if needed. The college has clear
policies concerning teaching and learning. Staff are supported with
effective classroom management strategies to ensure effective behaviour
management.
Within the classroom, children will be given the opportunity to take
responsibility and to use their initiative for the good order of the class.
The general practice of classroom management involves many rewards
being given to children on a daily basis. These include verbal praise, written
remarks about good work, stickers/stars, sending children with their work
to other teachers/Head and a points or house system. College reports are
also seen as a means of constructive praise.
STANDARDS OF BEHAVIOUR
The National Mathematics and Science College demands high standards of
behaviour and endeavours to encourage good habits of work and behaviour
from the moment a Student enters the college. All staff are expected to
promote good behaviour and self-discipline amongst Students and to deal
appropriately with any unacceptable behaviour.
Punctual attendance at college and lessons is required. It is appreciated
that there will be variations in staff acceptance and tolerance of Students’
behaviour in class depending on the nature of the class and content of
the lessons, but behaviour that does not allow constructive teaching and
learning is unacceptable. All staff have a duty to ensure that disruption is
not tolerated.
THE COLLEGE ENVIRONMENT
We are well aware of the impact of the The National Mathematics and
Science College environment on the behaviour of our Students. If we
are to raise self-esteem and demonstrate the value of each individual
member of our college then we must make sure that this is reflected in the
appearance of the college. The care and sensitivity with which Students’
work is displayed both in the classroom and throughout the college will
radically affect the feeling of welcome and ownership by all.
Staff will have a commitment to the appearance of the college buildings
by picking up litter, noting displays coming adrift and removing items left
lying around. The Students will also be encouraged to be similarly aware so
that they feel they personally have a responsibility for keeping the college
clean, tidy and attractive. Students showing pride in their own classroom
and cloakroom is the first step towards this.
REWARDS
Throughout the college, good behaviour is promoted at all times. Our
College believes that it is important to acknowledge and reward in a
positive way those who demonstrate a high level of co-operation and good
behaviour. We endeavour to raise Students’ self-esteem by using praise to
encourage and acknowledge positive actions and attitudes.
Staff should seek every reasonable opportunity to praise Students and,
where appropriate, reward them for good behaviour and good work.
Care should be taken to affirm Students who are “always good”. They
should not feel that the occasional badly behaved Student is praised for
improved behaviour whilst their own consistent efforts go unmentioned or
unrewarded.
POLICY:
BEHAVIOUR
REWARDS – REINFORCING POSITIVE BEHAVIOUR
• Stage 1 - Giving verbal praise regularly for good behaviour.
• Stage 2 - Awarding of house points for particularly good behaviour
e.g. showing consideration, helping others or being very polite. Coloured
tickets will be issued for entry into whole college draw during assembly.
• Stage 3 – The Student will be sent to the Head of College
• Stage 4 – Nomination for the weekly ‘Achievement Assembly’
• Stage 5 - Students will be nominated for a ‘Certificate of Excellence’.
These will be awarded at special assemblies on a termly basis to which
parents will be invited.
SANCTIONS – HOW WE DEAL WITH UNDESIRABLE
BEHAVIOUR
However hard we may try, there may be times when positive strategies
are not sufficient to encourage acceptable behaviour. It is the policy of
The National Mathematics and Science College to implement disciplinary
sanctions that reflect the seriousness of an incident and convey a deterrent
effect.
Our sanctions are in light of helping the individual in developing respect
and empathy towards others, as well as a sense of personal responsibility
for their actions. Initially students will be spoken to about their actions, and
given the opportunity to reflect upon these and change their behaviour.
This will be done privately and not in front of an audience. For the vast
majority of students this quiet reminder is enough to solve the issue.
Student behaviour is not perfect 100% of the time, and these incidents can
be addressed quickly and without any form of punishment. Beyond this,
the following stages show how the college will deal with further undesirable
behaviour.
DEALING WITH UNDESIRABLE BEHAVIOUR
Stage 1 - Low level undesirable behaviour (e.g. talking when the teacher
is talking, disturbing other students) will result in a verbal warning given
by the teacher stating the behaviour that the child has chosen, why it is
undesirable and how the child can correct this.
Stage 2 - Continuation of undesirable behaviour will result in the child
moving their name to amber and the teacher removing five minutes of the
student’s break following the lesson. The teacher will state the behaviour
that the child has chosen, why it is undesirable and how the child can
correct this.
Stage 3 - If the student continues with the undesirable behaviour, the
teacher will remove ten minutes of the student’s break following the lesson.
Again, the teacher will state the behaviour that the child has chosen, why it
is undesirable and how the child can correct this.
Stage 4 - If the student continues with the behaviour the student moves
their name to red.
HOW WE RESPOND IF UNDESIRABLE BEHAVIOUR
PERSISTS
If a student decides to continue with inappropriate behaviour on a regular
basis, the following steps may be taken:
Contact Book / Target Sheet
A contact book and target sheet will be used to monitor behaviour over
a fixed period of two weeks as a way of keeping parents informed of
improvement in behaviour. This will be set up by the teacher and deputy/
Head of School. Objectives will be agreed and the child will be clear about
expectations, with support being given if needed.
POLICY:
BEHAVIOUR
Pastoral Support Programme
GUIDELINES FOR STAFF
If behaviour does not improve, an individual strategy for the student will
be set up in conjunction with the Head of School, parents and the college’s
Additional Educational Needs Co-ordinator. More explicit rewards and
sanctions, and specified support, will be set out in a document signed by
all parties.
All members of staff are expected to be clear in their understanding of the
standards expected of our Students and to be vigilant in ensuring that any
lapses of behaviour, either in or out of the classroom do not go unchecked.
Exclusions
• Establish a feeling of security for Students by being consistent, firm and
fair with them.
Fixed term exclusions will only be used as a final resort following persistent
unacceptable behaviour or a one-off incident of extreme misbehaviour.
Such misbehaviour would be judged on individual circumstances, with the
student being immediately removed from the classroom or playground.
This behaviour may be:
• violence towards another student or adult;
• swearing at an adult;
• racism;
• a deliberate act of destruction towards college property or
• behaviour which directly causes a danger to their own or another child’s
health and safety (e.g. running from college).
If a student is excluded for a second time during any one term, a meeting
with the student, parent/carer, Headteacher, class teacher and Additional
Educational Needs Co-ordinator will be arranged, along with appropriate
outside agencies. This will help the student to work towards modifying their
behaviour.
With that in mind all staff should strive to:
• Develop an effective rapport with each individual Student.
• Avoid direct confrontation but deal with situations in a calm and
reasoned manner.
• Send problematic Students to the relevant Head of Department or Head
of College.
• Know the whereabouts of every Student in their charge at all times.
• Seek advice from the Head of Department or Senior Staff member as
and when a need arises.
• Follow the procedures outlined below.
STAFF DEVELOPMENT AND SUPPORT
We support our staff in managing and modifying children’s behaviour
through appropriate In Service Education Training (INSET) whereby we
bring in specialist trainers to develop staff skills further. We also have
detailed supporting documents and clear procedures which enable staff
to feel confident in dealing with behaviour accordingly.
The National Mathematics and Science College Counsellor Option as part
of support Students to Self-Manage their Behaviour: It may be helpful for
an impartial member of staff to become involved or to be consulted. The
use of a Counsellor is established as a support mechanism and can be
used for on-going behavioural problem or in times of personal need.
POLICY:
BEHAVIOUR
At The National Mathematics and Science College, the Students will know
this person as the College Counsellor who is employed by the college. The
Head or Deputy Head are always available as a point of reference. The
Counsellor will maintain a close interest in the behaviour and achievements
of the Students and will liaise regularly with the teacher/s who work most
closely with him or her.
The National Mathematics and Science College also has access to
educational psychologists and the educational welfare service at the
local authority. The college has a good working relationship with the local
authority and complies with their safeguarding procedures. Parents will
be informed of behaviour management techniques used in our college
through our Behaviour Policy
Sometimes it may well be helpful to remove a disruptive Student to meet
the Counsellor and this can be arranged through Reception, Form teachers,
Heads of Colleges or the Counselling Co-ordinator. As the Counsellor gets
to know the Students better there should be an input into the behaviour
management strategy that is agreed as being the most appropriate. The
counsellor may also be used for family mediation group sessions. This is
organised through the form teacher and Head of College.
MANAGING STUDENT TRANSITION
SUPPORT SYSTEMS FOR STUDENTS
The National Mathematics and Science College places considerable
emphasis on the pastoral support for all Students. We have set procedures
for supporting children with their behaviour problems Students are
supported in their behaviour through high expectations of positive
behaviour instilled in assemblies, Personal, Social, Health, Economic
(PSHE) education and Citizenship, class routines, circle time lessons, the
Pastoral Pyramid and positive role models of staff and older children. In
some cases, we may refer children to outside agencies who will liaise with
both the college and the child’s parents to provide additional support.
LIAISON WITH PARENTS AND OTHER AGENCIES
We have strong links with outside agencies including resources such as
counselling. In some cases, we may refer children to these outside agencies
who will liaise with both the college and the child’s parents to provide
additional support.
We carefully manage the transition of the Students from our Key Stage 4
to 5 A particular strength of The National Mathematics and Science College
is the relationship staff develop with the Students. Our staff team are in
constant communication and any specific Student support systems or
strategies are seamlessly integrated as each Student moves through the
college to ensure consistency in their behaviour management.
ORGANISATION AND FACILITIES
Within the organisation of the college, there is a total commitment by all
the staff team to place children at the centre of concern. This is supported
by our policy, procedures and working practices. We have a clear ethos
and culture along with appropriate educational facilities within our
environment which enable children to be come as personally adequate,
socially competent and as independent as their potential will allow.
DUTIES UNDER THE EQUALITY ACT 2010 AND SUPPORTING
STUDENTS WITH SPECIAL EDUCATIONAL NEEDS AND
DISABLED STUDENTS
In accordance with the Equalities Act 2010, the college acknowledges its
legal duties in respect of safeguarding and special educational needs. In
particular we give due consideration to our children who require such due
to their special educational needs or disability when considering behaviour,
discipline and sanctions.
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BEHAVIOUR
Adjustments will be made according to the children’s individual specific
needs. Particular consideration will be given to those Students with special
educational needs or disability when considering behaviour, discipline and
sanctions.
The National Mathematics and Science College takes account of any
special educational needs when considering whether or not to exclude a
Student. Students will not be treated less favourably for reasons related
to the disability and steps will be taken to ensure this. Steps could include
differentiation in the college’s behaviour policy, behaviour modification
strategies and requesting external help with the Student.
All rewards and sanctions must be applied fairly and consistently and in
accordance with the College’s Equal Opportunities Policy. There will be no
discrimination on the basis of gender, race, religion, belief, culture, sexual
orientation, special educational needs or disability. The college will always
take account of any special educational needs when considering whether
or not to exclude a Student. Students will not be treated less favourably for
reasons related to the disability and steps will be taken to ensure this. Steps
could include differentiation in the college’s behaviour policy, behaviour
modification strategies and requesting external help with the child.
This policy supports the college community in aiming to allow everyone
to work together in an effective and considerate way. The college expects
every member of the college community to behave in a considerate way
towards others. We treat all Students fairly and apply this behaviour policy
in a consistent way.
This policy aims to help children to grow in a safe and secure environment,
and to become positive, responsible and increasingly independent
members of the college community. The college rewards good behaviour,
as it believes that this will develop an ethos of kindness, co-operation and
self-discipline.
RECORDING
Incident Log and Sanction Books
The Head of college regularly checks the incident log and sanctions book so
that behavioural patterns can be identified which are considered alongside
the Head of Boarding and actioned by the Senior Leadership Team (SLT).
The college keeps a variety of records of incidents of misbehaviour. This
includes a register of sanctions imposed for serious misbehaviour.
The class teacher records any significant classroom incidents. These notes
should be kept on the college’s information management system under
the notes function. The Head of College and the Head of Boarding record
those incidents where a Student is sent to him/her on account of bad
behaviour.
A Discipline Book is kept in the Head’s office. A copy of all discipline
letters is kept on file in the Student records. The overwhelming majority
of disciplinary offences are “in house” and, as such, are not mentioned on
college transfer reports.
However, in the case of serious and/or persistent misdemeanours there is
an obligation for the college to record the transgression(s) on the transfer
report. Any serious incident, that is where very aggressive or uncontrolled
behaviour has put other Students at risk or has endangered the safety of
the Student concerned, must be discussed with the Head and entered in
the Incident Log.
The Head of college keeps a record of any Student who is excluded
for a fixed-term, (suspension) or who is permanently excluded. It is the
responsibility of the College Board to monitor the rate of exclusions, and to
ensure that the college policy is administered fairly and consistently.
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BEHAVIOUR
FIXED PENALTY EXCLUSION AND PERMANENT EXCLUSIONS
The National Mathematics and Science College will apply its behaviour
policies in a consistent, rigorous and non-discriminatory way and all areas
of application of these policies will be monitored routinely.
Ultimate sanctions at The National Mathematics and Science College are:
Fixed Penalty and Permanent Exclusion. Neither sanction is used lightly.
The power to suspend or expel a Student can only be exercised by the
Head or Deputy Head. If the Head excludes a Student, the parents are
informed immediately, giving reasons for the exclusion.
At the same time, the Head makes it clear to the parents that they can,
if they wish, appeal against the decision to the Chairman of the Board.
The college informs the parents how to make any such appeal. It is the
responsibility of the Board, with the help of the Heads of College and
Boarding to monitor the rate of exclusions, and to ensure that the college
policy is administered fairly and consistently. Please refer to our Exclusion
Policy for extreme cases, and also our Anti-bullying Policy.
BEHAVIOUR OUTSIDE COLLEGE
(See Behaviour Management on Educational Visits and Off-site
Activities)
Students’ behaviour outside college on educational visits and sports
fixtures is subject to the college’s behaviour policy. Bad behaviour in
such circumstances will be dealt with as if it had taken place in college.
Parents sign an agreement before Students attend residential visits that
acknowledge, in cases of serious bad behaviour, they will collect their
Student from the venue.
The Head of College will not allow Students to participate in an educational
visit (including residential visits) if their behaviour at college indicates that
the Student’s presence on the activity will be prejudicial to good order and/
or safety. Any serious offences whilst on an educational visit will result in
the parents having to collect their Student from the venue at their own
expense.
STUDENTS’ CONDUCT OUTSIDE THE COLLEGE GATES
Any Student found to show misbehaviour or bullying outside the college
gates (including Students travelling to/from college, on an educational visit,
wearing college uniform externally, or where a Student can be identified
such as through an email etc) that is witnessed by a staff member or is
reported to the Head of College or Boarding will be subject to proportionate
disciplinary measures.
External misbehaviour includes: behaviour that could have repercussions
on the orderly running of the college, posing a threat to another Student
or member of the public, or behaviour that could adversely affect the
reputation of the college. This will follow the Serious Misbehaviour process
mentioned above and could lead to exclusion from the college.
BEHAVIOUR OF PARENTS ON/OFF THE COLLEGE PREMISES
It is expected that parents will comply with our college regulations regarding
dropping off and collecting their children and when on the college premises.
On arrival at the college, parents must either ring the buzz or use their
parent fob for entry and report immediately to the College Reception. They
may not wander around the college premises unaccompanied, unless
permission has been sought, e.g. to collect an item of uniform.
Parents do not have permission to turn up at the college during college
hours unannounced demanding to see their child’s teacher. If this happens,
and they refuse to leave, they will be escorted off the premises. Parents
may not meet class teachers when they are teaching and appointments
must be made. If there is a court order against a parent seeing their child,
POLICY:
BEHAVIOUR
the college will abide by the conditions of the order. For example, a parent
who has been banned from entering the college premises is trespassing if
he or she does so without permission and the police will be called.
A note must be written if a Student has to be taken out of college hours e.g.
for a doctor’s appointment. The child will then be collected by a member
of the office staff ready to meet the parent at the appropriate time. The
Student is then signed out and back in again on return.
Parents should not approach other parents on the college premises
concerning external matters. Matters concerning Students in the college
should be handled objectively through the college and not solely between
parents.
ANTI-BULLYING
For information of how we deal with incidents of bullying, please see our
Anti-Bullying policy. If a case occurred of severe or persistent bullying
strong sanctions, such as exclusion, would be implemented.
CORPORAL PUNISHMENT
Under section 131 of the College Standards and Framework 1998, corporal
punishment is prohibited in all colleges and is a criminal offence. The
college policy is that under no circumstances will corporal punishment
ever be used or threatened.
The prohibition includes the administration of corporal punishment to a
Student during any activity whether or not within the college premises. The
prohibition applies to all ‘members of staff’. These include all those acting
in loco parentis, such as unpaid, volunteer supervisors. The verbal threat
of corporal punishment is also strictly forbidden.
Punishments that are humiliating or degrading will not be used.
The following sanctions / punishments will never be used:• Corporal punishment.
• The use of sarcasm, demeaning or insensitive comments towards
Students is not acceptable in any situation.
• Any form of hitting of a Student (including hitting a Student in anger or
retaliation).
• Deprivation of food or drink.
• Enforced eating or drinking.
• Prevention of contact by telephone to parents or any appropriate
independent listener or helpline.
• Requirement to wear distinctive clothing.
• Withholding of any aids or equipment needed by a Student.
PHYSICAL INTERVENTION
Teachers may use ‘physical intervention’ to avert ‘an immediate danger of
personal injury to, or an immediate danger to the property of, a person’
(including the child). The position is stated in DfE Guidance Behaviour
and Discipline in Colleges. Teachers in our college do not hit, push or
slap Students. Staff only intervene using the minimum force required to
physically restrain Students to prevent them injuring themselves or others,
damaging property or committing a criminal offence.
Details of such an event (what happened, what action was taken and by
whom, and the names of witnesses) are brought to the attention of the
Head of College and recorded in the Student’s personal file. The Student’s
parents are informed on the same day. Records are kept of when force
is used and parents are informed. Training and Guidance is given to
all ‘members of staff’ (as defined above) on the circumstances in which
‘physical intervention’ is allowable and the techniques to use.
POLICY:
BEHAVIOUR
INVOLVEMENT OF STUDENTS
Article 12 of the UN Convention on the Rights of the Child allows Students
who are capable of forming views to express those views. The College
Council will be involved in reviewing the college’s anti-bullying policies and
procedures and in the college’s programme to reinforce self-discipline
and positive work and behaviour patterns. All Students are involved in the
discussion process through activities of the Personal, Social Health and
Economic Education Programme (PSHEE) appropriate to their age, on a
continuum from circle time (Year 3) through to pre university level debates.
EQUAL OPPORTUNITIES
All rewards and sanctions must be applied fairly and consistently and in
accordance with the College’s Single Equalities Policy. There will be no
discrimination on the basis of gender, race, religion, belief, culture, sexual
orientation, special educational needs or disability. This policy supports
the college community in aiming to allow everyone to work together in an
effective and considerate way.
The college expects every member of the college community to behave in a
considerate way towards others. We treat all Students fairly and apply this
behaviour policy in a consistent way. This policy aims to help Students to
grow in a safe and secure environment, and to become positive, responsible
and increasingly independent members of the college community.
The college rewards good behaviour, as it believes that this will develop
an ethos of kindness, co-operation and self-discipline. Concerns about the
welfare of colleagues or Students should be communicated to the Head
immediately. Remember, these guidelines will protect you, the Students
and the college. Failure to comply may well be interpreted by the college
as misconduct. Please be aware of the importance of these measures and
adhere to them at all times.
THE RIGHT TO LEARN IN A CALM AND UNDISRUPTED
ATMOSPHERE
Students should move around the college calmly and quietly. To benefit
fully from lessons, Students should have all necessary equipment and
books. Homework and the date for handing it in should be written down
in the homework diary. All work submitted should reflect a Student’s best
efforts. Work that is badly presented or well below a Student’s capabilities
is unacceptable and will be returned to the Student in order for it to be
done again. To ensure that the learning of others is not disturbed, calling
out and other forms of disruptive behaviour are forbidden. Students will
only be acknowledged and given the right to speak if they first raise their
hand. Mobile phones are not permitted in college unless permission has
been sought from the Head.
DISCIPLINARY ACTION AGAINST STUDENTS WHO ARE
FOUND TO HAVE MADE MALICIOUS ACCUSATIONS AGAINST
STAFF
Malicious accusations against our staff are not acceptable and are taken
very seriously. If an allegation is determined to be unfounded, the college
will refer the matter to Children’s Social Care to decide whether the Student
concerned is in need of services or support. On the rare occasions where
it can be proved that the allegation has deliberately been invented or is
malicious, the Head may temporarily or permanently exclude the Student.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy, which applies to the whole college, is publicly available on the college website and on request; a copy (which can be made available in large print or other accessible format if required) may be obtained from the College
Office. All employees should read this policy in conjunction with our Safeguarding – Child Protection Policy, Anti-Bullying, Whistleblowing Policy, Staff Code of Conduct and The Teachers’ Standards.
LEGAL STATUS
Regulatory Requirements, Part 3, Paragraph 9 and Exclusion Element of Part 6 (24)(3) of the Education (Independent School Standards) (England) (Amendment) Regulations 2014 in force from the 5th January 2015.
Equality Act (2010), Education Act (2011)
Behaviour and Discipline in Schools, A guide for Head Teachers and College Staff, (DfE Guidance: January 2016) [https://www.gov.uk/government/publications/behaviour-and-discipline-in-colleges]
Getting the simple things right: Charlie Taylor’s behaviour checklists (DfE: 2011) [https://www.gov.uk/government/publications/good-behaviour-in-colleges-checklist-for-teachers]
Use of Reasonable Force. Advice for Head of Schools, Staff and Governing Bodies (DfE 2013) which incorporates previous directives.
RELATED DOCUMENTS
Anti-bullying Policy and Procedures; Safeguarding Students - Student Protection Policy and Procedures • Exclusions Policy; Physical Intervention – Use of Reasonable Force; Managing and Modifying Children’s Behaviour
Special Educational Needs and Disabilities (SEND) Policy; Personal, Social, Health and Economic Education (PSHEE) • Spiritual, Moral, Social and Cultural (SMSC) Policy; Supervision of Students Policy
MONITORING AND REVIEW
This policy is subject to continuous monitoring, refinement and audit by the Proprietor. The Proprietor will undertake a full annual review of this policy and procedures, inclusive of its implementation and the efficiency with which the
related duties have been discharged. This discussion will be formally documented in writing. Any deficiencies or weaknesses recognised in arrangements or procedures will be remedied immediately and without delay.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
CO M P L A I N T S P R O C E D U R E FO R B OA R D I N G S T U D E N T S
POLICY:
COMPLAINTS PROCEDURE FOR BOARDING STUDENTS
INTRODUCTION
Students should always feel that they can take a problem or complaint
to any adult charged with their care and receive a sympathetic hearing.
Most difficulties can be sorted out in this informal manner. The following
avenues of complaint are available:
• Speaking to the Head of Boarding, the Matron, A House Warden privately
• Speaking to the School Counsellor or any other responsible adult
privately
• Speaking to the Head of School privately.
MAKING A FORMAL COMPLAINT
• A student will not be penalised for making a complaint in good faith. We
take complaints seriously and investigate them thoroughly
• If any student feels the need to make a formal complaint about a matter
which is causing him or her distress or a problem which cannot be
resolved otherwise, the student may inform the Head of Boarding either
verbally or in writing. The Head of Boarding will discuss the matter with
the student as soon as possible or put the student in touch with an
appropriate person outside the School.
• If a student feels that the need or prefers to talk to someone outside
the College rather than to someone inside it, the student should talk
to his or her parents or the independent listener, children’s or social
services or ChildLine. These agencies may be useful if the problem is
one of welfare rather than to do with teaching or learning. These are
their numbers or addresses:
i. The Independent Listener who is Mrs Elizabeth McConnell,
whose telephone number is 02476 455031)
ii. Up to 18: Coventry Children’s Services (Social Care) whose
telephone number is 024 7678 8555
iii. Over 18: Coventry Social Services whose telephone number is
0247 683 3003
iv. The Children’s Rights Director whose telephone number is
0800 5280731 www.childrenscommissioner.gov.uk
v. Local Authority Designated Officer (LADO) Mona Cook whose
telephone number is 0247683 3443
vi. ChildLine whose telephone number is 0800 1111
vii.NCPCC Helpline whose telephone number is 0808 800 5000
Procedure when a formal complaint is made
• The person to whom a serious complaint is made (usually the Head of
Boarding) will keep a written record of that complaint and of its outcome.
The Head of Boarding will review these records annually.
• A complaint made by a student will be resolved, either to the student’s
satisfaction or with an otherwise appropriate outcome which balances
the rights and duties of students, within 72 hours wherever possible.
• There is a separate complaints procedure for students’ parents. A
student’s parents may wish to invoke the procedure available to them
if they feel that the School has not dealt adequately with a complaint
made by their child in accordance with the procedure described above.
Procedure when the outcome of a formal complaint is felt to be
unsatisfactory
• If a student, or his parents, feel that the procedure detailed above
has not dealt with the complaint satisfactorily, a letter setting out the
unresolved complaint should be sent to Ms Margot Veronique Robinson,
whose telephone number is: 0784 332 8087.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
CO M P L A I N T S P R O C E D U R E FO R PA R E N T S
POLICY:
COMPLAINTS PROCEDURE FOR PARENTS
TIMESCALES
All complaints will be handled seriously and sensitively. The complaint
will normally be resolved within twenty eight (28) days of the lodging of
the complaint to its resolution whenever possible. Allowable exceptions
to this rule are for instances when persons involved in the complaint are
unavailable during holiday periods. In this case the parents will be kept
informed. However, as far as possible, the meeting should not be delayed if
the referral comes at the end of term, especially at the end of the Summer
Term. Since the aim of the procedure is to resolve the issue and effect
reconciliation if necessary, it will be best if the matter can come to the
Panel as quickly as possible, especially if the parents will already have been
engaged over a longer period in attempts to put things right.
INTRODUCTION
Warwick International College will ensure that the quality of teaching and
pastoral care offered to students will be of the highest order. However, if
parents have a complaint they can expect it to be treated by the school
in accordance with this procedure. We are always willing to listen to
concerns and anxieties, parental and student concerns being of particular
importance. We aim for the closest co-operation between parents and
the teachers to whom our students are entrusted. Dealing with parental
concerns is a vital part of the ethos and mission of Warwick International
College. We aim to be open about the decisions we make and the actions
we take and will always explain our rationale.
A complaint is likely to arise when there are issues of physical or emotional
wellbeing and security at stake, or when the school’s stated aims or values
are being ignored. A breach of the law will always constitute a complaint. If
parents of students at the school do have a complaint, they can expect it to
be treated by the school in accordance with this procedure. We use the term
“complainant” to refer to the individual or individuals making the complaint.
Complaints will be resolved either to the complainant’s satisfaction, or with
an otherwise appropriate outcome which balances the rights and duties of
students. At every stage of the procedure, the handling of the complaint
will be swift (using the agreed time frame), fair and necessarily confidential.
Throughout the process, Warwick International College will be willing to:
listen, learn, admit mistakes, apologise if appropriate, address any issues
raised and change practices and procedures if appropriate. In situations
concerning alleged abuse, the Child Protection Procedures take precedence
over the following complaints procedure. For any complaint that involves a
potential child protection issue, this must be reported immediately to the
Head of School or Head of Boarding (See our Child Protection Policy for
details of the procedure). Separate procedures will also apply if the Head
of School excludes or requires the removal of a child from the college and
the parents seek a review of that decision.
Stage 1 – Informal Resolution (References to the number of working
days refer to term-time only)
• It is hoped that most complaints and concerns will be resolved quickly
and informally if parents feel able to voice them as soon as they arise.
Obviously, the more information the college gives to parents the less
scope there is for misunderstanding. Parents will be encouraged to give
feedback, preferably to the person concerned. In most cases, discussion,
explanation, further information or an apology, if appropriate, will
resolve any issues. Every effort will be made to allay concerns at this
stage and with the least possible formality. Our ideal is that no concern
should ever become a formal complaint, as through open dialogue, a
resolution should always be accomplished.
• If parents have a complaint they should normally contact their child’s
Form Tutor or Boarding House Warden. In most cases the matter will be
resolved straight away by this means to the parent’s satisfaction. If the
person contacted cannot resolve the matter alone, it may be necessary
to consult the Head of School or the Head of Boarding.
POLICY:
COMPLAINTS PROCEDURE FOR PARENTS
• The member of staff dealing with the matter will make a written record of
all concerns and complaints and the date they were received. A written
record is to be kept of the date a resolution was reached and the agreed
nature of this.
• Should the matter not be resolved within five (5) school days, or in the
event that Warwick International College and the parents fail to reach
a satisfactory resolution, parents will be advised to proceed with their
complaint in accordance with Stage 2 of this procedure. A written record
is to be kept of the date a resolution was reached and the agreed nature
of this. The parents will then be informed in writing.
• Although a written complaint is considered to be formal, this does
not mean that the formal stage is automatically triggered whenever a
concern is expressed in writing, for example, by email. These complaints
will be treated at first in the informal resolution stage.
Stage 2 – Formal Resolution (References to the number of working
days refer to term-time only)
ii. meet with the complainant or contact them clarifying what the
complainant feels would resolve the issue;
iii. interview those involved, allowing them to be accompanied if
they wish and
iv. conduct each interview with an open mind and be prepared to
persist in questioning and keep notes of each interview.
• Within five (5) school days of receiving the complaint, the Head of
School or Head of Boarding will complete the investigation and contact
the complainant to arrange a meeting. At any point in the process the
Head may decide or agree to commission a further investigation. If this
occurs, the timescale may be extended by a further five (5) school days
and the complainant will be informed in writing of the extension and the
reason for it.
• When the investigation is complete, the Head of School or Head of
Boarding will meet the complainant to try to resolve the complaint. Any
of the following may be appropriate at this point:
• If the complaint cannot be resolved on an informal basis then the
parents should put their complaint in writing to the Head of School or
the Head of boarding who will decide, after considering the complaint,
the appropriate course of action to take.
i. an acknowledgement that the complaint is valid in whole
or in part; an apology; an explanation; clarification of any
misunderstanding; an admission that the situation could have
been handled better or differently;
• In most cases, the Head of School or the Head of Boarding will speak to
the parents concerned, normally on the day of receiving the complaint,
so as to discuss the matter. If possible, a resolution will be reached at
this stage.
ii. an assurance that the event complained of will not recur; an
explanation of the steps that have been taken to ensure it will
not be repeated and
• The Head of School or the Head of Boarding will:
i. establish what has happened so far and who has been
involved; clarify the nature of the complaint and what remains
unresolved;
iii. an undertaking to review school Policies in light of the complaint.
• Once the Head of School or Head of Boarding is satisfied that, so far as
is practicable, all of the relevant facts have been established, a decision
will be made and parents will be informed of this decision in writing. The
Head of School or Head of Boarding will give reasons for the decision.
A written record will also be kept of when a final outcome was reached.
POLICY:
COMPLAINTS PROCEDURE FOR PARENTS
• The Head of School or Head of Boarding will keep written records of all
meetings and interviews held in relation to the complaint.
• Should a parent or guardian have a complaint about the Head of School
or Head of Boarding it must be put in writing to the Head of School or
Head of Boarding, who investigates in the same way as with any other
complaint
• If parents are still not satisfied with the decision, they should proceed to
Stage 3 of this Procedure
Stage 3 – Complaints Panel Hearing
• If parents seek to invoke Stage 3 (following a failure to reach an earlier
resolution of this procedure) they will be referred to the Panel Convenor
who has been appointed by the College Board to call hearings of the
Complaints Panel. This should be in writing and include the nature of the
complaint and how the school has handled it so far. The College Board
is obliged to investigate the matter and will do everything possible to
resolve the issue through a dialogue with the school. The Convenor can
be contacted in writing either by letter or email at the school
• The Panel will consist of at least three people not directly involved in
matters detailed in the complaint, one of whom shall be independent
of the management and running of the school. The Department
for Education has given the following guidance on the identity of an
independent panel member. “Our general view is that people who have
held a position of responsibility and are used to scrutinising evidence
and putting forward balanced arguments would be suitable. Examples
of persons likely to be suitable are serving or retired business people,
civil servants, heads or senior members of staff at other schools, people
with a legal background and retired members of the Police Force might
be considered.” Each of the Panel members shall be appointed by the
College Board.
• The Panel Convenor, on behalf of the Panel, should agree with all
parties the date of the Appeal Meeting within five (5) school days of
receipt of the written referral of the complaint. The meeting itself should
be held within fifteen (15) school days of the receipt of the referral. If
the complainant or Head wishes to submit information in writing to the
Panel this should be sent to the Panel Convenor at least five (5) days
before the date of the hearing.
• If the Panel deems it necessary, it may require that further particulars
of the complaint or any related matter be supplied in advance of the
hearing. Copies of such particulars shall be supplied to all parties not
later than five (5) working days prior to the hearing.
• The complainant, who could be parents or guardians, may be
accompanied at the panel hearing by a friend of relative. Legal
representation will not normally be appropriate.
• If possible, the Panel will resolve the complaint immediately without the
need for further investigation.
• Where further investigation is required, the Complaints Panel will decide
how it should be carried out. After due consideration of all facts they
consider relevant, the Complaints Panel will reach a decision and may
make findings and recommendations, which it shall complete normally
within five (5) working days of the Hearing.
• A copy of the Panel’s findings, and/or any recommendation and the
reasons for them will be:
i. sent by electronic mail or otherwise given to the complainant
and, where relevant, the person complained about;
ii. available for inspection on the school premises by the Chairman
of the College Board and the Head of School and the head of
Boarding.
POLICY:
COMPLAINTS PROCEDURE FOR PARENTS
Role of the Panel Convenor is:
• to confirm to all parties in writing the date, time and venue of the hearing;
to receive and distribute any documentation to be read before the
hearing; to meet and welcome all parties as they arrive at the hearing;
to record the proceedings and
• to notify all parties of the Panel’s decision. The wording of any letters will
be agreed with the Chair of the Panel.
The role of the Chair of the Panel is to ensure that:
• procedure is properly followed;
• the procedure for the hearing of the complaint is explained to all parties
and that they have the opportunity to put their case without undue
interruption;
• the issues are addressed; all parties are put at ease, especially those
who are unfamiliar with such a hearing;
• proceedings are kept as informal as possible and that everyone treats
each other with respect and courtesy;
• the Panel operates in an open-minded and independent way and time
is given for all parties to consider ‘new’ evidence.
Options open to the Panel: The Panel may:
• uphold the complaint in whole or in part; dismiss the complaint in whole
or in part;
• decide on an appropriate action to be taken to resolve the complaint or
recommend changes to the school’s systems or procedures to ensure
that problems of a similar nature do not re-occur.
After the Hearing: The Chair of the Panel agrees with the Convenor the
wording of the letter to be sent to both parties. The Convenor will:
• ensure that the letter is sent out in accordance with the agreed time
scales and procedure as stated in Stage 3 of this policy;
• write up the notes of the meeting and gives a copy to the Chair of the
Panel and
• ensure that any recommendation to change school policies or
procedures is put on the agenda for the next meeting of the Board of
Directors.
CONFIDENTIALITY
Parents and Guardians can be assured that all concerns and complaints will
be treated seriously and confidentially. Such correspondence, statements
and records relating to individual complaints are to be kept confidential
except:
• where the Secretary of State or a body conducting an inspection under
section 162A of the 2002 Act requests access to them; or where any
other legal obligation prevails.
RECORD KEEPING FOR THE WHOLE COLLEGE
A written record of all complaints and of whether they are resolved at the
preliminary stage, or proceed to a panel hearing, is kept by the Head of
School for a minimum of three years. The record includes, at least: the
person making the complaint, the date of the complaint, the nature of the
complaint, any action taken and the outcome of the complaint. A written
record will also be kept of when a final outcome was reached.
The College Board examine this written record on an annual basis. The
school will provide, on request to Ofsted, a written record of all complaints
made during a specified period and the action that was taken as a result of
each complaint. The number of formal complaints, received in an academic
year, is made available to parents.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This procedure applies to parents of students of the school and past students, if a complaint was raised when the student was still registered, but does not cover exclusions. The Complaints Procedure is publicly available on the school
website http://www.warwickinternationalcollege.uk/ and, on request, a copy (which can be made available in large print or other accessible format if required) may be obtained from the School Office.
LEGAL STATUS
This policy incorporates the manner in which complaints are to be managed in accordance with Part 7, paragraph 33 (a) to (k) inclusive of The Education (Independent School Standards) (England) Regulations currently in force along
with the provision of information being made available in Part 6 Paragraph 32 (3) (f) of the Regulatory Requirements.
RELATED DOCUMENTS
There is a separate complaints procedure for students’ parents. A student’s parents may wish to invoke the procedure available to them if they feel that the School has not dealt adequately with a complaint made by their child in
accordance with the procedure described above.
MONITORING AND REVIEW
This procedure is subject to continuous monitoring, refinement and audit by the Head of School and the Head of Boarding to ensure that all complaints are handled properly. The Head of School logs all complaints (formal and
informal) received by the school and records at which stage and how they were resolved. The record includes, at least: the person making the complaint, the date of the complaint, the nature of the complaint, any action taken and the
outcome of the complaint. The logging of complaints for management purposes enables patterns of concern to be monitored.
The College Board will undertake a full annual review of this procedure, inclusive of its implementation and the efficiency with which the related duties have been discharged. Any deficiencies or weaknesses will be remedied
immediately and without delay. They also retain details of the number of complaints, registered under the formal procedure during the preceding school year.
This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
C U R R I C U LU M
POLICY:
CURRICULUM
CURRICULUM POLICY
Purpose of this policy
This policy aims to provide a framework for development and a statement
of our basic principles for developing the teaching and learning of our
students. This policy does not aspire to present a detailed plan outlining
the courses to be provided whom for, by whom or when.
The ethos of the school
The ethos of the college is to empower students to develop as autonomous,
educated persons and it is intended that the Curriculum Development
Policy will promote this ethos.
What does it mean to be autonomous?
“In order to develop and achieve autonomy, children should: gain
sufficient self esteem to feel comfortable articulating their views… but
also possess enough humility to take challenges to their positions
seriously; learn to express themselves in terms others will understand
and to listen to others.. be imaginative.. and to see perspectives other
than their own; be creative.. and sensitive to subtlety; learn to think
critically and to use reason.. be willing to subject their own arguments
and intuitions to the demand for proof; gain the skills and knowledge
to put their beliefs and values into practice, including vocational and
personal skills… be exposed to and interact with people from different
backgrounds … learn how to read and write and to do mathematics..
and learn as well the history of their locality, nation and the world..
the list could clearly go on.”
(Levinson M, The Demands of Liberal Education. Oxford O.U.P 1999.60)
“Individuals should be able to be rationally self-governing, in the sense
that they should be regarded as the ultimate arbiters of what reasons
they chose to act on and what evidence and reasoning they take to
be compelling with respect to what to believe. The requirement that
we respect the autonomy of our fellow citizens implies that we must
tolerate many of their beliefs and practices.”
(Brighouse H, School Choice and Social Justice Oxford O.U.P. 2000.12)
What does it mean to be educated?
“Educated persons possess knowledge, understanding, intellectual
virtue, intellectual skills, imagination, self reflection, moral virtues and
habits, social and political appreciation, integrity and authenticity.”
(Pring R, Closing the Gap, London. Hodder & Stoughton 1995.128)
What does it mean to be a person?
“To develop consciousness based on ideas, beliefs and expectations;
self consciousness, to share with others a world of meanings, to act
autonomously, politically and morally.”
(Pring R, Closing the Gap, London. Hodder & Stoughton 1995.125)
POLICY:
CURRICULUM
VALUES
We subscribe to the following values:• All students should have the opportunity to develop their literacy &
numeracy skills.
• That students’ learning develops at differing speeds and that curriculum
design must recognise this.
• That the needs of gifted and talented students must be recognised and
suitable programmes of study developed.
• That all students need the opportunity to develop the skills and
knowledge essential to become active social, economic and valued
citizens.
• Part of the function of schooling is to induct students into a common
culture.
• However, the pluralistic nature of contemporary society requires the
availability of differing educational experiences within a common
curriculum.
• A clear moral and ethical framework based on personal responsibility,
citizenship, equality and tolerance will inform all our practices.
• High quality teaching is an important aspect of pupil motivation, the
basis of high quality learning.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
LEGAL STATUS
RELATED DOCUMENTS
MONITORING AND REVIEW
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Director of Boarding & Pastoral Care
APPROVED: SEPTEMBER 2016
Dr Elizabeth McFarlane • Proprietor’s Nominated Person
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
E-S A F E T Y
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
E-SAFETY POLICY INCLUSIVE CYBER BULLYING,
ACCEPTABLE USE AND SOCIAL MEDIA
INTRODUCTION
The primary purpose of this Policy is to safeguard students and staff at
The National Mathematics and Science College. It details the actions and
behaviour required from students and members of staff in order to maintain
an e-safe environment and is based on current best practice drawn from
a wide range of sources. In accordance with legislative requirements we
have a whole College approach to e-safety.
Our key message to keep children and young people safe is to be promoted
and should be applied to both online and offline behaviours. We filter
inappropriate content and teach students about staying safe including
online harm.
Within our e-safety policy, we have clearly defined roles and responsibilities
for online safety as part of the College’s wider safeguarding strategy and
how this links with our main Safeguarding-Child Protection Policy (please
refer to our safeguarding policy cited in related documents). Also see
related documents to this E-safety policy.
This policy informs and supports a number of other College policies,
including our Child Protection Policy and our Preventing Extremism and
Radicalisation Policy.
All staff should read these policies in conjunction with the E-Safety Policy.
This is particularly important with regard to the Prevent strategy, as a large
portion of cases of radicalisation happen through the online medium. Staff
must be vigilant when dealing with such matters and ensure that they
observe the procedure for reporting such concerns in line with that laid
out in the Child Protection and Preventing Extremism Policies.
ROLES AND RESPONSIBILITIES
Our nominated e-Safety Officer is Dr Philip Limbert. He has responsibility
for ensuring online safety will be considered an integral part of everyday
safeguarding practice. This role overlaps with that of the Designated
Safeguarding Lead (DSL) role in all matters regarding safeguarding and
E-safety.
Their role will include ensuring:
• young people know how to use the internet responsibly and that parents
and teachers have the right measures in place to keep children safe
from exploitation or radicalisation;
• children are safe from terrorist and extremist material when accessing
the internet in College, including by establishing appropriate levels of
filtering.
• all staff and volunteers will receive the appropriate training, guidance,
time and resources to effectively implement online safety policies and
procedure;.
• clear and rigorous policies and procedures are to be applied to the use/
non-use of personal ICT equipment by all individuals who affect or come
into contact with the early years setting. Such policies and procedures
are to include the personal use of work-related resources;
• the Acceptable Use Policy is to be implemented, monitored and reviewed
regularly, and for ensuring all updates are to be shared with relevant
individuals at the earliest opportunity;
• monitoring procedures are to be open and transparent;
• allegations of misuse or known incidents are to be dealt with appropriately
and promptly, in line with agreed procedures, and in liaison with other
agencies, where applicable;
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
• effective online safeguarding support systems are to be put in place, for
example, filtering controls, secure networks and virus protection;
• an appropriate level of authorisation is to be given to ICT users. Not all
levels of authorisation will be the same - this will depend on, for example,
the position, work role and experience of the individual concerned and
• a current record of all staff and Students who are granted access to
College ICT systems is maintained.
STAFF USE OF IT SYSTEMS
Access to the Internet and e-mail is provided to support the curriculum,
support College administration and for staff professional development
only. Recreational or personal use of the Internet and e-mail system is not
permitted. In addition:
• All staff will receive annual update e-safety training.
• All staff must read and confirm by signature that they have read the
‘Staff Code of Conduct for ICT’ before using any College ICT resource.
• Access to systems should be made by authorised passwords, which
must not be made available to any other person.
• The internet can be used actively gather personal information about
individuals which may lead to undesirable consequences (e.g. SPAM,
fraud, harassment or identity theft). Because of this, staff are advised to
only use the College approved web browsers and email systems which
have appropriate security in place. Additionally files should not be saved
directly from the internet unless they can be scanned for viruses etc
first.
• Additionally, staff should not communicate with students through
electronic methods such as social networking sites, blogging, chat
rooms, texts or private email. Instead, only the College email system
should be used.
STUDENTS USE OF IT SYSTEMS
All students must agree to the IT Acceptable Use Policy before accessing
the College systems. Students at The National Mathematics and Science
College will be given supervised access to our computing facilities and
will be provided with access to filtered internet for use within the college
and their boarding accommodation. The promotion of online safety within
ICT activities is to be considered essential for meeting the learning and
development needs of children and young people.
The College will ensure that the use of Internet derived materials by staff
and Students complies with copyright law. The National Mathematics and
Science College will help children to understand the risks posed by adults
or young people, who use the internet and social media to bully, groom,
abuse or radicalise other people, especially children, young people and
vulnerable adults. Internet safety is integral to the College’s ICT curriculum
and is also be embedded in our PSHE and SMSC provision. The latest
resources promoted by the DfE can be found at:
• The UK Safer Internet Centre (www.saferinternet.org.uk)
• CEOP’s Thinkuknow website (www.thinkuknow.co.uk)
https://www.gov.uk/government/uploads/system/uploads/
attachment_data/file/440450/How_social_media_is_used_to_
encourage_travel_to_Syria_and_Iraq.pdf
The National Mathematics and Science College ensures that children
understand how to keep themselves safe from relevant risks such as abuse,
sexual exploitation and extremism, including when using the internet and
social media.
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
Communicating and educating parents/carers in online safety
Parents or guardians and students will be provided with a copy of the IT
User Acceptance Policy, will be asked to sign it before access to ICT facilities
is granted. The National Mathematics and Science College recognises the
crucial role that parents play in the protection of their children with regards
to online safety. The College organises annually an awareness session for
parents with regards to e-safety which looks at emerging technologies and
the latest ways to safeguard children from inappropriate content. Parents
and carers are always welcome to discuss their concerns on e-Safety with
the College, who can direct them to the support of our e-Safety officer if
required.
Protecting Personal Data:
Personal data will be recorded, processed, transferred and made available
according to the Data Protection Act 1998. The College is registered with
the Information Commissioners Officer and recognises that if required,
data may need to be obtained by relevant parties such as the Police etc.
RADICALISATION AND THE USE OF SOCIAL MEDIA TO
ENCOURAGE EXTREMISM
The internet and the use of social media in particular has become a major
way to communicate with others, especially young people, which has
provided access for like-minded people to create an online community and
confirm extreme beliefs such as extreme ideological views or the use of
violence to solve problems.
This has led to social media becoming a platform for:
• intensifying and accelerating the radicalisation of young people;
• confirming extreme beliefs;
• accessing to likeminded people where they are not able to do this offline, creating an online community;
• normalising abnormal views and behaviours, such as extreme ideological
views or the use of violence to solve problems and address grievances.
Evidence shows that:
• the internet is important in the radicalisation process;
• there are few examples of people radicalising online alone;
• there is evidence of the use of the internet to recruit to terrorist networks;
• Al Quaeda has a sophisticated on-line set up and
• Extremists are increasingly using social media for operational procedures
including communication through attacks.
The National Mathematics and Science College has a number of
measures in place to help prevent the use of Social Media for this
purpose:
• Web site filtering is in place to help prevent access to terrorist and
extremist material and social networking sites such as Facebook,
Instagram or Twitter by Students
• Students, Parents and Staff are educated in safe use of Social Media and
the risks posed by on-line activity, including from extremist and terrorist
groups.
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
Further details on how social media is used to promote extremism and
radicalisation can be found in guidance from the Department for Education
‘How Social Media Is Used To Encourage Travel To Syria And Iraq: Briefing
Note For Colleges.’
REPORTING OF E-SAFETY ISSUES AND CONCERNS
INCLUDING CONCERNS REGARDING RADICALISATION
The National Mathematics and Science College has clear reporting
mechanisms in place, available for all users to report issues and concerns.
For staff, any concerns regarding e-safety should be made to the e-safety
officer who will review the issue and take the appropriate action.
For students, they are taught to raise any concerns to their class teacher
who will then pass this on to the e-safety officer. Complaints of a child
protection nature must be dealt with in accordance with our child protection
procedures.
Our Designated Safeguarding Lead provides advice and support to
other members of staff on protecting children from the risk of on-line
radicalisation. The National Mathematics and Science College ensures staff
understand what radicalisation and extremism mean and why people may
be vulnerable to being drawn into terrorism.
We ensure staff have the knowledge and confidence to identify children
at risk of being drawn into terrorism, and to challenge extremist ideas
which can be used to legitimise terrorism. Staff safeguard and promote the
welfare of children and know where and how to refer children and young
people for further help as appropriate by making referrals as necessary to
Channel.
Assessing Risks:
• We will take all reasonable precautions to prevent access to inappropriate
material. However, due to the international scale and linked nature of
internet content, it is not possible to guarantee that unsuitable material
will never appear on a computer connected to the College network.
The College cannot accept liability for any material accessed, or any
consequences of Internet access.
• Emerging technologies, such as smartphones and tablets may not
always be governed by the College’s infrastructure and although the
college Internet access is filtered, in some cases they are able bypass
security and filtering measures. To reduce this risk, we ask that students
adhere to our acceptable use policy and disciplinary measures will be
taken towards students are staff who do not follow our procedures.
• The college will audit ICT use to establish if the e-Safety policy is
sufficiently robust and that the implementation of the e-safety policy is
appropriate and effective.
• Methods to identify, assess and minimise risks will be reviewed regularly.
• Emerging technologies will be examined by the Head of College for
educational benefit and a risk assessment will be carried out before use
in College is allowed.
• Any person not directly employed by the College will not be provided
with access to any of the College systems with the exception of filtered
Wi-Fi access.
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
CYBER-BULLYING
Cyberbullying is bullying using technology to threaten, embarrass or cause
discomfort. Seven categories of cyber-bullying have been identified:
• Text message bullying involves sending unwelcome texts
• Picture/video-clip bullying via mobile phone cameras with images or
video clips usually sent to other people.
• Phone call bullying via mobile phone uses silent calls or abusive
messages. Sometimes the bullied person’s phone is stolen and used to
harass others, who then think the phone owner is responsible.
• Email bullying often using a pseudonym for anonymity or using someone
else’s name to pin the blame on them.
• Online grooming, Chat room and Social Networking Site abuse involves
sending menacing or upsetting responses to students or young people.
• Bullying through instant messaging (IM) is an Internet-based form
of bullying where students and young people are sent unpleasant
messages as they conduct real-time conversations online;
• Bullying via websites includes the use of defamatory blogs (web logs),
personal websites and online personal polling sites. There has also
been a significant increase in social networking sites for young people,
which can provide new opportunities for cyber-bullying
ICT BASED SEXUAL ABUSE
The impact on a child of ICT based sexual abuse is similar to that for all
sexually abused students. However, it has an additional dimension in that
there is a visual record of the abuse. ICT based sexual abuse of a child
constitutes significant harm through sexual and emotional abuse.
Recognition and response is recognising a situation where a child is
suffering, or is likely to suffer a degree of physical, sexual and/or emotional
harm (through abuse or neglect) which is so harmful that there needs to
be compulsory intervention by child protection agencies into the life of the
child and their family. All adults (volunteers, staff) working with students,
adults and families will be alerted to the possibility that:
• A child may already have been/is being abused and the images
distributed on the internet or by mobile telephone;
• An adult or another child may be grooming a child for sexual abuse,
including involvement in making abusive images. This process can
involve the child being shown abusive images;
• An adult or another child may be viewing and downloading child sexual
abuse images.
There are no circumstances that will justify adults possessing indecent
images of children. Adults who access and possess links to such websites
will be viewed as a significant and potential threat to children. Accessing,
making and storing indecent images of children is illegal. This will lead to
criminal investigation and the individual being barred from working with
students, if proven.
Adults should not use equipment belonging to their College/service to
access adult pornography; neither should personal equipment containing
these images or links to them be brought into the workplace. This will raise
serious concerns about the suitability of the adult to continue to work
with children. Adults should ensure that students are not exposed to any
inappropriate images or web links. Where indecent images of children
or other unsuitable material are found, the police and Local Authority
Designated Officer (LADO) should be immediately informed. Adults should
not attempt to investigate the matter or evaluate the material themselves,
as this may lead to evidence being contaminated which in itself can lead to
a criminal prosecution.
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
Chat Room Grooming and Offline Abuse
Our staff will need to be continually alert to any suspicious activity involving
computers and the Internet. Grooming of students online is a faster
process than usual grooming, and totally anonymous. The abuser develops
a ‘special’ relationship with the child online (often adopting a false identity),
which remains a secret to enable an offline meeting to occur in order for
the abuser to harm the child.
Taking and Storing Images of children including Mobile Phones (See our
Mobile Phone and Camera Policy)
The National Mathematics and Science College provides an environment in
which children, parents and staff are safe from images being recorded and
inappropriately used in turn eliminating the following concerns:
• Staff being distracted from their work with children.
• The safeguarding of children from inappropriate use of mobile phone
cameras and other digital recording equipment.
• N.B. The word ‘camera’ in this document refers to any device that may
be used to take and store a digital image e.g. mobile phone, tablet,
laptop etc.
The College has a mobile phone policy which includes:
• the commitment to keep the children safe;
• how we manage the use of mobile phones and other electronic devices at
The National Mathematics and Science College taking into consideration
staff, students on placement, volunteers, other professionals, board
members, visitors and parents/carers;
• When it is appropriate to take images of students and gaining consent
• how we inform parents/carers, visitors and other professional of our
procedures;
• what type of mobile phones will be used on educational visits and
learning outside the classroom;
• The consequences of any breaches of this policy;
• Reference to other policies, such as whistleblowing and safeguarding
children policies.
Staff recognise that they must not take images of the college or its students
unless they are using a college camera which stays on site. Any images must
also be transferred securely onto the college network and not transferred
to personal devices.
For further information relating to E-safety procedures, refer to the E-Safety
Frequently Asked Questions (FAQ) document.
It covers the following topics:
1. How will the policy be introduced to Students? How will staff be consulted
and made aware of this policy? How will complaints regarding Internet
use be handled? How will parents’ support be enlisted?
2. Why is the use of Internet and ICT important? How is the Safe Use of
ICT and the Internet Promoted? How does the Internet and use of ICT
benefit education in our College? How will Students learn to evaluate
Internet content?
3. How is Filtering Managed? How is Emerging Technologies Managed?
How to React to Misuse by Children and Young People
4. How is Printing Managed? What are the categories of Cyber-Bullying?
General Housekeeping What are the Student Rules?
5. What has Research into Cyber Bullying Found? What is the impact on
a child of ICT based sexual abuse? What is the impact on a child of
ICT based sexual abuse? How do I stay secure on the Internet? Why is
Promoting Safe Use of ICT Important? What does the College’s Mobile
Phone Policy Include?
POLICY:
E-SAFETY (INCLUSIVE CYBER BULLYING, ACCEPTABLE USE AND SOCIAL MEDIA)
6. Where can we learn more about Prevent? What do we have to do?
7. Do we have to have a separate Prevent policy? What IT filtering systems
must we have? What is the definition of a visiting speaker? Do we have
to check all our visiting speakers? What checks must we run on visiting
speakers? What do we have to record in our Single Central Register
about visiting speakers?
8. What training must we have? What are the potential legal consequences
if we do not take the Prevent duty seriously? What are the rules for
publishing content online?
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This Policy, which is applicable to the whole college, is part of our Safeguarding – Child Protection Procedures.
It is publically available on the College website and a copy may be obtained from the College Office.
LEGAL STATUS
Part 3, paragraphs 7 (a) and (b) of the Education (Independent School Standards) (England) Regulations 2014, in force from the 5th January 2015 and as amended in September 2015
Keeping Children Safe in Education (KCSIE) Information for all schools and colleges (DfE: July 2015) updated 22nd July 2015 incorporates the additional statutory guidance, Disqualification under the Childcare Act 2006 (February 2015)
and also refers to non-statutory advice for practitioners, What to do if you’re worried a child is being abused (HM Government: March 2015)
Working Together to Safeguard Children (WT) (HM Government: 2015) which also refers to non-statutory advice, Information sharing HM Government: March 2015); Prevent Duty Guidance: for England and Wales (March 2015)
(Prevent). Prevent is supplemented by The Prevent duty: Departmental advice for Colleges and childminders (June 2015) and The use of social media for on-line radicalisation (July 2015) How Social Media Is Used To Encourage Travel To
Syria And Iraq: Briefing Note For Schools (DfE )
Based on guidance from the DfE (2014) ‘Cyberbullying: Advice for Heads and College staff ‘and ‘Advice for parents and carers on cyberbullying’
Prepared with reference to DfE Guidance (2014) Preventing and Tackling Bullying: Advice for School leaders and governors and the relevant aspects of Safe to Learn, embedding anti-bullying work in Colleges.
Having regard for the guidance set out in the DfE (Don’t Suffer in Silence booklet)
The Data Protection Act 1998; BECTA and CEOP.
RELATED DOCUMENTS
Safeguarding - Child Protection Policy; Anti-bullying Policy; Behaviour and Discipline Policy;
Prevent Duty: Tackling Extremism and Radicalisation Policy, Spiritual, Moral, Social and Cultural Development (SMSC); Personal; Personal Social, Health, Economic Education (PSHEE); The College Rules;
Taking and storing images of Children – Including Mobile Phones Policy; Acceptable use of ICT Sign off forms for Staff/Students; Use of Photographs Sign-off Form
What to do if you are worried; www.thinkyouknow.co.uk
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head of College.
The College Board undertake a formal annual review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged.
This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
E D U C AT I O N A L V I S I T S A N D O F F -S I T E AC T I V I T I E S
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
Learning outside the Classroom
• students’ behaviour:
• plans visits to include risk assessments and first aid;
• ensures appropriate supervision including ratios and vetting checks;
At The National Mathematics and Science College, we offer our children
a broad and balanced curriculum that promotes their spiritual, moral,
cultural, intellectual and physical development, and prepares them for
the opportunities and experiences of adult life. We seek to deliver an
appropriate curriculum to all children, regardless of social background,
race, gender or differences in ability. All children are entitled to the
development of knowledge, understanding, skills and attitudes.
• prepares students for visits including those with special and medical
needs;
To enrich the curriculum for our children, we also offer a range of
educational visits and other activities that add to what they learn in school.
All visits have clear, relevant and achievable aims and objectives, supporting
our practices and policies. Although all visits are simply an extension of
teaching and learning in the classroom, there are opportunities during the
visit which allow our children and staff to interact less formally than usual,
thus improving child/staff relationships. Examples could include when
sitting on the bus, train or tube during the journey or whilst walking along
the road or when at the venue, during transitions.
• has emergency procedures, including contact details and permission
for emergency medical treatment if a parent cannot be contacted.
In order to promote safe practice, the school monitors, and where necessary
challenges, the educational objectives that have been stated for a visit.
Before the school decides to arrange an educational visit, we consider
educational objectives and how they are to be achieved. The purpose of this
policy is to ensure that trips are planned in an organised and responsible
fashion, and that the health, safety, and welfare of students and staff are
maintained. The school uses recent and relevant guidance published by
the ‘Outdoor Education Advisory Panel’ which has been approved by the
Health and Safety Executive (HSE). We ensure that our school fulfils its
responsibilities for visits, including:
• communicates with parents;
• plans transport;
• has insurance in place;
• makes appropriate arrangements for the range and types of visit;
The school ensures that it follows both DfE and Health and Safety at Work
guidance and regulations concerning activities that take place off school
premises. Although not a requirement, the Proprietor has appointed an
Educational Visits Coordinator (EVC).
EQUAL OPPORTUNITIES AND INCLUSION
The National Mathematics and Science College is an inclusive school. The
challenge is to make activities available and accessible to all who wish
to participate or are required to take part. This is to be achieved whilst
maintaining the safety of all those concerned, the integrity of the activity
and the ability to manage the visit or venture. The school recognises that
there are significant factors to be managed which may override other
considerations. Our risk assessments are within the context of the school’s
Single Equalities Policy.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
STAFF/STUDENT RATIOS
The ratio of school children to adults varies according to the age of the
children, the nature of the activity, a student’s behaviour and the special
educational needs. The school will err on the side of caution on this
matter. There are no circumstances under which the staffing ratios are
less generous than those to be found in school. The Head of School in
consultation with the group leaders, teachers and therapists should assess
the risks and consider an appropriate safe supervision level for their
particular group.
SPECIAL EDUCATIONAL NEEDS, DISABILITY AND LEARNING
OUTSIDE THE CLASSROOM
Where students are identified as having particular special needs this
is reflected in a higher staffing ratio, which is never less than that which
applies in The National Mathematics and Science College and in most
cases is higher. Our three year Accessibility Plan takes into consideration
the environment, the curriculum and the provision of information.
We do not discriminate against a disabled student either intentionally
or unintentionally where such discrimination can be prevented by taking
“reasonable measures”. All our children are included in all off-campus
visits. Where their inclusion appears to require special adjustments, a
risk assessment is undertaken. This is in two parts: firstly in terms of a
whole visit or activity and then secondly in relation to the inclusion of the
individual student. The risk assessment includes details of any special aids
and equipment that the student may need and, in particular, details of any
such items to be brought from home or obtained prior to the visit.
This will usually entail discussion with the student, parents, Group Leader
and other supervisors, the manager of the venue to be visited, the tour
operator etc. Where a child has a statement of special educational needs
which requires support in school for access to the curriculum, this is taken
into account. The students’ abilities are then communicated to the manager
or person responsible at the venue, either at the point of risk assessing the
venue or prior to the visit. The adult assigned to the supervision or care of
one particular participant should not be included in the ratio for the group
as a whole.
The decision on the ratio and additional requirements to meet the need of
the child, will involve discussion with others including the students, parents,
Group Leader, other supervisors, the manager of the venue to be visited
and the tour operator.
RESPONSIBILITIES AND THE HEALTH AND SAFETY AT
WORK LEGISLATION
Legislation is enforced by the Health and Safety Executive, which has set
out to clarify the position in its Health and Safety: Responsibilities and
Powers (2001) document. Overall responsibility is with the Proprietor who
ensures the health and safety of:
• teachers, non-teaching staff and other leaders;
• children and young people, both in their establishments and when
undertaking off-site visits and ventures;
• visitors to the educational establishments and volunteers involved in
approved activity.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
RECOGNISING THE BENEFIT OF LEARNING AWAY FROM
THE SCHOOL
‘Well-managed school trips and outdoor activities are great for
children. Children won’t learn about risk if they’re wrapped up in
cotton wool.’
In striking the right balance between protecting students from risk and
allowing them to learn from educational visits we:
• provide learning opportunities for all our students;
• focus on real risks when planning educational visits and manage these
risks during the off-site activities;
• ensure those running the activity understand their roles, are supported
and are competent to lead or take part in them.
DUTIES AND RESPONSIBILITIES OF THE EMPLOYER
(PROPRIETOR)
Under the Health and Safety at Work etc Act 1974, the employer in a school/
college must take reasonable steps to ensure that staff and students are
not exposed to risks to their health and safety. This applies to activities on
or off school premises.
Regulations made under the Health and Safety at Work etc Act 1974 set out
in more detail what actions employers are required to take. For example,
the Management of Health and Safety at Work Regulations 1999 require
employers to:
• assess the risks to staff and others affected by school activities in order
to identify the health and safety measures that are necessary and, in
certain circumstances, keep a record of the significant findings of that
assessment;
• introduce measures to manage those risks (risk management);
• tell their employees about the risks and measures to be taken to manage
the risks and
• ensure that adequate training is given to employees on health and
safety matters.
Our College sets out health and safety arrangements in a written health
and safety policy.
The Proprietor must be made aware of all off-campus visits. It is for the
Proprietor, in conjunction with the Head of School, to arrange for the
most appropriate method of the communication for this. It is the joint
responsibility of the Proprietor and Head of School to ensure that:
• the off-campus activity or visit is appropriate and relevant;
• the establishment can be run efficiently in the absence of staff engaged
in the activity or visit.
RESPONSIBILITIES OF THE EDUCATIONAL VISITS
COORDINATOR (EVC)
This is the key role for ensuring that the management of visits and ventures
meets the regulations and guidance offered by the Local Authority, DfE
and others, as well as conforming to the The National Mathematics and
Science College Health and Safety policy. This management process is in
conjunction with the expectations and standards that are to be achieved
by making the most of the positive learning opportunities presented. Our
delegation of responsibilities is done with a clear rationale, derived from a
good knowledge of the people concerned; the visits and activities; the aims
and objectives; and the risk assessments they require. We delegate some
tasks to the EVC.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
Although not a requirement, our school continues to have an Educational
Visits Coordinator specifically trained in the conduct of off-site visits. This
takes the form of EVC training. Our EVC is experienced in leading and
managing a range of educational visits and is of sufficient status to be able
to influence change and others, being actively supported by the Senior
Leadership Team. Responsibility within our school for the approval of visits,
however, remains with the Head of School and the Proprietor.
The College EVC will ensure that all necessary actions have been completed
before the visit begins. This includes that a pre-trip visit has taken place, risk
assessments and appropriate safety measures are in place, and suitably
competent instruction is available for the activity, the ratio of supervisors
to children is appropriate and that arrangements have been made for
the medical needs and special educational needs the children. It is good
practice for our member of staff leading a group to visit the site beforehand
to gain first-hand knowledge of the area and route. This knowledge will
then inform the risk assessment and pre-planning.
The EVC’s key functions include:
• producing an annual plan of educational visits with an agreed rationale
for the ‘when and how they occur’ as well as the implication for the
curriculum and management of the school diary;
• being involved in educational visit management in order to ensure that
the guidance and regulations are followed;
• working with Group Leaders to ensure that the aims of the educational
visit are achievable and in line with those of the establishment.
The EVC is:
• to confirm that the leadership of the visit is appropriate and to check
staff qualifications, this to include accompanying staff and volunteers;
• to confirm that adequate risk assessments have been carried out;
• to recommend and organise the training of Group Leaders and help
organise the induction of staff new to the venture and volunteers;
• to ensure that the establishment’s management of behaviour and other
relevant policies are able to be transferred off site successfully and are
consistently used;
• to ensure that liaison with parents and obtaining consent are effective.
DUTY AS AN EMPLOYEE
The law requires employees to:
• take reasonable care of their own health and safety and that of others
who may be affected by what they do at work;
• co-operate with their employers on health and safety matters;
• do their work in accordance with training and instructions;
• inform the employer of any work situation representing a serious and
immediate danger, so that remedial action can be taken.
In addition, all staff in our school have a common law duty to act as any
prudent parent would do when in charge of students. Employees should
follow any health and safety procedures put in place by their employer.
However if they feel that the procedure is inappropriate (e.g. it is too
bureaucratic) they should discuss this with their employer and request that
it is reviewed. Usually the Head of School will work with the employer to
ensure that the procedures at the school are proportionate, effective and
appropriate.
Our Teachers on school-led visits act as employees of the Proprietor,
whether the visit takes place within normal working hours or outside those
hours. Our Teachers will do their best to ensure the health and safety
of everyone in the group and act as any prudent and reasonable parent
would do in the same circumstances.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
They will:
• follow the instructions of the Group Leader and help with control and
discipline;
• consider stopping the visit or the activity, notifying the Group Leader, if
they
• think the risk to the health or safety of the students in their charge is
unacceptable;
• ensure everyone receives the risk assessments and lesson plans for the
trip before the day.
• is aware of any changes locally to health and safety at the venue.
• ensure all students have high visibility vests with FHH contact details
on it and that everyone with responsibility for a student also has a high
visibility vest.
• be aware of potential conflicts of interest if their own children are
members of the group and discuss beforehand with the Group Leader.
• ensure that headcounts are taken regularly throughout the visit, that
medication is kept with the person responsible for that student, at all
times, and that emergency contact details are immediately available
should they be needed.
THE GROUP LEADER
TRAINING
The Group Leader, who is the person with overall responsibility for the
administration, programme, supervision and conduct of the venture,
is an important part of the health and safety and good practice support
system. Our Group Leaders should demonstrate the ability to undertake a
comprehensive review of the needs of the venture and in particular be able
to risk assess the locations, groups travelling and leader competencies,
in order to put good risk management procedures in place, that they can
monitor and use. Relevant experience is essential along with accepting the
need to:
Our Proprietor ensures that staff are given the health and safety training
they need for their job. This certainly doesn’t mean that all employees
have to attend a training course. It may simply mean providing them with
basic instructions or information about health and safety in the school.
Staff who do work which involves a greater element of risk, such as using
woodworking machines, will need more training. There is more information
available at http://www.hse.gov.uk/simple-health-safety/provide.htm
• agree specific roles, responsibilities and communications systems;
• agree incident and emergency procedures, the who, where and what of
such situations;
• agree what will happen if the practicalities of the day require a major
adaption of the programme (ongoing risk assessment);
• have high expectations of what the children, young people and the
venture can achieve.
• arrange a team meeting prior to the visit taking place.
PARENTS
The Group Leader will ensure that parents are given sufficient information
in writing and are invited to any briefing sessions, so that they are able to
make an informed decision on whether their child should go on the visit.
This should include proposals for alternative activities in case, for example,
adverse weather conditions prevent the intended activity taking place.
Reasonable adjustments will be made for disabled children.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
The Group Leader will also tell parents how they can help prepare their
child for the visit by, for example:
• reinforcing the visit’s code of conduct;
• understanding the clothing and footwear that will be required and
ensuring that this is provided;
• parents will be informed of the arrangements for sending a student
home early and will normally be required to meet the costs of such
arrangements;
PARENTAL CONSENT TO OFFSITE ACTIVITIES
Although written consent from parents may not be required for students
to take part in the majority of off-site activities organised by our school, as
most of these activities take place during school hours and are a normal
part of a child’s education at our school, we do gain this consent. However,
parents should be told where their child will be at all times and of any extra
safety measures required.
Written consent is always requested for activities that need a higher level
of risk management or those that take place outside school hours. We
have adapted the DfE “one-off” consent form which we ask parents to sign
when a child enrols at our school. This will cover a child’s participation in
any of these types of activities throughout their time at the school. These
include adventure activities, off-site sporting fixtures outside the school
day, residential visits and all off-site activities for nursery schools which
take place at any time (including during school holidays or at the weekend).
The form is available at:
http://www.education.gov.uk/schools/adminandfinance/healthandsafety
Our parents are told in advance of each activity and must be given the
opportunity to withdraw their child from any particular school trip or activity
covered by the form. Parents contribute to the success of the visit by;
• understanding the objectives of the visit;
• giving written consent to transport arrangements;
• giving written consent to all emergency and other medical or dental
treatment necessary for the safety and well-being of the child;
• giving clear information where relevant on their child’s ability or inability
to swim;
• providing clear information on their child’s health and any special needs;
• giving permission for medical attention or medication if required;
• ensuring that there are clear contact arrangements.
Our School has a written policy setting out the behaviour expected of
parents on the premises and the procedures that will happen when the
school wishes to restrict a parent’s access to school premises. A parent
who has been banned from entering school premises is trespassing if he
or she does so without permission.
VOLUNTEERS AND OTHER RESPONSIBLE ADULTS
Parents do not normally accompany students and staff on school visits.
However, in exceptional circumstances, parents may be used as a
supplement to the staff but will not be taken into account in the calculation
of the minimum number of staff required to supervise the group as set out
above.
Parents or other responsible adults will only be allowed to accompany a
residential educational visit if Disclosure and Barring Service (DBS) checks
have been made. Parents, other voluntary staff or helpers including nonteaching staff must be fully aware of the visit risk assessment, itinerary,
special instructions, emergency procedures and any other relevant
information, along with their role, duties and responsibilities.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
Non-school employed adults acting as supervisors must:
WHAT OUR STAFF SHOULD EXPECT FROM OUR SCHOOL
• follow the instructions of the Group Leader and employed staff and help
with control and discipline;
‘Teachers should expect their schools to have procedures that encourage
participation, are proportionate to the level of risk and avoid bureaucracy.’
• speak to the Group Leader or employed staff if concerned about the
health or safety of young people at any time during the visit;
Our school ensures that the precautions proposed are proportionate to the
risks involved, and that our paperwork is easy to use. We also take account
of assessments and procedures of any other organisations involved, and
ensure that communications with others are clear. Our arrangements also
ensure that;
• never be in sole charge of the young persons or remote from the
support of the Group Leader or other supervisors.
CHILDREN AND YOUNG PEOPLE
An essential aspect for the school policy is that all groups are made aware
and active in the process of managing the visit or venture as they can be.
Procedures, group and supervision strategies must be explained and
understood. Individual and group responsibilities need to be clear, as
well as the rewards and sanctions for ensuring they are kept to. A code of
conduct, negotiated and agreed in an acceptable way, is a key component of
educational visits e.g. communication, behaviour, dress, group supervision
and ‘down time’. It may be necessary to have individual behaviour contracts
with some young people, signed by themselves and their parents. Everyone
should be as risk aware as is realistic.
CHILDREN ACCOMPANYING STAFF
Under ordinary circumstances, staff do not bring their own children on a
school visit. All staff must be aware of the problems that can arise when
their own children accompany a particular visit or activity. In these situations
a conflict of role may occur. In the very exceptional circumstances when a
member of our staff do take their own children on a visit or activity the
member of staff must seek permission from the Head of School prior
to the visit and will not be included in the staffing ratios unless they are
supervising at all times a group which does not include their own child.
• risk assessment focuses attentions on real risks – not risks that are
trivial and fanciful;
• proportionate systems are in place – so that trips presenting lower-risk
activities are quick and easy to organise, and higher-risk activities (such
as water-based activities) are properly planned and assessed;
• those planning the trips are properly supported – so that staff can
readily check if they have taken sufficient precautions or whether they
should do more;
• Staff are given the training they need to keep themselves and children
safe and manage the risks effectively.
WHAT OUR SCHOOL, STUDENTS AND PARENTS SHOULD
EXPECT FROM THE STAFF
‘Those running school trips need to focus on the risks and the benefits
to people – not the paperwork.’
Our staff running school trips should clearly communicate information
about the planned activities to colleagues and students (and parents where
appropriate). This should explain what the precautions are and why they
are necessary.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
Those running school trips act responsibly by:
TACKLING MYTHS ABOUT LEGAL ACTION
• putting sensible precautions in place, and making sure these work in
practice;
We understand that some schools and teachers worry about being
prosecuted if an accident occurs. The HSE policy statement School trips and
outdoor learning activities: Tackling the health and safety myths explains
that HSE’s main interest is in real risks arising from serious breaches of the
law, such as a trip leader taking students canoeing but not ensuring they
were all wearing buoyancy equipment.
• knowing when and how to apply contingency plans where they are
necessary;
• heeding advice and warnings from others, for example those with local
knowledge or specialist expertise (especially in respect of higher-risk
activities).
WHAT DOES ASSESSING MANAGING RISKS MEAN?
Health and safety law often refers to risk assessment and risk management.
These are terms used to describe the process of thinking about the risks
of any activities and taking steps to counter them. A written assessment is
not required for every activity. Our teachers and therapists should assume
they only need to carry out a written risk assessment in exceptional
circumstances. Where a risk assessment is carried out, the Head of School
must record the significant findings of the assessment.
Some activities, especially those happening away from school such as
mountaineering, canoeing sailing, involve higher levels of risk. In these
cases an assessment of significant risks should be carried out. Our Head of
School ensures that the person assessing the risks understands the risks
and is familiar with the activity that is planned. We consider it necessary
to have and therefore implement a risk assessment every time our school
takes students to a local venue such as a swimming pool, parks or museums.
Our school will always take a common sense and proportionate
approach, remembering that in schools the purpose of risk assessment
and management is to help children to undertake activities safely, not to
prevent activities from taking place. We cannot remove risk altogether and
we do not require needless or unhelpful paperwork.
The Statement makes clear that HSE wants to encourage all schools and
local authorities to remove wasteful bureaucracy – so that they focus only
on real risks and not on paperwork. It also explains what HSE takes into
account when deciding whether to prosecute following an accident. This
might include the severity of the injury, how far good practice was followed,
and the seriousness of the breach of the law and whether it is in the public
interest to prosecute. More details can be found at http://www.hse.gov.uk/
enforce/enforcepolicy.htm. Criminal cases relating to accidents in schools
are very rare. Sometimes civil proceedings in negligence can be taken
against an employer or an individual member of staff. However, legal action
for negligence against schools is only likely to be successful if:
• the school has not taken care of a child in a way that a prudent parent
would have done;
• as a result, the child has been injured; and
• the injury was a foreseeable consequence.
RISK ASSESSMENTS
Risk assessment and risk management are legal requirements. For
educational visits, they involve the careful examination of what could cause
harm during the visit and whether enough precautions have been taken
or whether more should be done. The aim is to make sure no one gets
hurt or becomes ill. The control measures should be understood by those
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
involved. Risk assessments should explicitly cover how special educational
needs and medical needs are to be addressed. The programme of a
visit should include details of contingency measures. The group leader in
consultation with the Education Visits Coordinator (EVC) assesses potential
risks of a proposed visit, and concludes the necessary safety measures
which need to be put in place to minimise these risks. Risk assessment/s
will be drawn up before the activity, if relevant adapted from a generic
model, signed off by the Head of School, who is also the EVC, and copies
given to all staff involved.
Risk assessment for educational visits can be usefully considered as having
three levels:
• generic activity risk assessments, which are likely to apply to the activity
wherever and whenever it takes place;
• visit/site specific risk assessments which will differ from place to place
and group to group; and
• ongoing risk assessments that take account of, for example, illness of
staff or children, changes of weather, availability of preferred activity.
The risk assessment should take into account the type of visit, location,
means of transport, number of children, staff ratios required, competence
and first aid experience of participating staff, required level of first aid
equipment, age of children, possible weather conditions, participation of
children with particular medical requirements, emergency procedures
in the case of a child requiring medical treatment, insurance for the visit,
appropriateness, insurance cover of any external providers and operators
involved in transport – ensuring that all transport providers have the
required Public Service Vehicle operators’ licence. For all trips a pre-visit
will be undertaken to enable the Group Leader to identify any potential
hazards. Issues identified by exploratory visits must be satisfactorily
resolved within the risk assessment.
INFORMATION COLLECTED AND DISTRIBUTED PRIOR TO
TRIPS AND VISITS
Parents/guardians will be fully informed in writing about the trip or visit
well in advance. Where appropriate (particularly in the case of any trip to
last longer than one day) Parents/guardians and children will be invited
to the school to discuss details with the trip organisers. Care will be taken
to ensure that those accompanying the trip are fully informed about the
special or medical needs of any students participating.
Consent forms for emergency medical treatment and emergency contact
numbers will be provided. Parents/guardians will always be given the code
of conduct and details relating to standards of behaviour expected from
children during the visit. Parents/guardians should also be advised that the
school reserves the right to exclude a student from a visit on behavioural
grounds. Trip organisers will ensure that all students involved in the
excursion have been properly prepared and briefed.
INSURANCE
The employer has, as required by law, appropriate insurance in place.
This is expanded to cover international expeditions. Under the school’s
insurance, cover is as follows: Employer’s liability covers the legal liability
to all employees, the indemnity £20 million for each occurrence. Public
liability covers claims for injury to students and third parties, including
those on school organised trips to a limit of £20 million in any one accident
or incident. This covers liability if using private vehicles on behalf of the
school. Cover is worldwide. Students’ personal accident scheme covers all
students automatically, worldwide, with a set scale of benefits.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
TRANSPORT
We only hire taxis, minibuses and coaches which are approved by the
local authority, where drivers are DBS checked and each seat has either a
seatbelt or a booster seat as is applicable. In advance of the trip students
will be given clear safety instructions based on the risks associated with
the particular type of travel. Children must sit only two to a double seat.
Seat belts must be worn and where appropriate booster car seats should
be used. All drivers of the school mini-bus must have undertaken an
appropriate training course. In cases of long journeys, students will be
given the opportunity to exercise after reasonable intervals. First-aid kits,
medication, medical protocols and emergency contact details of parents
must be carried and be readily available throughout the visit.
DRIVERS
Those authorised to drive any students in the party should normally:
• be at least of the minimum age required by the local authority and its
outdoor education adviser in relation to each vehicle ( and under 71);
and
• have a minimum of two years’ driving experience; and
• have acquired some experience in handling the size or type of vehicle
that will be used and is MIDAS trained; and
• hold a current driving licence valid in the country of use; and
• never have been disqualified.
Each driver must be personally satisfied that:
• the driver is covered by insurance in respect of liability to passengers
and others; and
• the driver has made all necessary disclosures of material facts to the
insurers, for example any particular problems relating to health; and
• the vehicle is roadworthy; and
• the driver has not consumed alcoholic liquor within twelve hours before
or while in charge of the vehicle;
• the driver carries evidence of insurance.
SAFETY ON SCHOOL VISITS – CRITERIA FOR SELECTING
TOUR OPERATORS
Our EVC requires a copy of the tour operator’s safety management system.
The safety management system must define how the tour operator
manages safety for the component parts of the visit and show how they are
diligent in checking the safety of hotels and transport. The tour operator
must provide details of independent checks made by appropriate external
organisations on their safety management system along with certificates
of bonding the company to registered bodies, list of staff in charge of our
children showing qualifications and competences, motor insurance, legal
and public liability insurance. All documents are to be made available to
the school and are to be available for parents in the school office, if they
wish. It is the school’s policy to travel only with a company or use an activity
centre that has an external verified management system. It is likely that
supervision will be by a combination of teachers, support staff and parents.
The school uses recognised accommodation by the authorities in the
country being visited. The school does not use host families where there
is no equivalent to the UK enhanced DBS procedure. The staffing ratio will
vary according to:
• The activity concerned;
• students’ age and sex;
• location;
• efficient use of resources.
There will be sufficient adults in the group to cover an emergency.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
ADVENTUROUS ACTIVITIES
DAY TRIPS
Where adventurous activities are involved it is important that those leading
and instructing the activities are appropriately qualified and competent.
Such activities will usually be undertaken at a licensed and approved centre.
Parents/guardians will be informed in writing of any adventurous activities
that may be undertaken such as caving, abseiling, high ropes, climbing, etc.
A copy of the risk assessment, including student details and Group Leader
contact details will be held in the School Office which will act as a contact
point. All staff with responsibility for students on the trip, will have a mobile
phone with them at all times.
FIRST AID
All employees will as a minimum hold the ‘Appointed Person’ one day
course of emergency first aid. Ideally a ‘Full First Aider’ who holds the full
(3-day) course with a training establishment approved by the Health and
Safety Executive will be in attendance. All staff will have completed the one
day first aid training.
CRITICAL INCIDENT/EMERGENCY PROCEDURES
The Group Leader and other members of staff have a duty of care to
ensure that all students are safe and healthy. They also have a common law
duty to act as a reasonably prudent parent would. In an emergency there
should be no hesitation to act and to take life-saving action if necessary. All
necessary steps should be taken in advance of any visit to assess all risks
and take necessary precautions.
The detailed actions to be taken by the Group Leader in the event of a
serious accident/incident can be found in the school’s School Emergency
Plan. The Emergency Plan states that the Proprietor, will hold all emergency
contact details in the event of a critical incident. All staff will have both the
Head of School and Head of Boarding contact details in the event that
either person cannot be contacted in a critical incident.
RESIDENTIAL TRIPS
Every group will have a named contact and this will normally be responsible
persons designated by the Head of School or the Proprietor with whom
they will have exchanged telephone numbers and all relevant information
about the trip. The School Office will also have a phone number(s) where
the party can be reached while away from school.
ACCOUNTING FOR INDIVIDUAL STUDENTS
The Group Leader will ensure that each student who is not under visual
supervision is accounted for. This means the Group Leader will know the
identity, whereabouts and expected time and place of return of the student.
MOBILE PHONES/STUDENTS’ PROPERTY
Mobile phones can be very useful in emergencies. However, there are
reasons why their use by students should be restricted on educational
visits, for example:
• mobile phones can act as distractions, preventing students from making
full use of the educational opportunities offered by the visit;
• carrying such phones can expose students to the risk of mugging and
street violence;
• loss or theft of phones can involve Group Leaders in time consuming
reporting procedures;
• homesickness may be made worse by frequent use of mobile phones.
POLICY:
EDUCATIONAL VISITS AND OFF-SITE ACTIVITIES
For each visit, the Group Leader will formulate a clear policy on the use
of mobile phones which will be circulated to parents and students well in
advance of the visit. Such a policy may vary depending on the type of visit,
from a total ban on students’ phones to a system of phones being left with
adults during the day, to be used for a restricted time in the evening.
The Group Leader and every adult with responsibility for a child during
the visit will carry a fully charged mobile phone at all times and will ensure
that an emergency contact at the school has the relevant numbers. Similar
rules will apply to all items of personal property including for example,
cameras. Parents are requested not to send students on visits carrying
expensive equipment that may attract thieves or be lost or broken. In any
event, students will be responsible for all items of personal property taken
on the visit.
SAFEGUARDING AND CHILD PROTECTION
The The National Mathematics and Science College Safeguarding and
Protection Policy and Procedures (available on the website and on request
from the school office) will apply during educational visits. The Group
Leader will carry out the duties of the Designated Person or will name
an appropriate adult supervisor to do so. Any incident amounting to an
allegation or suspicion of abuse which occurs whilst on the educational
visit will be dealt with appropriately at the time and will be immediately
reported to the Head of School.
RESPONSIBILITIES OF STUDENTS
The Group Leader will make it clear to students that they must:
• not take unnecessary risks;
• follow the instructions of the Group Leader and other supervisors
including those at the venue of the visit;
• dress and behave sensibly and responsibly, using safety equipment as
instructed;
• be sensitive to local codes and customs;
• look out for anything that might hurt or threaten themselves or anyone
in the group and tell the Group Leader or supervisor about it.
Any students whose behaviour may be considered to be a danger to
themselves or to the group may be stopped from going on the visit.
Reasonable adjustments will be made for disabled children.
ILLNESS WHEN ABROAD
The European Health Insurance Card (EHIC) can be obtained free of
charge. This can be applied for on-line, by phone or by post. See www.ehic.
org.uk. This card allows reduced price or free medical treatment whilst
visiting a European Union (EU) country, Iceland, Liechtenstein, Norway or
Switzerland.
EVALUATION
Upon return to school from a trip abroad, a review and evaluation should
be carried out as soon as possible. A copy of the completed form should
be given to the Head of School within one week of your return to school.
Leaders should also ensure that upon completion of a visit or activity a
complete file of names, addresses, insurance arrangements, contacts,
procedures, etc. is kept for at least three years. This information would be
required in the event of any future claim arising from any incident that may
occur on the visit.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy, which applies to the whole college, may be obtained (in large print or other accessible format if required) from the College Office. All employees should read this policy in conjunction with our Health and Safety Policy.
LEGAL STATUS
The school complies with the Regulatory Requirements, Part 3, Paragraph 12 of the Education (Independent School Standards (England) (Amendment) Regulations.
Health and Safety Department of Education (DfE) advice on legal duties and powers for local authorities, Head of Schools, staff and governing bodies (DfE June 2013)
Health and Safety Executive (HSE) School trips and outdoor learning activities tackling the health and safety myths (HSE July 2011)
The school has regard to guidance and advice from the Outdoor Education Advisory Panel (OEAP 2013)
RELATED DOCUMENTS
Essential Guidance by OEAP (on-going)
Health and Safety policies
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Proprietor. The Proprietor will undertake a formal review of this policy for the purpose of monitoring and of the efficiency with which the related duties
have been discharged, by no later than two years from the date shown below, or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
FIRST AID
POLICY:
FIRST AID
FIRST AID POLICY
Policy Statement:
The National Mathematics and Science College will undertake to ensure
compliance with all the relevant legislation with regard to the provision
of First Aid for pupils, staff, parents and visitors. We will ensure that
procedures are in place to meet that responsibility. This policy should be
read in conjunction with The National Mathematics and Science College’s
Health and Safety policy and policy on Safeguarding children on school
visits. It will be reviewed annually.
Aims and Objectives:
• To inform staff, parents and pupils of the First Aid arrangements at The
National Mathematics and Science College.
• To report, record and where appropriate investigate all accidents.
• To keep accident records and to report to the HSE as required under the
Reporting of Injuries, Diseases and Dangerous Occurrences Regulation
(RIDDOR) in force at the time.
First Aid Provision:
First Aid kits will be available in the following locations:
• Administration Office
• The Main Reception area
• To identify the First Aid needs of The National Mathematics and Science
College in line with current legislation regarding the Management of
Health and Safety at Work Regulations.
• The Science Preparatory Room
• To ensure that First Aid provision is available at all times whilst people
are on the premises and on premises used by the school.
• Portable First Aid kit 2 for sports outing use - Kept at Reception and to
be signed out
• To ensure that when recruiting staff, an appropriate number of successful
candidates hold relevant First Aid qualifications and have been suitably
trained, or are prepared to undertake training.
• Portable First Aid kit 3 for sports outing use – Kept at Reception and to
be signed out
• To maintain a record of all First Aid training at The National Mathematics
and Science College and to review First Aid needs and procedures
annually.
• To provide ongoing training and ensure monitoring of training needs.
• To provide sufficient appropriate resources and facilities.
• To provide awareness of Health and Safety issues within The National
Mathematics and Science College and on school trips to prevent, where
possible, potential dangers or accidents.
• Portable First Aid kit 1 for general outing use – Kept at Reception and to
be signed out
• The Lead First Aider will check the contents of kits every half term and
restock as necessary. A kit should also be checked every time it has
been used. It is the responsibility of the person who opened the First Aid
box to report this fact to Reception.
• The First Aid/Medical room will be located in the ground floor corridor
of the school block. At no time should an injured or seriously ill person
be left unattended in the designated room.
• There are also two First Aid/Medical rooms in the boarding
accommodation.
POLICY:
FIRST AID
• All members of staff, teaching and support, must ensure they have read
this First aid Policy.
DEFINITIONS
First Aid
The arrangements in place are to initially manage any injury or illness
suffered at work. It does not matter if the injury or illness was caused by the
work being carried out. It does not include giving of any tablets or medicine
to treat illness.
Full First Aider
A person who has completed a full (3-day) course of first aid training with
a training establishment approved by the Health and Safety Executive, and
holds a current certificate.
Full Paediatric First Aider
A person who has completed a full (2-day) course of first aid training with
a training establishment approved by the Health and Safety Executive, and
holds a current certificate.
Appointed Person
A person who has completed a 1-day course of emergency first aid from a
competent trainer and holds a current certificate.
First Aid Facilities
• The Head of School must ensure that the appropriate number of firstaid containers are available according to the risk assessment of the site.
See Health and Safety Executive (HSE) guidelines on recommended and
mandatory contents;
• All first-aid containers must be marked with a white cross on a green
background;
• Sports First Aid Kits are stored in Blue first aid bags
• First aid containers always accompany the children when using any
specialist facilities and during any offsite activity / educational visit. First
aid containers must accompany Physical Education (PE) teachers offsite;
• All vehicles carry a first aid kit - this is the responsibility of the school
travel providers. Sports staff will always carry first aid boxes to all
activities off site;
• First aid containers should be kept near to hand washing facilities;
• Spare stock should be kept in school; and (is there meant to be
something added here?)
• Responsibility for checking and restocking the first-aid containers is that
of the First Aider Officer. The First Aiders must notify reception or the
First Aid officer any necessity of restocking of the First Aid boxes.
First Aid Training
Gillian Mason (who is the Matron), is responsible for ensuring that there is
an adequate number of qualified First Aiders/Appointed persons. The list of
staff with current First Aid Certificates is available from Reception, the Staff
Room and Medical Room. A list of First Aid qualifications is saved at the
end of this policy. All First Aid qualifications are updated every three years
in accordance with regulations. The National Mathematics and Science
College will organise an annual three day first aid training course in–house
for all staff in the sports department and trip leaders. Support staff will
receive Emergency First Aid training on an annual basis.
POLICY:
FIRST AID
Relevant members of staff will be trained annually in the use and
administration of Epipens. A list of all pupils who may require this treatment
will be held at Reception and the medical room and notified to all staff at
the start of each academic year.
Policy on First Aid in School
All staff, both teaching and non-teaching, are responsible for dealing
with minor incidents requiring first aid. During lesson time, first aid is
administered by a qualified class teacher or support staff, or one of the
First Aid Officers. If an accident occurs in the playground and first aid is
required, then one of the staff on duty in the playground, who is qualified,
can assist, or if they are not qualified, they should come to reception or the
school office and request the assistance of the child’s class teacher or the
first aid officer.
that a sufficient back-up stock is held on site. Notices will be displayed
in prominent locations throughout the establishment identifying how
to summon first aid in an emergency, who the first aiders are and their
contact number and location details. All first aid-signs and containers must
be identified by a white cross on a green background. A written record will
be kept of all first-aid administered either on the school premises or as
part of a school related activity.
The First Aiders’ procedure for dealing with sick or injured pupils
1. Ascertain by inspection and discussion with child or staff member the
nature of the child’s injury or illness.
2. Comfort or advise as necessary. This may be sufficient and child can
return to class or break. Inform staff member of nature of any concerns
if appropriate.
The First Aiders are authorised to apply dressings and compresses and take
reasonable steps to facilitate symptom relief. Fully stocked First Aid kits are
available from reception and the Medical Room. Any action taken should
be recorded. Accidents of a more serious nature should be recorded on an
incident/accident report form, and if serious, parents should be informed
by telephone. If an injury or illness involves spillage of body fluids gloves
should be worn.
3. Treat injury or illness if required. Clean wound with antiseptic wipe or
running water and cover with a plaster if still bleeding and no allergy
exists.
If there is any concern about the first aid which should be administered
then the First Aid Officer must be consulted.
6. If problem persists, or there are doubts as to the seriousness of any
injury, then parent(s) will be telephoned and asked what they would like
to do. If he/she wishes to collect their child, appropriate arrangements
are made.
The arrangements for first-aid provision will be adequate to cope with all
foreseeable incidents. The number of designated first-aiders will not, at
any time, be less than the number required by law. This is determined
by risk assessment (Local Authority guidance). Designated staff will be
given such training in first-aid techniques as is required to give them an
appropriate level of competence. The Matron is responsible for ensuring
4. Record action taken in the Incident/Accident Form Book held in
reception. If serious injury, complete an accident record form and give a
copy to the Head to sign.
5. If child is then well enough he/she will return to class.
7. If a severe illness or injury is suspected then the emergency services will
be called and the support staff will contact the parents to inform them.
No pupil will travel in an ambulance unaccompanied.
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8. If any issue arises during treatment or discussion with the pupil that
the First Aid Officer feels should be taken further, she/he will telephone
or speak to the parents and/or the Designated Safeguarding Officer or
most appropriate member of staff.
N.B. The First Aiders will have up to date Emergency First Aid training and
some will have a full and current First Aid at Work Certificate. They are not,
however, medically qualified and hence cannot give medical advice.
First Aid and Accident Reporting Procedures:
A First Aid box is held at Reception and other key areas and three portable
boxes are available from Reception for off site visits etc. The names of
all qualified First Aiders will be circulated to all staff and a copy held at
Reception.
The person responsible for administering the accident reporting procedure,
the notification of serious accidents causing death or major injury and
dangerous occurrences is Claire Wood or for minor injuries, the designated
Receptionist. The incident/accident report book and report forms for all
injuries and the procedures to be followed are clearly outlined in the First
Aid policy. The arrangement for First Aid for sports, outdoor pursuits and
field trips are the responsibility of the Party Leader and supervising staff.
Incident Reporting:
All incidents/injuries/minor head injuries and treatment will be recorded
on the ‘Incident/Accident Report Book’ which is kept at Reception, by the
named Receptionist. The First Aid Officer or named Receptionist will contact
the parents if there are any concerns about an injury or should a pupil
need to be sent home through illness. Any significant injury also needs to
be entered in the Accident Book, which is signed by the Head. This will be
completed by the person administering First Aid and by the person who
has dealt with the accident. At the earliest opportunity it should be signed
by the person who was the subject of the injury. These records are kept
for 7 years. If the nature of the accident involves contacting ‘Reporting of
Injuries, Diseases and Dangerous Occurrences Regulations’ (RIDDOR), the
Matron will be the person designated to undertake this on behalf of The
National Mathematics and Science College.
SHARING OF INFORMATION
At the start of each academic year Gillian Mason will inform all members of
staff of the updated list of pupils who are known to have medical conditions/
problems. This list will be reviewed each time a pupil is to be added or
deleted from the list. Medical details of pupils for out of school visits can
be obtained from the school office and these are taken on all school visits.
For overseas or residential trips, up to date medical consent forms will be
obtained for all pupils attending.
Reporting to Parents
In the event of accident or injury, parents must be informed as soon as
practicable. The member of staff in charge at the time will decide how and
when this information should be communicated, in consultation with the
Head if necessary. Parents are always called if there is a head injury, no
matter how apparently minor.
Accidents involving Staff
Work related accidents resulting in death or major injury (including as
a result of physical violence) must be reported immediately to the HSE
without delay (major injury examples: dislocation of hip, knee or shoulder;
amputation; loss of sight; fracture other than to fingers, toes or thumbs).
All accidents must be reported in the Staff/Visitor Incident Record Book.
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Work related accidents which prevent the injured person from continuing
with his/her normal work for more than three days must be reported to the
HR Administrator within 10 days. In cases of work related diseases a doctor
must notify the School (for example: certain poisonings; lung diseases;
infections such as tuberculosis or hepatitis; occupational cancer). Certain
dangerous occurrences (near misses - reportable examples: bursting of
closed pipes; electrical short circuit causing fire; accidental release of any
substance that may cause injury to health) must also be reported to the
school Health and Safety Officer.
Accidents involving pupils or visitors
Accidents where the person is killed or is taken from the site of the accident
to hospital and where the accident arises out of or in connection with the
following need to be reported without delay to HSE, followed by Form
F2508:
• any School activity (on or off the premises);
• the way a School activity has been organised or managed (e.g. the
supervision of a field trip);
• equipment, machinery or substances; or
• the design or condition of the premises
For more information on how and what to report to the HSE, please see:
http://www.hse.gov.uk/riddor/index.htm.
It is also possible to report online via this link
PRACTICAL ARRANGEMENTS AT THE POINT OF NEED
Head Injuries:
Accidents involving the head can be problematic because the injury may
not be evident, e.g. internal and the effects only become noticeable after a
period of time. Even if the injury is minor, all head injuries should be closely
monitored and the incident/accident report form should be completed,
with a copy given to parents. Any serious head injury should always be
referred for hospital treatment following the emergency procedures below.
Emergency procedures:
Where the injury is an emergency, an ambulance must be called following
which the parents will be contacted.
Where hospital treatment is required but it is not an emergency, the
Receptionist will contact the parents for them to take over the responsibility
of the pupil.
In the event that the parents, or the person designated by the parents
cannot be contacted, a member of the staff of the school will be asked to
accompany the pupil to the hospital and remain with them until the parents
can be contacted and arrive to take over responsibility. The parents will be
asked to keep the Head or Deputy Head fully updated of developments.
An ambulance must always be called:
• in the event of a serious injury;
• in the event of any significant head injury;
• in the event of a period of unconsciousness;
• whenever there is a possibility of a fracture or where this is suspected;
• in the event of a severe allergic reaction.
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Hygiene/Infection control:
• In order for The National Mathematics and Science College to upkeep
hygiene standards and reduce the risk of infections spreading:
• hands must be washed before and after giving First Aid;
• single-use disposable gloves must be worn when treatment involves
blood or other body fluids;
• any soiled dressings etc must be put in a clinical waste bag and disposed
of appropriately;
• any body fluids on the floor should have absorbent granules sprinkled
on them and be swept up with the designated dustpan and brush. If
possible the area should be bleached;
• body fluid spillages on hard surfaces should be cleaned up and then
bleached; and
• exposed cuts and abrasions should always be covered.
Pupils with infectious diseases will not be allowed into school until deemed
safe by their GP or the relevant local Health Authority.
ANNEX A:
Basic First Aid
Knowing what to do in an emergency is vitally important. Consider getting
some first aid training and a first aid kit, and familiarise yourself with how
to deal with some of the more common situations opposite. If someone
is injured, the following steps will keep them as safe as possible until
professional help arrives:
• Keep calm;
• If people are seriously injured call 999 / 122 immediately; contact the
First Aid Officer;
• Make sure you and the injured person are not in danger;
• Assess the injured person carefully and act on your findings using the
basic first aid steps below; and
• Keep an eye on the injured person’s condition until the emergency
services arrive.
UNCONSCIOUSNESS
BLEEDING
If the person is unconscious with no obvious sign
of life, call 999 / 112 and ask for an ambulance.
If you or any bystander has the necessary skills,
give them mouth-to-mouth resuscitation while
you wait for the emergency services.
Control severe bleeding by applying firm
pressure to the wound using a clean, dry dressing
and raise it above the level of the heart. Lay the
person down, reassure them, keep them warm
and loosen tight clothing.
BURNS
BROKEN BONES
For all burns, cool with water for at least 10
minutes. Do not apply dry dressings, keep the
patient warm and call an ambulance.
Try to avoid as much movement as possible.
Embedded Objects and Splinters
An object embedded in a wound (other than a small splinter) should not be
removed as it may be stemming bleeding, or further damage may result. In
principle leave splinter in place, carefully clean the area with warm soapy
water; use sterile dressing to cover it. Report to parents and if the child is
particularly uncomfortable contact parents.
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ANNEX B: ANAPHYLAXIS
What is anaphylaxis?
Anaphylaxis is an acute allergic reaction requiring urgent medical attention.
It can be triggered by a variety of allergies, the most common of which
are contained in food (e.g. dairy products, nuts, peanuts, shellfish), certain
drugs and the venom of stinging insects (e.g. bees, wasps, hornets). In its
most severe form the condition can be life-threatening.
Symptoms of anaphylaxis usually occur after exposure to the causative
agent and may include itching, swelling of the throat and tongue, difficulty
in swallowing, rashes appearing anywhere on the body, abdominal cramps
and nausea, increased heart rate, difficulty in breathing, collapse and
unconsciousness. No pupil would necessarily experience all of these
symptoms at the same time.
Medication and Control
Medication to treat anaphylactic reactions includes antihistamines, an
adrenaline inhaler, or an adrenaline injection. The adrenaline injections
most commonly prescribed are administered by an EpiPen, a device which
looks like a fountain pen and which is pre-loaded with the correct dose of
adrenaline. The injections are easy to administer, usually into the fleshy
part of the thigh either directly or through light clothing. Pupils with severe
allergies and a prescribed EpiPen will have an individual Health Care Plan
will full details of their allergy and treatment. This is signed by the parents
and kept in the pupil’s file.
Medication for an individual pupil must be kept in a locked cabinet which
is readily accessible, in accordance with the School’s Health and Safety
policy. If a pupil has an EpiPen it is particularly important that this is easily
accessible throughout the school day. Medication must be clearly marked
with the pupil’s name and should be updated on a regular basis. It is the
parents’ responsibility to ensure that any medication retained at the school
is within its expiry date.
It is important that key staff in the School are aware of the pupil’s
condition and of where the pupil’s medication is kept, as it is
likely to be needed urgently.
It is not possible to overdose using an EpiPen as it only contains a single
dose. In cases of doubt, it is better to give a pupil experiencing an allergic
reaction an injection rather than hold back. All pupils who have anaphylaxis
will require a medical consent form which parents or guardians should
complete prior to starting at The National Mathematics and Science College.
The medical consent form should give basic details and indicate whether
in some circumstances the pupil should be allowed to carry medication
on his/her person around the School. This will be kept with the pupil’s file.
Following discussion with the pupil and his/her parents, individual decisions
should be made as to whether to provide basic information on the pupil’s
condition to his/her peer group so that they are aware of their classmate’s
needs and of the requirement for urgent action should an allergic reaction
occur. Fellow pupils should also be advised not to share food or drink with
a pupil who is likely to experience an anaphylactic reaction.
Managing Pupils with Anaphylaxis
• Staff should be aware of those pupils under their supervision who have
a severe allergy resulting in anaphylaxis.
• The Health Care Plan is kept up to date, with any further allergic reactions
that may develop.
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• Staff should ensure that all pupils who have an EpiPen prescribed to
them are aware that the EpiPen is kept in the medical room.
What to do if a pupil has an anaphylactic reaction
• Staff should ensure that they have some knowledge of what to do if a
pupil has an anaphylactic reaction. (Staff to seek advice from the First
Aid Officer).
Ensure that a paramedic ambulance has been called, stay calm and
reassure the pupil, encourage the pupil to administer their own medication
as taught or administer the medication by a trained member of staff,
summon assistance immediately from the First Aid Officer and liaise with
the Head about contacting parents.
• If a pupil feels unwell, the First Aid Officer should be contacted for advice.
• A pupil should always be accompanied to the hospital or GP surgery by
a member of staff if the parents are not available.
ANNEX C: ASTHMA
Away Trips:
What is Asthma?
A member of staff trained in the administration of medication should
accompany the trip, taking responsibility for the safe storage of pupils
medication, if the pupils cannot carry it themselves (See EpiPen policy)
Pupils with asthma have airways which narrow as a reaction to various
triggers. The triggers vary between individuals but common ones include
viral infections, cold air, grass pollen, animal fur, house dust mites and
passive smoking. Exercise and stress can also precipitate asthma attacks
in susceptible cases. The narrowing or obstruction of the airways causes
difficulty in breathing and can be alleviated with treatment. Asthma attacks
are characterised by coughing, wheeziness, an inability to speak properly,
and difficulty in breathing, especially breathing out. The pupil may become
distressed and anxious and in very severe attacks the pupil’s skin and lips
may turn blue.
Staff supervising the trip must be aware of the pupil’s condition and of any
relevant emergency procedures.
Issues which may affect learning
Pupils with anaphylaxis should be encouraged to participate as fully as
possible in all aspects of school life. It is not possible to ensure that a
pupil will not come into contact with an allergen during the school day
but schools should bear in mind the potential risk to such pupils in the
following circumstances and seek to minimize risk whenever possible.
What are the main symptoms?
Itching or presence of a rash, swelling of the throat, difficulty in swallowing,
difficulty in breathing, increased heart rate and unconsciousness
Medication and control
Medication to treat the symptoms of asthma usually comes in the form of
inhalers which in most cases are colour coded. Instructions will be given
on the medication as to which colour coding is relevant to inhaler use in
different circumstances. Most pupils with asthma will take charge of and
use their inhaler from an early age and it is good practice to allow pupils to
carry their inhalers with them at all times, particularly during PE lessons. If
a pupil is too young or immature to take responsibility for the inhaler, staff
should ensure that the inhaler is kept in a safe but readily accessible place
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and is clearly marked with the pupil’s name.
Pupils with asthma must have immediate access to their inhalers when
they need them.
It would be helpful for parents to provide the School with a spare inhaler
for use in case the original inhaler is left at home or runs out. Spare
inhalers must be clearly labelled with the pupil’s name and stored in a
locked cabinet in accordance with the School’s Health and Safety policy.
It is the parents’ responsibility to ensure that any medication retained
at the school is within its expiry date. All asthmatic pupils will require a
medical consent form which parents or guardians should complete prior
to starting at The National Mathematics and Science College. The medical
consent form should give the basic details and indicate whether in some
circumstances the pupil should be allowed to carry medication on his/her
person around the School. This will be kept with the pupil’s file. Note that it
is difficult to “overdose” on the use of an inhaler. If a pupil tries out another
pupil’s inhaler there are unlikely to be serious side effects, although clearly
pupils should never take medication which has not been prescribed for
their own personal use. Following discussion with the pupil and his/her
parents individual decisions should be made as to whether to provide
basic information on the pupil’s condition to his/her peer group so that
they are made aware of their classmate’s needs.
Managing pupils with asthma
• Staff should be aware of those pupils under their supervision who have
asthma.
• Games staff should ensure that all pupils with asthma have their
salbutamol inhaler prior to commencement of a session.
• Staff should ensure that they have some knowledge of what to do if a
pupil has an asthma attack. (Staff to seek advice from First Aid Officer)
• If a pupil feels unwell, the First Aid Officer should be contacted for advice.
• A pupil should always be accompanied to the hospital or GP surgery by
a member of staff if the parents are not available
Away trips:
A member of staff trained in the administration of medication should
accompany the trip, taking responsibility for the safe storage of pupils’
medication, if the pupils cannot carry it themselves. Staff supervising the
trip must be aware of the pupil’s condition and of any relevant emergency
procedures.
Issues which may affect learning
Pupils with asthma should be encouraged to participate as fully as possible
in all aspects of school life, although special considerations may be needed
before undertaking some activities. Pupils must also be allowed to take
their inhaler with them on all off-site activities.
Physical activity will benefit pupils with asthma in the same way as other
pupils. They may need to take precautionary measures and use their
inhaler before any physical exertion. As with all pupils, those with asthma
should be encouraged to undertake warm-up exercises before rushing
into sudden activity, especially when the weather is cold. However, they
should not be forced to take part if they feel unwell.
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What are the main symptoms?
Coughing, wheezing, inability to speak properly and difficulty in breathing
out.
What to do if a pupil has an asthmatic attack
• Stay calm and reassure the pupil. Speak calmly and listen to what the
pupil is saying.
• Summon assistance from the First Aid Officer. Try not to leave the pupil
alone unless absolutely necessary.
• Make sure that any medicines and /or inhalers are use promptly and
help the pupil to breathe by encouraging the pupil to breathe slowly and
deeply and relax.
• Help the pupil to sit fairly upright or to lean forward slightly rather than
lying flat on his/her back.
• If the child does not respond to medication or his/her condition
deteriorates call a paramedic ambulance. 122 or 999
Liaise with the Head or Matron about contacting the pupils parents/
guardians.
ANNEX D: DIABETES
What is diabetes?
Diabetes is a condition in which the amount of glucose (sugar) in the blood
is too high due to the body being unable to use it properly. This is because
of a faulty glucose transport mechanism due to lack of insulin. Normally,
the amount of glucose in the bloodstream is carefully controlled by a
hormone called insulin. Insulin plays a vital role in regulating the level of
blood glucose and, in particular, in stopping the blood glucose level from
rising too high.
Pupils with diabetes have lost the ability to produce insulin and therefore
their systems are unable to control their blood glucose levels. If the blood
glucose level is too high, a pupil may show symptoms of thirst, frequent trips
to the toilet, weight loss and tiredness. Conversely, if the blood glucose level
is too low a pupil may display symptoms which include hunger, drowsiness,
glazed eyes, shaking, disorientation and lack of concentration.
Medication and Control
Diabetes cannot be cured but it can be treated effectively by injections of
insulin and by following an appropriate diet. The aim of the treatment is to
keep the blood glucose level close to the normal range so that it is neither
too high (hyperglycaemia) nor too low (hypoglycaemia).
All pupils with diabetes will require a specific Health Care Plan. In most
cases, pupils will have their insulin injections before and after school but
some pupils may require an injection at lunchtime. If a pupil needs to
inject whilst at school he/she will know how to undertake the procedure
without adult supervision. However, the pupil may require privacy in which
to administer the injection. Some pupils may also need to monitor their
blood glucose levels on a regular basis and again privacy may be required
for this procedure.
An essential part of the treatment of diabetes is an appropriate diet whereby
regular meals and good food choices help to keep the blood glucose level
near normal. A pupil with diabetes will have been given guidance on food
choices which should be reduced in sugar and fat but high in starch.
Most pupils with diabetes will also need to eat snacks between meals and
occasionally during class time. These snacks usually consist of cereal bars,
fruit, crisps or biscuits. It is important to allow a pupil with diabetes to eat
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snacks without hindrance or fuss and to ensure that the lunchtime meal is
taken at a regular time.
• A pupil should always be accompanied to the hospital or GP surgery by
a member of staff if the parents are not available.
It is also important that the School should establish with the pupil and
his/her parents where supplies of fast acting sugar can be kept in case
of a hypoglycaemic episode. The issue of close communication between
parents and the School is fundamental to the care of pupils with diabetes,
as many aspects of growth and development will have an impact on
their diabetes control. It is the parents’ responsibility to ensure that any
medication retained at the School is within its expiry date.
Away Trips
All diabetic pupils will require a Health Care Plan which parents or guardians
should complete in conjunction with the school prior to starting at The
National Mathematics and Science College. The HCP should give the basic
details and indicate whether in some circumstances the pupil should be
allowed to carry medication on his/her person around the School. This
will be kept with the pupil’s file. Following discussion with the pupil and his/
her parents individual decisions should be made as to whether to provide
basic information on a pupil’s condition to his/her peer group so that they
are aware of their classmate’s needs.
Managing pupils with diabetes
• Staff should be aware of those pupils under their supervision who have
diabetes.
• Games staff should ensure that all pupils with diabetes have a hypo
kit with them (and their emergency medication and blood glucose
monitoring kit) prior to commencement of a session.
• Staff should ensure that they have some knowledge of what to do if a
pupil has a hypoglycaemic episode or a hyperglycaemic episode. (Staff
to seek advice from First Aid Officer for training)
• If a pupil feels unwell, the First Aid Officer should be contacted for advice.
A member of staff trained in the administration of medication should
accompany the trip, taking responsibility for the safe storage of pupils’
medication, if the pupils cannot carry it themselves. Staff supervising the
trip must be aware of the pupil’s condition and of any relevant emergency
procedures.
Issues which may affect Learning
Pupils with diabetes should have no difficulties in accessing all areas of
the curriculum including sporting activities which are energetic. However,
as all forms of strenuous activity use up glucose there are some simple
precautions to follow in order to assist a pupil with diabetes in maintaining
an adequate blood glucose level: encourage the pupil to eat or drink some
extra sugary food before the activity, have glucose tablets or a sugary drink
readily available in case the pupil displays symptoms of hypoglycaemia
and after the activity is concluded, encourage the pupil to eat some more
food and take extra fluid - these additional snacks should not affect normal
dietary intake.
What do in an emergency if a pupil has a hypoglycaemic (low blood
sugar) episode
Common causes: A missed or delayed meal or snack, extra exercise, too much insulin during
unstable periods, the pupil is unwell or the pupil has experienced an
episode of vomiting.
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Common symptoms are:
• Hunger, drowsiness, glazed eyes, shaking, disorientation, lack of
concentration
i. Get someone to stay with the pupil - call for the Duty First Aider/
ambulance (if they are hypo, do not send them out of class on their
own, their blood sugar may drop further and they may collapse.
ii. Give fast acting sugar immediately (the pupil should have this), eg:
Lucozade, fresh orange juice, sugary drink, e.g. Lucozade, glucose
tablets, honey or jam, ‘Hypo Kit’ this should be taken on all lessons/
trips offsite).
iii. Recovery usually takes ten to fifteen minutes.
iv. Upon recovery, give the pupil some starchy food, e.g. couple of
biscuits, a sandwich.
v. Inform the First Aider Officer and parents of the hypoglycaemic
episode, or record on the pupil’s diary.
vi. In some instances it may be appropriate for the pupil to be taken
home from school.
N.B. In the unlikely event of a pupil losing consciousness, call an
ambulance (112 or 999) and the First Aid Officer.
A hyperglycaemic episode (high blood sugar)
Hyperglycaemic episodes occur when the blood glucose level is too high.
Pupils may display the following symptoms:
• Excessive thirst, passing urine frequently, vomiting, abdominal pain
• A change of behaviour
Care of pupils in a hyperglycaemic episode
• Do not restrict fluid intake or access to the toilet
• Contact the parents to discuss the administration of a correction dose
of insulin.
In both episodes, liaise with the First Aid officer about contacting the pupil’s
parents/guardians.
All diabetic pupils will require an ‘Individual Healthcare Plan’ which parents
or guardians should complete prior to starting at The National Mathematics
and Science College. The Crisis Sheet should give the basic details and
indicate whether in some circumstances the pupil should be allowed to
carry medication on his/her person around the School. This will be kept
with the pupil’s file. Staff should encourage pupils to take part in all activities.
If a pupil feels unwell, the Duty First Aider should be contacted for advice.
A pupil should always be accompanied to the Surgery if sent by a member
of staff.
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ANNEX E: HEMIPLEGIA
Away trips:
What is hemiplegia?
Staff supervising the trip must be aware of the pupil’s condition and of any
relevant emergency procedures.
Childhood hemiplegia (sometimes called hemiparesis) is a condition
affecting one side of the body (Greek ‘hemi’ = half). We talk about a right
or left hemiplegia, depending on the side affected. It is caused by damage
to some part of the brain, which may happen before, during or soon after
birth, when it is known as congenital hemiplegia, or later in childhood, in
which case it is called acquired hemiplegia. Generally, injury to the left
side of the brain will cause a right hemiplegia and injury to the right side
a left hemiplegia. Childhood hemiplegia is a relatively common condition,
affecting up to one child in 1,000. About 80% of cases are congenital, and
20% acquired
What are the effects of hemiplegia?
Hemiplegia affects each child differently. The most obvious result is a varying
degree of weakness and lack of control in the affected side of the body,
rather like the effects of a stroke. In one child this may be very obvious (he
or she may have little use of one hand, may limp or have poor balance); in
another child it will be so slight that it only shows when attempting specific
physical activities.
Managing pupils with hemiplegia
It is essential to include the weaker side in play and everyday activities, to
make the child as two-sided as he or she can be. As they get older, many
children and young people with hemiplegia can be encouraged to develop
better use of their weaker side through involvement in their chosen sports
and hobbies.
ANNEX F: CLEANING UP BODY FLUIDS FROM FLOOR
SURFACES
All appropriate precautions will be taken by the support staff when cleaning
up after an incident involving blood, vomit, etc. Disposal of body fluids
must be placed in the designated bins in the medical room and then put
directly in the central refuse place. Avoid direct contact with body fluids, as
they all have the potential to spread germs. Germs in vomit and faeces may
become airborne, so it is very important to clean up body fluids quickly.
Red bags (for soils) are available in both surgeries.
• Put on gloves and a disposable apron. Disposable latex or vinyl gloves
are the best choice. However, reusable rubber gloves are acceptable as
long as they are cleaned and sanitized after each use.
• Sprinkle absorbent granules liberally on all visible material. Allow
approximately 90 seconds for the powder to absorb all visible material.
Be careful not to agitate the material, so that germ particles do not
become airborne.
• Remove all visible material from the most soiled areas, using paper
towel.
• Put all used paper towel and cloths into a medical bin for disposal.
• The remaining visible material should then be cleaned. If a vacuum
cleaner is used, the bag MUST be changed after use, and the hose and
pipe disinfected with bleach.
• Non- carpeted areas: Sanitize the area using bleach, leaving on the
affected area for a minimum of 10 minutes.
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• Carpeted areas: The area should be cleaned Eco Force solution and
should not use the affected area for at least ten minutes. The area
should then be shampooed or steam cleaned within 24 hours.
• Wash the non-disposable cleaning equipment (mops, buckets)
thoroughly with soap and water and then rinse with Eco Force.
• Discard gloves, disposable apron into yellow bag for disposal.
wash your hands thoroughly using soap and water.
Finally
ANNEX G: RIDDOR
Reporting to HSE
Statutory requirements: The School is legally required under the Reporting
of Injuries, Diseases and Dangerous Occurrences Regulations 1995
(SI 1995/3163) (RIDDOR) to report the following to the HSE (most easily
done by calling the Incident Contact Centre (ICC) on 0845 300 99 23). The
Head must keep a record of any reportable injury, disease or dangerous
occurrence. This must include: the date and method of reporting; the
date, time and place of the event; personal details of those involved and a
brief description of the nature of the event or disease. This record can be
combined with other accident records.
The following accidents must be reported to the HSE involving employees
or self-employed people working on the premises:
• accidents resulting in death or major injury (including as a result of
physical violence)
• accidents which prevent the injured person from doing their normal
work for more than three days
• accidents resulting in the person being killed or being taken from the
site of the accident to hospital and the accident arises out of or in
connection with work i.e. if it relates to:
i. any school activity, both on or off the premises;
ii. the way the school activity has been organised and managed;
iii. equipment, machinery or substances;
iv. the design or condition of the premises.
HSE must be notified of fatal and major injuries and dangerous occurrences
without delay. The Head is responsible for ensuring this happens, but may
delegate the duty to the Health and Safety Officer. The Finance Director will
report the incident to HSE and also to our insurers.
POLICY:
FIRST AID
THE NATURE OF THE WORK, THE HAZARDS AND THE RISKS
The following table, compiled using information from the Health & Safety Executive, identifies some common workplace risks and the possible injuries that
could occur:
RISK
POSSIBLE INJURIES
REQUIRING FIRST AID
ASSESSED RISK TO EMPLOYEES, PUPILS
AND VISITORS/CONTRACTORS
Manual
Handling
Fractures, lacerations, sprains and strains ( mainly pertains to kitchen/cleaning and maintenance staff)
Low
Slip and trip
hazards
Fractures, sprains and strains, lacerations. ( mainly pupils)
Low
Machinery
Crush injuries, amputations, fractures, lacerations, eye injuries – there are very few machines within the school which are capable of
causing amputations and fractures.
Low
Work at
height
Head injury, loss of consciousness, spinal injury, fractures, sprains and strains – working at heights is restricted to adults, below one
metre an adult can work alone; over one metre a full size ladder or scaffold tower is used with 2 or more people present at all times.
Low
RISK
POSSIBLE INJURIES
REQUIRING FIRST AID
ASSESSED RISK TO EMPLOYEES, PUPILS
AND VISITORS/CONTRACTORS
Workplace
transport
Crush injuries, fractures, sprains and strains, spinal injuries – it is unlikely that workplace transport injuries will occur as the minibus is
only used for people carrying.
Low
Electricity
Electric shock, burns – all hardwiring is tested every 5 years and PA 100% every 3 years, there is also an annual visual H&S self-audit
which should identify any shortcomings and these would then be rectified, couple to this is the appointment of H&S reps who are
responsible for monitoring all H&S maters within their area of responsibility.
Low
Chemicals
Poisoning, loss of consciousness, burns, eye injuries – all chemicals are kept under lock and key and their issue and use is supervised by
qualified adults/personnel
Low
REMARKS
REMARKS
POLICY:
FIRST AID
FIRST AID – STAFF QUALIFICATIONS
NAME
APPOINTMENT
LEVEL
COMPLETED
FREQUENCY OF
UPDATE
EXPIRY DATE
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy is made available to parents, staff and pupils in the following ways: via the School website, within the Parents Policies Folder in the reception area, and on request a copy may be obtained from the School Office.
Applies to: The whole school along with all activities provided by the school, including those outside of the normal school hours; All staff (teaching and non-teaching), the directors and volunteers working in the school.
LEGAL STATUS
Regulatory Requirements, Part 3, Paragraph 14 of the Education (Independent School Standards) (England) Regulations 2014 in force from 5th January 2015
RELATED DOCUMENTS
Educational Visits and Off-site Activities Policy • Health and Safety Policy • Health and Safety Manual • Administration of Medication Policy
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head of School.
The college board undertake a formal annual review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged, by no later than one year from the date shown below, or earlier
if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
H E A LT H & SA F E T Y
POLICY:
HEALTH & SAFETY
HEALTH AND SAFETY POLICY
Introduction
Warwick Internationally College is committed to improving Health and
Safety management in all activity. Guidance entitled ‘Successful Health and
Safety Management’ and ‘Leading Health and Safety at Work’ published
by the Health and Safety Executive and the Institute of Directors will be
used to develop our approach to managing risk. The emphasis in both
pieces of guidance is that senior management are expected to lead the
organisation’s Health and Safety, and measure its performance along with
other business activities.
The success of this strategy will be defined where all stakeholders
understand and fulfil their individual and collective responsibilities in
controlling risk and meeting Health and Safety objectives which in turn will
reduce business interruption, reduce the number and severity of incidents
while improving the health, safety and wellbeing of employees, students
and others who may be affected by our activities.
The main elements to our Health and Safety approach at the college
include:
• Plan - Developing an approach that sets objectives and measures those
objectives on a regular basis. The Health and Safety policy then sets a
clear direction and ensures communication of Health and Safety duties
and benefits
• Do - Introducing management systems and practices that ensure risks
are dealt with sensibly, responsibly and proportionately.
• Check - Optimus Safety will assist at a strategic and tactical level in
implementing monitoring and reporting arrangements allowing both
specific (e.g. incident-led) and routine reports on the performance of
Health and Safety.
• Act - Review of Health and Safety performance and establish whether
the essential Health and Safety principles including effective leadership
and management, competence, worker consultation and involvement
have been embedded in the organisation and whether the system has
been effective in managing risk and protecting people.
The overall and final responsibility for Health and Safety is that of the
Proprietor/Employer. The day to day responsibility for ensuring this and
other health and safety policies are put into practice and monitored is
designated to the Health and Safety Manager, who is also responsible for
ensuring that the health and safety organisational chart is kept up to date
and posted in appropriate locations around the premises. The signing and
dating of this document signifies that this policy and all other policies and
procedures relating to health and safety have been reviewed or considered
for review.
The proprietor:
• has a general statement of policy;
• states who is responsible for what (delegation of tasks);
• makes arrangements to establish, monitor and review measures needed
to meet satisfactory Health and Safety standards.
POLICY:
HEALTH & SAFETY
RESPONSIBILITIES, ARRANGEMENTS, POWERS AND
PROCEDURES
Responsibilities
The Health and Safety at Work Act of 1974 places responsibilities on all our
staff. A separate organisation chart is kept and maintained in the entrance
and reception area to our school. This shows who the members of staff
are and what responsibilities each of them have. This will be amended
and updated as and when appropriate. We also have a Health and Safety
Law Poster in the reception area that summarises our responsibilities
as an employer and the responsibilities of our staff as required by law.
The reporting lines for health and safety differ in some ways from those
reporting lines that are applicable for any other issues and concerns an
example of which are the child protection procedures.
OUR POLICY
General Statement
In keeping with the requirements of the Health and Safety at Work
Regulations (1974), it is the policy of the Proprietor/Employer to ensure,
as far as is reasonably practicable, the Health, Safety and Welfare of
employees, students, parents, visitors and volunteers in any college activity
whether it be on the college site or off site. This policy also applies to any
persons, including contractors, employed by or on behalf of the Proprietor,
who visit or work at sites in the control of the Proprietor. The Employer
has the power to ensure that the Health and Safety Policy is carried out incollege and on all college activities.
The arrangements outlined in this policy statement and the various other
safety provisions made by the Proprietor cannot in itself prevent accidents
or ensure safe and healthy working conditions. This can only be achieved
through the adoption of safe methods of work and good practice by every
individual. The Proprietor will take all reasonable steps to identify and reduce
hazards to a minimum but all staff and students must appreciate that their
own safety and that of others also depends upon their individual conduct
and vigilance while on the college premises, or while taking part in college
sponsored activities. It is the Proprietor’s policy to encourage employees,
students, parents, volunteers and contractors to adopt a positive safety
culture in all their activities and to ensure, as far as is reasonably practicable,
to minimise any adverse impact on the environment.
EMPLOYER DUTIES
The Proprietor has a duty to:
• be familiar with and ensure the college adheres at all times to the
requirements of the Health and Safety at Work etc. Act 1974 and any
other health and safety legislation and codes of practice that are relevant
to the work of the college, in particular the Management of Health and
Safety and Work Regulations;
• ensure that all staff have been carefully selected to meet our requirements
for the health, safety and security of the students in our care;
• where appropriate, ensure that staff and parents are made aware of
risks identified and of the systems and procedures we put in place to
deal with these risks;
• provide arrangements that recognise our responsibilities to visitors,
contractors and the public who may be affected by our activities and
provide safe equipment, safe play areas, safe access and egress and
maintain them in good order;
• to have a clear understanding on actions to take in the event of any
emergencies;
POLICY:
HEALTH & SAFETY
• to train and supervise all our staff in the particular health and safety
issues that affect students and ensure that activities undertaken by the
college both on and away from college site are risk assessed and safely
managed;
• monitor and review this Policy and the various systems procedures in
accordance with statutory requirements;
• comply with the Reporting of Injuries, Diseases and Dangerous
Occurrences Regulations 2013 (RIDDOR).
The National Mathematics and Science College ensures arrangements are
made to safeguard and promote the welfare of students at the college
and that such arrangements have regard to any guidance issued by the
Secretary of State.
The Proprietor takes into consideration:
• safeguarding arrangements including safe recruitment and recording
procedures, effective arrangements for child protection and the training
and development of staff so that students can be safe in college;
• procedures to eliminate bullying and promote a safe environment and
the prevention and tackling of all forms of bullying and harassment,
including cyber-bullying and prejudice-based bullying related to special
educational need, sexual orientation, sex, race, religion and belief,
gender reassignment or disability;
• the systematic and consistent management of behaviour, including the
use and recording of rewards and sanctions, including written policies
to promote good behaviour;
• the provision of a safe and secure college environment, including the
elimination of potential risks to students’ welfare, health and safety both
on and off-site, including particular attention, where relevant, to the
health and safety of students with priority needs
• the systematic and consistent management of procedures to reduce
the risk of fire and comply with fire safety regulations
• how effectively the arrangements for students’ care in the event of
sickness, accident or injury are implemented and how our students
are supervised during college hours; the effectiveness of the college’s
monitoring and recording systems for students’ attendance and
punctuality
• how well the college reviews admission arrangements and makes
adjustments to ensure the accessibility of the college’s premises and
curriculum for all students ;
• the way we teach students how to understand and respond to risk, for
example risks associated with extremism, new technology, substance
misuse, knives and gangs, relationships (including sexual relationships),
water, fire, roads and railways;
• the views expressed by students, and different groups of students, on
welfare, health and safety, respect for, and courtesy towards others and
their views on harassment, racism, homophobia and different types of
bullying.
EMPLOYEE DUTIES
The Health and Safety at Work etc Act 1974 states: ‘It shall be the duty
of every employee while at work:
• to take reasonable care for the health and safety of himself and of any
persons who may be affected by his acts or omissions at work, and
• regards any duty or requirement imposed on the Health and Safety
Manager or any other person by or under any of the relevant statutory
provisions, to co-operate so far as is necessary to enable that duty or
requirement to be performed or complied with.’
POLICY:
HEALTH & SAFETY
The Act also states that:
‘No person shall intentionally or recklessly interfere with or misuse
anything provided in the interests of health, safety and welfare in
pursuance of any of the relevant statutory provisions.’
All staff will make themselves familiar and ensure compliance with the
requirements of the Health and Safety at Work etc. Act 1974 and any other
health and safety legislation and codes of practice relevant to the work and
also the particular area in which they work.
They will, so far as is reasonably practicable:
• be familiar with this Health and Safety policy and all safety arrangements
including those for fire, first aid and other emergencies as laid down by
the Proprietor.
• ensure that health and safety regulations, rules, routines and
procedures are being applied effectively and carry out/be aware of
hazard identification and risk assessments as appropriate for their area
of work;
• take part in health and safety training as required, inform their line
manager if there is any reason they are unable to perform any task
without undue risk (e.g. illness, incapacity, etc.);
• only undertake any task for which they have been trained;
• take reasonable care of their own health and safety and that of any
other persons (staff, students, visitors, etc.);
• observe standards of dress consistent with safety and/or hygiene;
• exercise good standards of housekeeping and cleanliness as well as
know and apply the emergency procedures in respect of fire and first
aid;
• co-operate fully with their employer on health and safety matters,
including following safe systems of work and ensure that all tools,
machinery and equipment are adequately guarded, are in good and
safe working order;
• ensure that storage and use of toxic, hazardous and highly flammable
substances is minimised, or where this is not practical, are correctly
used, stored and labelled;
• report any defects that they observe in the premises, plant, equipment
and facilities and take action to ensure no one is put at risk and use the
correct equipment, tools, protective equipment and clothing for the job;
• report all accidents, near misses and faulty equipment immediately,
whether injury is sustained or not using an Accident Report form,
promote and achieve high standards of health and safety suggesting
improvements and ways of reducing risks and co-operate with other
employees in promoting improved safety measures;
• act as a prudent parent when in charge of students, as they have a duty
to under common law;
Employees should follow any health and safety procedures put in place by
their employer. However if they feel that the procedure is inappropriate
(e.g. it is too bureaucratic) they should discuss this with their employer and
request that it is reviewed. The Health and Safety Manager will work with the
employer to ensure that the procedures at the college are proportionate,
effective and appropriate. There is a fixed agenda item on health and safety
for our staff meetings.
POLICY:
HEALTH & SAFETY
Consultation arrangements with employees:
There is a Health and Safety sub-committee with terms of reference.
Membership includes staff representatives. Consultation arrangements
with employees are also in place to ensure the maintenance of Health and
Safety standards. Staff are informed of updates with regard to health and
safety through our weekly staff meetings and in the case of immediate
changes, staff are consulted individually by the Health and Safety Manager.
Health and Safety Manager (HSM) duties:
The Proprietor has appointed a Health and Safety Manager for the
college to act as the focal point for day to day references on safety and
advice; obtaining, where necessary, external advice. The HSM also has
responsibility for ensuring that the requirements of all relevant legislation,
codes of practice and guidelines are met in full at all times and for the
day to day maintenance and development of safe working practices and
conditions for teaching staff, support staff, students/students, visitors and
any other person using the premises or engaged in activities sponsored by
the college. The HSM will take reasonable, practicable steps to achieve this
and assign clear safety functions to other members of staff as appropriate.
their work safely, are aware of their own limitations and know they must
not undertake any task unless they have been trained, are competent
and are confident they can carry out the task safely in the conditions
that prevail.
• Ensuring that all tools, machinery, plant and equipment is fit for purpose,
adequately installed, guarded and appropriately used, and that it
receives planned maintenance, that maintenance records are kept, in
accordance with statutory legislation where appropriate, and ensure
that defective equipment which constitutes a safety hazard is removed
from service immediately and clearly labelled as defective.
• Collating accident information and, when necessary, carry out accident
and incident investigations.
• Ensuring that emergency procedures including those for fire are in place,
known, tested regularly and that any necessary revisions are made and
disseminated.
• Keeping up to date with current legislation and informing other staff and
volunteers as appropriate.
• Making annual health and safety inspections.
The role includes, but is not limited to the following:
• Producing, implementing and monitoring health and safety procedures,
including a risk assessment strategy, emergency plans and the collating
of accident and incident information.
• Monitoring the Health and Safety policy, ensuring that Proprietor,
employees and other persons involved with the college have knowledge
of it and are carrying out their duties in accordance with it.
• Ensuring that the fire drill instructions are in all rooms. Ensuring that
all Fire Safety policies and procedures are implemented including the
external and internal fire safety audits and inspections.
• Being aware of and ensuring compliance with the requirements of the
Health and Safety at Work etc. Act 1974 and any other health and safety
legislation and codes of practice relevant to the work of the college.
• Ensuring that regular visitors observe the college’s safety rules. Ensure
that statutory health and safety notices are displayed in appropriate
locations within the establishment.
• Ensuring that all employees are trained and competent to undertake
• Monitor the effectiveness of the implementation of this policy and
submit a termly report to the Proprietors on health and safety matters.
POLICY:
HEALTH & SAFETY
The Health and Safety Manager undertakes to copy this policy to all
employees and contractors and to ensure that it is prominently displayed
in the workplace.
The Health and Safety Executive (HSE) enforces health and safety law
relating to the activities of independent colleges. Because the Employer is
responsible for health and safety in the workplace and on work activities
the HSE will normally take action against the Employer. However, in some
circumstances, for example where an employee failed to take notice of the
Employer’s policy or directions in respect of health and safety, the HSE may
take action against the employee as well or instead.
DUTIES OF STAFF HOLDING POSTS/POSITIONS OF SPECIAL
RESPONSIBILITY
These staff:
• have a general responsibility for the application of the Proprietor’s
safety policy to their own area of work and are directly responsible
to the Health and Safety Manager for the application of existing safety
measures and procedures within that area of work and follow the
advice or instructions given by the Health and Safety Manager including
complying to the relevant parts of this statement;
• shall, where necessary, establish and maintain safe working procedures
including arrangements for ensuring, as far as is reasonably practicable,
safety and absence of risks to health in connection with the use, handling,
storage and transport of articles and substances, (e.g., chemicals, boiling
water, guillotines ect);
• shall resolve any health and safety problem any member of staff may
refer to them and refer to the Health and Safety Manager any of these
problems for which they cannot achieve a satisfactory solution within
the resources available to them;
• shall carry out a regular safety inspection of the activities for which they
are responsible and, where necessary, submit a report to the Health
and Safety Manager;
• shall ensure, as far as is reasonably practicable, the provision of sufficient
information, instruction, training and supervision to enable other
employees and students to avoid hazards and contribute positively to
their own safety and health at work;
• shall, where appropriate, seek the advice and guidance of the Health
and Safety Manager or any relevant adviser appointed by the Proprietor
and shall propose to the Health and Safety Manager requirements for
safety equipment and on additions or improvements to plant, tools,
equipment or machinery which are dangerous or potentially so.
ARRANGEMENTS FOR HEALTH AND SAFETY:
• We have a Health and Safety Organisational Chart and Health and Safety
Law Poster which are updated as appropriate by the employer. These
clearly identify responsibilities and contact details. The chart clearly
shows the reporting lines for any employed person regarding health
and safety. They are kept in the entrance and reception.
• We have a dedicated Health and Safety Manager who holds a NEBOSH
Level 3 Certificate in Occupational Health and Safety.
• We have a registration book to record the arrival and departure of all
staff, students, parents, visitors and contractors who enter our college.
• We require all employees and volunteers to sign that they are in receipt
of the Health and Safety Policy prior to commencing their employment
or voluntary support for the college.
• We ensure that students do not have access to any medicines, foods
or drinks to which they are allergic. Details of these and any formal
registration forms are provided in a separate document and are given
to all staff and parents.
POLICY:
HEALTH & SAFETY
• Only those staff who are registered child carers and who have been
checked by an ‘enhanced disclosure’ from the Disclosure and Barring
Service are allowed unsupervised access to the students in our care.
• A minimum of two staff are always present whenever any students are
on our premises. All staff are trained in emergency first aid and at least
one member of staff who has a current full first aid training certificate is
present at all times whilst students are on our premises.
• Parents, visitors, contractors etc. can only enter the building through
the main entrance. This entrance is controlled through the use of an
intercom and electronic door release from inside the building.
• All students in our care are regularly reminded of what is safe and not
safe to do when on our premises.
• We have installed smoke detectors in all fire risk areas. These are
checked on a weekly basis. We ensure that everyone can hear the fire
alarm when it is raised.
• We regularly practise what to do in the event of a fire and make sure
all the students in our care know what to do if they hear our fire alarm.
• Head injuries will always be reported to parents and carefully monitored.
• We only use safety-approved substances for use by students, such as
non-toxic glues and paints. We only use water-based products, not
solvent-based one.
Working Together to Safeguard Students (HM Gov: March 2015), helps to
outline individuals’ responsibility in promoting the safety and welfare of all
students. We also comply with Keeping Students Safe in Education Statutory
guidance for schools and colleges (KCSIE) (DfE, July 2015). Our college is
vigilant and alert to triggers and situations that may put students at risk,
and we must be proactive in taking action. Communicating with students
effectively is crucial. To do this, we need to know their personalities and be
sensitive to their specific needs.
ARRANGEMENTS FOR THE COMFORT OF STUDENTS AND
STAFF
• Safe, adjustable heating systems keep the premises warm.
• Our windows are safe, lockable and allow sufficient light through.
• Our doors prevent fingers from being trapped by sudden closures and
have safe vision panels fitted so that small students can be seen before
opening.
• Our floors are designed to minimise slips and trips and are regularly
checked to ensure they are free from obstacles along walkways and are
not damaged.
• Our hot water supply is maintained at a temperature to prevent
accidental scalding.
• We have a separate lockable room as well as lockable cabinets for the
storage of any potentially harmful items.
• We have sufficient ventilation and air circulation systems.
• Fresh drinking water is available at all times. There is no access to any
water supplies that are not safe for drinking.
ARRANGEMENTS FOR HYGIENE:
• We provide protective clothing and equipment as necessary when
dealing with any issues of hygiene or cross-contamination, including
suitable disposal facilities where appropriate.
• All food and drink kept on the premises is stored safely and appropriately.
Our refrigerators are kept clean and at a temperature recommended
for safe storage. It is checked daily.
• Only safety-approved cleaning materials are used.
• We have a daily cleaning schedule to cover all areas accessible by
students.
POLICY:
HEALTH & SAFETY
• We teach our students about the importance of hygiene and keeping
their hands clean.
• Any animals on site are checked to ensure they do not pose a threat
to students’ health. Any unchecked animals, such as pets, are strictly
forbidden. Dogs and other pets (excluding guide dogs) must remain
with their owner outside the college gates at all times and under full
control by means of a suitable lead or restraint.
CHILD PROTECTION
If an employee or volunteer suspects that a student may be the victim
of abuse, they should immediately inform the college’s Designated
Safeguarding Lead (DSL) or in their absence, the Deputy DSL. It is the
College policy to comply with the Coventry Safeguarding Children’s Board.
We require all adults and volunteers working in the college to comply with
our Safer Recruitment Procedures.
SUPERVISION OF STUDENTS
In addition to this being built in to the day to day working practices at The
National Mathematics and Science College, we also have a separate policy
that clearly states the colleges approach. We make professional judgements
taking into the consideration the age of the students and activities in which
they are engaged. No student is to be allowed unattended into areas of
the college which could be deemed hazardous and classrooms where
hazardous substances or equipment is stored for teaching purposes will
be used solely for the purpose of teaching lessons and remain locked at all
other times.
INTERNET
Please refer to our ICT – E-Safety Policy including Prevent Duty. We use
only a filtered service, selected links and child-friendly search engines. Staff
use Child Exploitation and Online Protection (CEOP’s teaching materials).
Parents are asked to sign authorisation for their child to use the Internet.
We also seek parental permission before using photographs of students or
their work on the college’s website, or in newsletters and other publications.
RISK ASSESSMENT
The proprietor ensures that- (a) the welfare of students at the college is
safeguarded and promoted by the drawing up and effective implementation
of a written risk assessment policy; and (b) appropriate action is taken to
reduce risks that are identified. Our Risks Assessment Policy is an integral
part of our health and safety procedures and expands on the detail given
in this Health and Safety Policy.
Our Risk Assessment Policy when read in conjunction with this Health and
Safety Policy demonstrates that our risk assessment is systematic with a
view to promoting students’ welfare. Particular attention is paid to key areas
of risk such as supervision and college trips. The policy contents content
includes: when risk assessments should be completed, who is responsible
for drawing-up and checking these, recording (including any pro-forma),
training for staff.
• Health and Safety law often refers to risk assessment and risk
management. These are the terms used to describe the process of
thinking about the risks of any activity and taking steps to counter them.
• The Health and Safety Manager will ensure that regular written risk
assessments are undertaken of premises, methods of work and all
college sponsored activities. These must be reviewed following changes
in circumstances or personnel or in accordance with agreed timetables.
A regular programme of planned assessments is to be completed. In
high-risk areas, risk assessments should be reviewed termly. In other
activity areas, establishments should review risk assessments on an
annual basis.
POLICY:
HEALTH & SAFETY
• Written risk assessments will identify all defects and deficiencies together
with the necessary remedial action or risk control measures.
• The results of all risk assessments will be reported to the Health and
Safety Manager who will prioritise issues and assign resources to
undertake remedial/control measures where required.
• Observe all the safety rules of The National Mathematics and Science
College and in particular, the instructions of teaching staff in the event
of an emergency
• Use and not wilfully misuse, neglect or interfere with things provided for
safety purposes.
STAFF TRAINING IN HEALTH AND SAFETY, INCLUDING RISK
ASSESSMENT
RECORDING AND REPORTING ACCIDENTS TO STAFF,
STUDENTS AND VISITORS
Staff training in child protection, Prevent duty, first aid, fire safety, educational
visits, curriculum specific activities and COSHH is a set agenda item for
the Health and Safety Committee. The college will provide information,
instruction and training in health and safety matters including this Health
and Safety Policy appropriate to the needs of the individual or group of
staff members. In doing so, consideration will be given to the nature of
the duties held by staff members and the potential hazards that either
they or others within their charge may be exposed to. Newly appointed
employees could be vulnerable to any risk therefore all relevant Health
and Safety matters are drawn to their attention at an early stage. Whilst it
is a management responsibility to instruct all employees in safe working
procedures in relation to their posts and work places, employees may from
time to time find themselves in unfamiliar environments. In such cases,
the employee should be particularly alert for hazards. Fire Marshals are
training to perform their duties and will receive refresher training every
three years,
The Health and Safety Manager ensures that The National Mathematics
and Science College complies with the Reporting of Injuries, Diseases and
Dangerous Occurrences Regulations 2013 (RIDDOR) under which The
National Mathematics and Science College is required to report to the
Health and Safety Executive (telephone: 0845 300 99 23):
All students are expected, within their expertise and ability to:
• Exercise personal responsibility for the safety of themselves and their
fellow students
• Observe standards of dress consistent with safety and/or hygiene, this
would preclude unsuitable footwear, clothing and articles considered
dangerous
• Deaths, major injuries, more than seven day injuries;
• An accident causing injury to students, members of the public or other
people not at work where they are taken to hospital and is out of or in
connection with work;
• A specified dangerous occurrence.
All injuries, accidents, and dangerous occurrences will be recorded. The
First Aider or supporting teacher will fill in an accident report form for
every serious or significant accident that occurs on or off the College site
if in connection with the College. This will be kept by the College Office.
Records should be stored for at least three years or if the person injured
is a minor.
THE CURRICULUM
We teach the students about health and safety in order to equip them with
the skills, knowledge and understanding to enable them to live positive,
successful and healthy lives. We teach students respect for their bodies,
and how to look after themselves. We discuss these issues with the students
POLICY:
HEALTH & SAFETY
in Personal, Social, Health, and Economic Education (PSHEE) along with
Citizenship; reinforcing these points in science, where students also learn
about healthy eating and hygiene. We also show them how to move and
play safely in PE lessons. Health and safety issues also arise when we teach
care for the environment and awareness of the dangers of litter.
Our college promotes the spiritual growth and welfare of the students
through the Religious Education curriculum, through special events such
as harvest festivals and through collective worship. Each class has the
opportunity to discuss problems or issues of concern with their teacher.
Teachers use circle time to help students discuss and overcome any fears
and worries that they may have. Teachers handle these concerns with
sensitivity.
FIRST AID AND MEDICATION
Please refer to the college’s separate First Aid and Medication Policy.
The National Mathematics and Science College has in place: practical
arrangements at the point of need, the names of those qualified in first
aid and the requirement for updated training every three years, at least
one qualified person on site when students are present, ways to show how
accidents are to be recorded and parents informed, access to first aid kits,
arrangements for students with particular medical conditions (for example,
asthma, epilepsy, diabetes), hygiene procedures for dealing with spillage of
body fluids and guidance on when to call an ambulance.
The arrangements for first-aid provision will be adequate to cope with all
foreseeable incidents. The number of designated first-aiders will not, at any
time, be less than the number required by law. This is determined by risk
assessment (Local Authority guidance). Designated staff will be given such
training in first-aid techniques as is required to give them an appropriate
level of competence. All staff will be aware of how to summon first aid in an
emergency, who the first aiders are and their contact and location details. All
first aid-signs and containers must be identified by a white cross on a green
background. A written record will be kept of all first-aid administered either
on the college premises or as a part of a college related activity. If a student
requires medication whilst in the care of the college, the parent should
notify the college and ask permission for the medication to be brought in.
The safekeeping and administration of medication is in accordance with
the college policy as stated by the Health and Safety Manager.
OCCUPATIONAL HEALTH SERVICES AND MANAGING WORKRELATED STRESS
As a good employer we take our duties and responsibilities with regard to
the welfare of both staff and students very seriously. The college has access
to occupational health services including specialist medical and counselling
facilities if so required and has the appropriate policies and procedures
and working practices in place.
ARRANGEMENTS FOR ACTIVITIES
• Adults accompanying residential trips have a DBS enhanced certificate
and must have made a risk assessment.
• We inform parents of plans for events on our premises.
• We insist that parents sign consent forms to take the students away
from the premises for an outing, and encourage parents to come with
us.
• We ensure that our staff have access to all necessary equipment for
outings and that they use a checklist.
• We ensure we have means of communication during outings and a list
of appropriate telephone numbers.
For further details please refer to Educational Visits, Off-Site Activities and
Visiting Guests Policy.
POLICY:
HEALTH & SAFETY
OFF-SITE VISITS, INCLUDING RESIDENTIAL VISITS AND
COLLEGE-LED ADVENTURE ACTIVITIES
BEHAVIOUR OF ANY PERSON (INCLUDING A PARENT) ON
THE COLLEGE PREMISES
The College has an Educational Visits Co-ordinator (EVC) along with policies
and procedures for Educational Visits and Off-Site Activities. These include
a manual for Learning Outside the Classroom, Behaviour Management on
Outdoor and Off-Site Activities, and Action to be taken by the Group Leader
in the event of a serious accident. The college also has access to professional
advice and detailed documentation in this area of the curriculum.
Our College has a written Behaviour Policy setting out the behaviour
expected of parents on the premises and the procedures that will happen
when the college wishes to restrict a parent’s access to college premises
because a person is causing a nuisance or disturbance. A parent who has
been banned from entering college premises is trespassing if he or she
does so without permission. Any violent behaviour will be reported to the
police.
Adventure Activities using licensed providers: When planning an activity
that will involve caving, climbing, trekking, skiing or water sports, we check
that the provider holds a licence as required by the Adventure Activities
Licensing Regulations now under the purview of the health and Safety
Executive. These regulations apply to adventure activities that take place
in England, Scotland and Wales but these arrangements may be subject to
change in the future.
TRANSPORT
We only hire taxis, minibuses and coaches which are approved by the
local authority, where drivers are DBS checked and each seat has either a
seatbelt or a booster seat as is applicable. In advance of the trip students
will be given clear safety instructions based on the risks associated with
the particular type of travel. Students must sit only two to a double seat.
Seat belts must be worn and where appropriate booster car seats should
be used. All drivers of the college mini-bus must have undertaken an
appropriate training course. In cases of long journeys, students will be given
the opportunity to exercise after reasonable intervals. First-aid material
must be carried and be readily available throughout the visit. Any mini-bus
or other vehicle designed to carry nine or more passengers operated by
the college is in accordance with the restricted Passenger Carrying Vehicle
(PCV) Operators licence and any driver must hold a PCV Driving Licence.
THEFT OR OTHER CRIMINAL ACTS
The Health and Safety Manager will investigate any incidents of theft
involving students. If there are serious incidents of theft from the college
site, the Health and Safety Manager will inform the police and record the
incident in the incident book.
VIOLENCE TOWARDS STAFF
If there are any concerns about the behaviours of visitors they are
required to leave the premises. With reference to students, there is a wellestablished behaviour management policy and procedures including the
use of reasonable force and physical restraint. All adults, including staff,
parents and visitors, are expected to behave in a manner which is in line
with and supportive of our college ethos.
MANUAL HANDLING
The College will take appropriate measures to protect staff, students and
others from harm caused by manual handling activities. The college has
in place comprehensive procedures for manual handling. An action plan
has been established to make sure that loads are managed safely and
appropriately. (Please see our Manual Handling Policy within the Health
and Safety Manual)
POLICY:
HEALTH & SAFETY
SLIPS AND TRIPS
All injuries, accidents, and dangerous occurrences will be recorded. The First
Aider or supporting teacher will fill in an incident and accident report form
for every serious or significant accident that occurs on or off the College
site if in connection with the College. This will be kept by the College Office.
Records should be stored for at least three years or if the person injured is
a minor. (Please see our Health and Safety Manual)
NON-SMOKING
Please refer to our separate Non-Smoking Policy. Our college, in compliance
with the law, is a non-smoking establishment. We do not allow smoking on
the college premises, as we do not want to present smoking as acceptable.
Should we find any member of staff smoking at college, we would consider
this a serious breach of the terms of employment.
DEALING WITH HEALTH AND SAFETY EMERGENCIES
physically to restrain students to prevent them injuring themselves or
others, damaging property or committing a criminal offence.
Details of such an event (what happened, what action was taken and by
whom, and the names of witnesses) are brought to the attention of the
Health and Safety Manager and recorded in the child’s personal file. The
child’s parents are informed on the same day. Records are kept of when
force is used and parents are informed. Guidance is given to all ‘members
of staff’ (as defined above) on the circumstances in which ‘physical
intervention’ is allowable.
ARRANGEMENTS FOR THE SAFETY AND SECURITY OF
EQUIPMENT
The College premises are subject to Electrical Installation Condition Reports
(EICR) every five years as required by the Electricity at Work Regulations
1989. As such, the following arrangements are put in place to look after all
equipment on the premises as well as any hired or purchased equipment:
Procedures and Contacts: The procedures for Fire and Emergency
evacuation are displayed in every classroom and in prominent positions
around The National Mathematics and Science College. These procedures
are updated on a regular basis and dated to indicate the latest update. The
log book for recording and evaluation of practice and evacuation drills will
be held securely at Reception. The Health and Safety Manager has overall
responsibility for implementing the evacuation procedure if an emergency
were to occur. Arrangements are in place in the absence of the Health and
Safety Manager which are specified in the daily routines.
• electrical equipment and installations are checked by competent
persons or organisations.
RESTRAINT
• internal play equipment is assessed for safety and suitability prior to
use. Only CE-marked equipment (or equipment certified for conformity)
is used.
All members of staff are aware of the regulations regarding The Use of
Force to Control or Restrain Students as set out in Education Act 1996.
Teachers in our college do not hit, push or slap students. Staff only intervene
• gas heating boiler and gas supply lines are regularly checked by competent
persons or organisations. Access to these is strictly controlled.
• playground equipment conforms to British Standards for safety and
allows sufficient space in between for safe movement and access.
• external play areas of our premises where students might fall from a
height are constructed of impact-resistant materials that conform to the
relevant standards.
POLICY:
HEALTH & SAFETY
• Regular visual checks are made on the integrity and safety of all play
equipment used externally. Suspect equipment is taken out of service
until repaired.
• Formal inspections of all external play equipment are carried out on an
annual basis by a competent person or organisation.
MANAGEMENT OF ASBESTOS
An Asbestos survey has been undertaken with recommendations
implemented; the college has in place both a policy, management plan and
a specialist checklist for the management of asbestos. The college complies
will the regulatory requirements for the management of asbestos. (Please
see our Manual Handling Policy within the Health and Safety Manual)
CONTROL OF SUBSTANCES HAZARDOUS TO HEALTH
With our College facilities in cooperating a number of teaching laboratories,
the control of substances hazardous to health is paramount to ensure
safe operations. The College evaluates all substances proposed to be used
on the premises. All Hazardous substances will be recorded on a COSHH
Register and a safety data sheet obtained. A COSHH risk assessment will
be undertaken for all items and training carried out on safe use of the
substance, correct handling, storage and disposal arrangements. Only
trained staff will be permitted to use the substance. When evaluating
substances, any fumes/gasses/vapours and dusts generated by processes
will also be assessed.
Contractors will be reminded of their responsibility to notify the college
should they need to use any substance that may be hazardous and
appropriate control measure be put in place. If the college feels that the
control measures are insufficient, the contractor will not be permitted to
start work until an alternative can be found. This may mean postponing the
work until staff/students are not present.
WORKING AT HEIGHT
Any situations where work may need to be carried out at height are in
consultation with our Health and Safety Manager. We have produced a
separate document which relates to staff working at height in our college.
For more information, please ‘Working at Height’ in our Health and Safety
Manual.
WORKPLACE SAFETY FOR TEACHERS, STUDENTS AND
VISITORS
The duties and responsibilities of the key people are identified in this policy;
detailed documentation is in place in support of this statement. Regular
visitors and other users of The National Mathematics and Science College
e.g. contractors and delivery people, are expected, as far as is reasonably
possible, to observe the safety procedures of the college. All visitors must
sign in at reception and be issued with a numbered visitors pass to be
worn clearly around the college. Visitors should be reminded of the fire
safety procedures and the requirement to be accompanies by a member
of staff for the duration of the visit. On departure, the visitors pass should
be returned to the reception and a time of departure recorded.
COLLEGE SECURITY
While it is difficult to make the college site totally secure, we will do all
we can to ensure the college is a safe environment for all who work or
learn here. We require all adult visitors to the college who arrive in normal
college hours to sign the visitors’ book in the reception area, and to wear an
identification badge at all times whilst on the college premises. We provide
all adult visitors to the college with a Health and Safety Leaflet. Staff must
report to the college office immediately any visitor who is not identified
with a college badge. If any adult working in the college has suspicions
that a person may be trespassing on the college site, they must inform the
POLICY:
HEALTH & SAFETY
Head of School immediately. The Head of School will direct any intruder
that they must leave the college site straight away. If this does not occur
the Head of School will contact the police immediately.
SELECTING AND MANAGING CONTRACTORS AND THOSE
HIRING THE PREMISES
When the premises are used for purposes not under the direction of the
Health and Safety Manager then, subject to the explicit agreement of the
Proprietor, the person in charge of the activities for which the premises
are in use will have responsibility for safe practices as indicated in the
Responsibilities/Duties of the Health and Safety Manager.
The Proprietor note their residual responsibility for the control of premises
and will take all reasonable steps to ensure that such persons detailed above
comply with the terms of this Policy. The Proprietor or their designated
representative will seek to ensure that contractors conduct themselves and
carry out their operation in such a manner that all statutory and advisory
safety requirements are met at all times.
All contractors who work on the premises are required to ensure safe
working practices by their own employees under the provisions of the
Health and Safety at Work etc Act 1974 and must pay due regard to the
safety of all persons using the premises in the accordance with this Act. In
instances where the contractor creates hazardous conditions and refuses
to eliminate them or to take action to make them safe, the Proprietor will
take such actions as are necessary to prevent persons in their care from a
risk or injury.
The Proprietor will draw the attention of all users of the premises (including
hirers and contractors) to Section 8 of the Health and Safety at Work etc Act
1974, which states that no person shall intentionally or recklessly interfere
with, or misuse, anything which is provided in the interest of health, safety
or welfare in pursuance of any of the relevant statutory provisions.
For Health and Safety purposes the college must be notified by the person
arranging the Works, at least two weeks in advance, of the following:
• the delineated area of the Works – including the associated adjacent
area which, for Health and Safety reasons, forms the operating area of
the contractor – hereafter and for the purposes of the contract termed
‘the site’;
• the scope of the Works, the name of the Contractor undertaking the
Works, the dates and times of operations at the college.
For the duration of the Works the cleanliness of the site and the Health
and Safety of all persons affected by the operations on the site are the
responsibility of the Contractor undertaking the Works who must ensure
that the college is indemnified against the Works. Access to and from the
site is the responsibility of the Contractor undertaking the Works.
DISPLAY SCREEN EQUIPMENT
The College will take appropriate measures to protect staff and students
from risks arising from the use of display screen equipment and associated
workstations. Please see our Health and Safety Manual for full details on
our procedures.
LETTINGS AND HIRERS
The HSM is directly responsible for safety management/compliance during
lettings and ensuring that premises, equipment and substances are safe
and without risk to health and ensures that the means of access and
egress are safe for the use of hirers. The Health and Safety Manager is also
responsible for fire escape routes and making sure exits are clearly marked
for the benefit of unfamiliar users of the building. Hirers of the building are
briefed about the location of the telephone, fire escape routes, fire alarms
and firefighting equipment.
POLICY:
HEALTH & SAFETY
Hirers must comply with all college policies as described in the letting
agreement (e.g. in relation to smoking, substance abuse, alcohol, and so
on.), adhere to the capacity figures detailed on any lettings documentation.
When the premises or facilities are being used out of normal college hours
for an activity then, for the purposes of this policy, the organiser of that
activity, even if an employee will be treated as a hirer and comply with the
requirements of this section.
When the premises are hired to persons outside the ‘employ’ of the
Proprietor, it will be a condition for all hirers and others using the premises
or facilities, that they are familiar with this policy, that they comply with
all safety directives of the Proprietor and that they do not, without the
prior consent of the Proprietor: Introduce equipment for use on the
college premises, alter fixed installations, remove fire and safety notices or
equipment and take any action that may create hazards for any persons
using the premises
FIRE SAFETY
In compliance with the ‘Fire Safety Order’ (2005) The National Mathematics
and Science College undertakes a fire risk assessment (formally recorded
and regularly reviewed so as to keep it up to date) and our proprietor
complies with the additional duties to: produce a fire risk (prevention)
policy which includes the elimination or reduction of risks from dangerous
substances, develop fire procedures and provide staff training (repeated
periodically where appropriate), ensure the safety of staff or anyone else
legally on the premises, carry out fire drills and contact emergency services
when necessary, appoint one or more competent persons (with sufficient
training, experience and knowledge) to assist in taking preventative and
protective measures (including firefighting and evacuation), have a suitable
system for the maintenance of: clear emergency routes and exits (with
doors opening in the direction of escape), signs, notices, emergency
lighting where required, fire detectors, alarms and extinguishers (with the
maintenance being a ‘competent person’ (such as, ISO 9001 certified of
BAFE approved) and provide staff and any others working on the college
site with fire safety information also requiring staff to take reasonable care.
(Please see our Fire Safety Policy)
The role of the ‘responsible person’ at The National Mathematics and
Science College is undertaken by the Health and Safety Manager who
keeps records of the following: (i) the fire risk assessment and its review; (ii)
the fire risk (prevention) policy; (iii) fire procedures and arrangements; (iv)
training records (v) fire practice drills; (vi) certificates for the installation and
maintenance of fire-fighting systems and equipment.
PERSONAL PROTECTIVE EQUIPMENT (PPE) AND REQUIRED
CLOTHING
The college recognises that the use of PPE as a risk control measure is
a last resort as it protects only the user and is at risk of not being worn
correctly. The college will supply any PPE identified as a required risk control
measure within risk assessments for carrying out activities or lessons.
Employees who are required to use or wear any other PPE are provided
with training on the circumstances in which it is to be used, the hazards it
will protect against, the importance of correct use, and any limitations of the
equipment. The training also includes how to inspect, clean, maintain and
store the equipment and how to report defects and obtain replacements.
FURTHER INFORMATION
With reference to the following statements, The National Mathematics and
Science College has the required details, policies, procedures and working
practices in place. Additionally documentation is in place concerning:
Anti-bullying, Behaviour management, Employment, Fire safety policy and
audit and role of fire marshals,First aid and the administration of medicines,
Risk assessment, Safeguarding (child protection, Safer recruitment, E-Safety
and Prevent Duty)
POLICY:
HEALTH & SAFETY
LIST OF RELEVANT DOCUMENTS
Workstation and DSE Policy
Equipment and Materials
New or expectant mothers
Absence of students and lost students
Gas safety
Laundry Services
Accessibility plan and Reasonable Adjustment Policy
Glass
Noise
Accident Policy and Procedure
Hand Hygiene Policy
Occupational health
Animals on site and farm visits
Handyman risk assessment
Office and classroom self-audit
Answering the door and collection of students
Head Lice Policy
Outdoor equipment inspection
Arson prevention policy
Housekeeping, slips, trips and falls
Outside environment
Asbestos management (and control of) Policy
Hygiene good practice policy
Spillages
Bad Weather policy
Incident and Outbreak Management
Personal protective equipment (PPE)
Bad Weather Travel Policy
Infection Control Monitoring
Waste Management
Bereavement and sudden death of a child
Information to Individuals Families and Visitors
Security , critical incidents and criminal acts
Building Maintenance
Managing a serious outbreak or Pandemic Contagious Disease
Internal accident or incident reporting form
Catering, drinking water and healthy eating
School Grounds in Strong Winds
Safeguarding – Child Protection/E-Safety/Prevent Duty
CCTV Policy
Non-smoking, alcohol and drugs policy
Single Equalities Policy
Students and young persons’ employment
Visitors
Use of Vehicles, Minibuses and Minibus Parking
Cleaning and Decontamination of Environment
Incident Report Sheet
Work equipment
Complaints relating to health and safety
Preventing Exposure to Blood Borne Viruses
Work experience
Control of Contractors
Ladder safety policy
Personal Protective Equipment
COSHH (Control of substances hazardous to health)
Late collection of students
Working at Height
Crisis management and critical incident plan
Legionnaires disease and water testing
Learning Outside the Classroom (LOtC) including Residential Visits
Critical incident report sheet and staff personal notes form
Lone worker policy including out of hours
Sun safety policy
Curriculum health and safety
Lost and Uncollected Students
Sick child policy
Defect reporting form
RIDDOR Regulations 2013
Maintenance of Plant, Machinery and Facilities
Display screen equipment
violence Handling
Use of vehicles on site
Driving at work
Reporting Infections
Workplace safety for teachers, students and visitors
Drugs and Alcohol policy
Movement of Individuals
Stress
Electrical equipment - visual inspection form - PAT
Protecting the Health of Employees
Violence and personal safety
Environmental Management Policy
I, the undersigned, have received a copy of The The National Mathematics and Science College Health and Safety Policy. I hereby confirm that I have read and understood this policy.
Signed
Print Name
Date
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
RESPONSIBILITIES, ARRANGEMENTS, POWERS AND PROCEDURES: This policy applies to the whole College inclusive of activities outside of the normal college hours. It applies to all staff (teaching and support staff), the proprietor, board
members and volunteers working in the college. This policy is publicly available on the college website and a copy may be obtained from the college office. Issue Status, Distribution and Authorisation: Any changes to these documents
shall be made by re-issuing the whole of the document. The Health and Safety Manager is responsible for issuing these documents on behalf of the Proprietor/Employer. These documents are issued on behalf of the Warwick
International College (forthwith referred to as the Proprietor/Employer), whose registered place of business is 2 The Oaks, Westwood Way, Coventry, Warwickshire, CV4 8JB referred to as “the College”. UNCONTROLLED COPIES (A COPYPROTECTED PDF OR HARD COPY) OF THIS DOCUMENT, specifically marked ‘UNCONTROLLED COPY’, can be issued on request. It is the responsibility of the recipient of any uncontrolled copies to ensure that they are holding the latest
available information.
LEGAL STATUS
being prepared with regard to the: Health and Safety at Work etc Act 1974, associated regulations and relevant supporting documents including: The Management of Health and Safety at Work Regulations 1999 (as amended), and The
Regulatory Reform (Fire Safety) Order 2005 • Equality Act 2010, • Special Educational Needs and Disability Code of Practice: to 25 years (DfE: Jan.2015) • Regulatory Requirements, Part 3 Welfare, Health and Safety of Students and Part 5
Premises of and Accommodation at College of The Education (Independent School Standards Compliance Record) (England) (Amendment) Regulations in force 2015 • Accidents and ill health at work are reported in accordance with the
Reporting of Injuries, Diseases and Dangerous Occurrences (RIDDOR) legislation (2013) www.hse.gov.uk/riddor Tel: 0845 300 9923. • Health and Safety: Advice on legal duties and powers (DfE: 2014)
http://www.hse.gov.uk/services/education/sensible-leadership/index.htm
RELATED DOCUMENTS
See previous page for full list.
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Proprietor. The Proprietor, Head of School and Head of Boarding undertake a formal annual review of this policy and of the efficiency with which the
related duties have been discharged. Where any changes, amendments or additions are made, the revision number will change. Reviews that result in no changes at all will maintain the same revision number. The Proprietor employs
an external provider to undertake an audit on health and safety annually. This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
M E D I C A L CO N D I T I O N S
POLICY:
MEDICAL CONDITIONS
MEDICAL CONDITIONS POLICY
GUIDANCE
Rationale
Most children and young people will at some time have a medical condition
that may affect their participation in school activities. For many, this will
be short term; perhaps finishing a course of medication. Other children
and young people have medical conditions that, if not properly managed,
could limit their access to education. Such children and young people are
regarded as having long term medical needs. Most children with medical
needs are able to attend school regularly and, with some support from
the The National Mathematics and Science College, can take part in most
normal school activities. However, school staff may need to take extra care
in supervising some activities to make sure that these children and young
people, and others, are not put at risk.
The National Mathematics and Science College is an inclusive community
that aims to support and welcome students with medical conditions. The
college seeks:
• to ensure that issues relating to a children and young people’s
medical condition are treated sympathetically and, where appropriate,
confidentially;
• to comply with its common law duty to act as any reasonable prudent
parent/carer would, to make sure that children and young people are
healthy and safe on school premises and this might, in exceptional
circumstances extend to administering medicine and/or taking action in
an emergency; and
• to provide all students with all medical conditions the same opportunities
as others at school.
This duty also extends to teachers leading activities taking place off the
school site, such as educational visits, school outings or field trips.
Definition of Medical Conditions
Students’ medical needs may be broadly summarized as being two types:
• Short-term affecting their participation in the school’s activities because
they are on a course of medication
• Long-term potentially limiting their access to education and requiring
extra care and support (deemed special medical needs).
Students with medical conditions are encouraged to take control of their
condition and to feel confident in the support they receive from the school
to help them do this. We aim to include all students with medical conditions
in all school activities, wherever possible. Parents of students with medical
conditions should feel secure in the care their children receive at this school
as the school ensures all staff understand their duty of care to children and
young people in the event of an emergency and are confident in knowing
what to do in an emergency.
The National Mathematics and Science College School understands
that certain medical conditions are serious and can be potentially lifethreatening, particularly if ill managed or misunderstood and staff
understand the common medical conditions that affect children at this
school. Staff receive training on the impact this can have on students.
The medical conditions policy is understood and supported by the whole
school community. An Individual Health Care Plan (HCP) helps to identify
the necessary safety measures to support children and young people with
significant medical needs and ensure that they and others are not put at
risk. These should be drawn up in consultation with the parent / guardian.
POLICY:
MEDICAL CONDITIONS
ROLES AND RESPONSIBILITIES
Head of School and Head of Boarding have a responsibility to:
Parents/Carers have prime responsibility for their child’s health and should
provide The National Mathematics and Science College with information
about their child’s medical condition. Parent/carers, and the child or young
person if they are mature enough, should give details, in conjunction with
their General Practitioner (GP) or medical adviser as appropriate. Specialist
bodies may also be able to provide advice. The Local Health Service provides
advice on health issues to children and young people, parent/carers,
teachers and the school. The National Mathematics and Science College
aims to work together with appropriate bodies to ensure children and
young people with medical needs and school staff have effective support
at The National Mathematics and Science College. Where it is felt that a
formal referral, other than on Child Protection grounds should take place,
the school will seek parent/carer consent and this will be co- ordinated by
a nominated member of staff.
• ensure the school is inclusive and welcoming and that the medical
conditions policy is in line with local and national guidance and policy
frameworks
This school’s employer has a responsibility to:
• ensure the health and safety of their employees and anyone else on the
premises or taking part in school activities (this includes all students).
This responsibility extends to those staff and others leading activities
taking place off-site, such as visits, outings or field trips;
• ensure health and safety policies and risk assessments are inclusive of
the needs of students with medical conditions;
• make sure the medical conditions policy is effectively monitored and
evaluated and regularly updated;
• report to parents, students and school staff about the successes and
areas for improvement of this school’s medical conditions policy.
• liaise between interested parties including students, school staff, special
educational needs coordinators, pastoral support/welfare officers,
teaching assistants, school nurses, parents, the school health service
and local emergency care services
• ensure the policy is put into action, with good communication of the
policy to all
• ensure every aspect of the policy is maintained
• ensure that information held by the school is accurate and up to date
and that there are good information sharing systems in place using
students’ Healthcare Plans
• ensure student confidentiality
• assess the training and development needs of staff and arrange for
them to be met
• ensure all supply teachers and new staff know the medical conditions
policy
• delegate a staff member to check the expiry date of medicines kept at
school and maintain the school medical conditions register
• monitor and review the policy at least once a year, with input from
students, parents and staff
• update the policy at least once a year according to review
recommendations and recent local and national guidance and legislation
POLICY:
MEDICAL CONDITIONS
All school and boarding staff have a responsibility to:
• be aware of the potential triggers, signs and symptoms of common
medical conditions and know what to do in an emergency
• understand the school’s medical conditions policy
• know which students in their care have a medical condition and be
familiar with the content of the student’s Healthcare Plan
• allow all students to have immediate access to their emergency
medication
• maintain effective communication with parents including informing
them if their child has been unwell at school
• ensure students who carry their medication with them have it when
they go on a school visit or out of the classroom
• be aware of students with medical conditions who may be experiencing
bullying or need extra social support
• understand the common medical conditions and the impact it can have
on students (students should not be forced to take part in any activity if
they feel unwell)
• ensure all students with medical conditions are not excluded
unnecessarily from activities they wish to take part in
• ensure students have the appropriate medication or food with them
during any exercise and are allowed to take it when needed.
• They also have a responsibility to:
educational needs coordinator and welfare officers if a child is falling
behind with their work because of their condition
• use opportunities such as PSHE and other areas of the curriculum to
raise student awareness about medical conditions.
The school healthcare professional at this school has a responsibility
to:
• help update the school’s medical conditions policy
• help provide regular training for school staff in managing the most
common medical conditions at school
• provide information about where the school can access other specialist
training.
First aiders at The National Mathematics and Science College have a
responsibility to:
• give immediate help to casualties with common injuries or illnesses and
those arising from specific hazards with the school
• when necessary ensure that an ambulance or other professional
medical help is called.
The pastoral support/welfare officer at this school has the
responsibility to:
• help update the school’s medical conditions policy
• ensure students who have been unwell catch up on missed school work
• know which students have a medical condition and which have special
educational needs because of their condition
• be aware that medical conditions can affect a student’s learning and
provide extra help when students need it
• ensure all students with medical conditions are not excluded
unnecessarily from activities they wish to take part in.
• liaise with parents, the student’s healthcare professionals, special
POLICY:
MEDICAL CONDITIONS
The students at The National Mathematics and Science College have a
responsibility to:
• ensure their child’s medication and medical devices are labelled with
their child’s full name
• treat other students with and without a medical condition equally
• provide the school with appropriate spare medication labelled with their
child’s name
• tell their parents, teacher or nearest staff member when they are not
feeling well
• ensure that their child’s medication is within expiry dates
• let a member of staff know if another student is feeling unwell
• let any student take their medication when they need it, and ensure a
member of staff is called
• treat all medication with respect
• know how to gain access to their medication in an emergency
• if mature and old enough, know how to take their own medication and
to take it when they need it
• ensure a member of staff is called in an emergency situation.
The parents of a child at this school have a responsibility to:
• tell the school if their child has a medical condition
• ensure the school has a complete and up-to-date Healthcare Plan for
their child
• inform the school about the medication their child requires during
school hours
• inform the school of any medication their child requires while taking
part in visits, outings or field trips and other out-of-school activities
• tell the school about any changes to their child’s medication, what they
take, when, and how much
• inform the school of any changes to their child’s condition
• keep their child at home if they are not well enough to attend school
• ensure their child catches up on any school work they have missed
• ensure their child has regular reviews about their condition with their
doctor or specialist healthcare professional
• ensure their child has a written care/self-management plan from their
doctor or specialist healthcare professional to help their child manage
their condition.
Parent/carers, however are always advised to keep their child(ren) at home
if they are too ill to attend The National Mathematics and Science College
or consult their GP/Clinic and not expect advice from our First Aiders. If
children and young people are unwell at the school parents/carers are
asked to collect their child(ren) in the first instance. Alternatively, the child
may go home if there is a parent/carer available to supervise and prior
consent is sought. In no circumstances are children and young people
permitted to leave the school on medical grounds without the permission
of senior school staff.
Where The National Mathematics and Science College staff are made aware
of a notifiable disease amongst either staff or children and young people or
where there is an outbreak of infectious disease the Head should contact
the Consultant for Communicable Disease Control (CCDC) as appropriate.
The CCDC can advise on the circumstances in which children and young
people with infectious diseases or illness should not be in school, and the
action to be taken following an outbreak of an infectious disease or illness.
POLICY:
MEDICAL CONDITIONS
Parent/guardian’s cultural and religious views should always be respected.
There is no legal duty that requires school staff to administer medication;
this is a voluntary role. Teachers’ conditions of employment do not include
giving medication or supervision of a children and young people taking
it, although staff may volunteer to administer medication after receiving
appropriate training e.g. Epipens. If staff follow the schools procedures,
there is an indemnity for them should there be unforeseen complications
as a result of undertaking an agreed procedure.
First Aiders supervise children and young people taking medication and
record it. They do not administer it unless they have been trained to do
so e.g. Epipens. Health Care Plans (HCPs) are drawn up by the designated
person for children and young people with significant medical needs
(e.g. Epipen Users). Training is given to teaching and support staff and is
updated annually, along with the HCP, with parent/carer consent. HCPs
are electronically circulated to all teachers who teach the children and
young people, catering staff members are also notified of any food allergy
children and young people.
Also included in the same folder are:
• Copies of all the current Health Care Plans for children and young people
with more severe needs.
• Further medical information for the year in question.
• During lesson time, teachers authorise a visit to the Reception for the
Medical Room if a children and young people seems to be unable to
continue with their work with a medical slip; or can send for the First
Aider if the children and young people cannot be moved. Children and
young people should be discouraged from going to the First Aid Room
in between lessons.
• An extra First Aider will always available throughout the school day, on
call for busy times or emergencies. In the case of what appears to be
a head injury, the children and young people’s parent(s)/carer(s) will
always be contacted.
• First Aiders are also responsible for checking and maintaining First Aid
Boxes.
Appropriate bodies will be invited to attend the new intake parent/guardians
evening for children and young people transferring to the school. The
school will maintain a Medical Needs Register in an electronic format on
that is regularly updated by the lead first aider and the Special Educational
Needs Coordinator (SENCo).
• Children and young people cannot send themselves home but must
report to the Receptionist. First Aiders will make an assessment and
discuss with the school’s senior staff before a children and young people
is sent home. Parents/Carers must collect their child or give permission
for them to go home.
Staff should familiarise themselves with children and young people’s
medical details.
• The school attendance register will be completed by the children
and young people’s tutor using the appropriate code for the medical
absence.
An email will be sent each time the register is updated.
• Children and young people with medical conditions will have access to
public examinations with the Examinations Office making arrangements
for special consideration as necessary.
POLICY:
MEDICAL CONDITIONS
FACILITIES
Non-Prescribed Medicines
• The Education (School Premises) Regulations state that every school
should have accommodation for medical or dental examination and
treatment, and for the care of children and young people during school
hours. It need not be used solely as medical accommodation, but it
should be appropriate for that purpose and readily available for use, as
such, when needed.
• No non-prescribed medicines should be given to a child under 12 years
of age and in the case of aspirin to a child of under 16 (unless of course
prescribed by a doctor).
• All minor injuries are treated in the First Aid Room. The First Aid Room is
readily available for this specific purpose and is not used for any other
function except occasional medicals. All children and young people visits
to the First Aid Room are recorded.
• If children and young people suffer from regular acute pain e.g. migraine,
parent/carers should authorise and supply appropriate medication for
their child’s use with written instruction about when and how often their
child should take their medication.
• The First Aiders are responsible for the room and its contents.
• The First Aid Room is also a resource for members of staff. If anyone
has an accident (student or member of staff) the First Aid Room Staff,
in most cases the Receptionist, will formally report the accident to the
Head and the Business Manager.
SHORT TERM MEDICAL NEEDS
• This includes children and young people who will need to take prescribed
medication at the The National Mathematics and Science College some
time in their school life, for a short period only; to finish a course of
antibiotics/apply lotion etc. We would advise that only a daily dose of
medication should be kept with the children and young people.
• Medication of this sort should only be taken to school when absolutely
necessary; and only where the consent of the school has been obtained.
• In general no non-prescribed medicines should be given to any children
and young people.
LONG TERM MEDICAL NEEDS
• These are medical needs which will affect the children and young people
for extended periods and probably most of their lives e.g. anaphylaxis,
asthma, epilepsy.
• It is important that the school is made aware of any medical condition
prior to children and young people starting school or when a children
and young people develops a condition so that HCPs can be set up and
must involve parent/carers and relevant health professionals
• It is the responsibility of the Head/SENCO to co-ordinate information
and if necessary to involve outside agencies.
• Notes are held within SIMs regarding any children and young people
who may require an immediate medical need.
POLICY:
MEDICAL CONDITIONS
ADMINISTRATION OF MEDICATION (IF AGREED)
The school has clear guidance on the administration of medication at
school (see Administration of Medication Policy).
• Emergency medication is readily available to students who require it at
all times during the school day or at off-site activities. If the emergency
medication is a controlled drug and needs to be locked up, the keys are
readily available and not held personally by members of staff.
• No student is allowed to have any non-prescription drugs in school;
this is to ensure that no student unwittingly or otherwise gives another
student his or her medication. This approach is supported in school
through our PSHEE curriculum.
• Records are maintained by the individual who has agreed to administer
medication, detailing the child or young person’s name, time, frequency,
dosage and any side effects.
• Medicines must be labelled as follows: - name of child or young person
– name of medication
• If children and young people refuse to take medication then the school
will inform parent/carers as a matter of urgency. If necessary the school
will call the emergency services.
• dated with expiry date - prescribed dose – frequency and method of
administration - maintained by parent/carer
STORAGE AND SAFETY OF MEDICATION
• No children and young people under 16 should be given medication
without written parent/carer consent.
Medicines will be stored and locked away, as appropriate, for security
purposes. Medicines are labelled – see previous section. Children and
young people are made aware of where their medication is stored and
some medications need refrigeration in airtight containers. Children and
young people have supervised access to their own medication as and
when required. First Aiders check everything once a month and dispose
of medications which are out of date and those that are being stored for
children and young people who have left the school. Protective/disposable
gloves must be used when dealing with blood or other body fluids;
these items must be hygienically disposed of including the dressings or
equipment.
• Self-management/administration of medicines is encouraged for
children and young people, due to their age, at The National Mathematics
and Science College; if feasible, children and young people should keep
their medication on their person, such as inhalers for asthma control,
or care plan specified medication. Only the daily necessary quantity of
the appropriate medication should be with a children and young people
at any time to protect the health and safety of other children and young
people. Students keep their own emergency medication securely.
Students are also reminded to carry their emergency medication with
them.
• Students, whose healthcare professionals and parents advise the school
that their child is not yet able or old enough to self-manage and carry
their own emergency medication, know exactly where to access their
emergency medication.
Safe storage – non-emergency medication
• All non-emergency medication is kept in a secure place, in a lockable
cupboard in a cool dry place. Students with medical conditions know
where their medication is stored and how to access it.
• Staff ensure that medication is only accessible to those for whom it is
prescribed.
POLICY:
MEDICAL CONDITIONS
Safe storage – general
• There is an identified member of staff who ensures the correct storage
of medication at school.
• All controlled drugs are kept in a locked cupboard and only named
staff have access, even if students normally administer the medication
themselves.
• Three times a year the identified member of staff checks the expiry
dates for all medication stored at school.
• The identified member of staff, along with the parents of students with
medical conditions, ensures that all emergency and non-emergency
medication brought in to school is clearly labelled with the student’s
name, the name and dose of the medication and the frequency of dose.
This includes all medication that students carry themselves.
• All medication is supplied and stored, wherever possible, in its original
containers. All medication is labelled with the student’s name, the name
of the medication, expiry date and the prescriber’s instructions for
administration, including dose and frequency.
• Medication is stored in accordance with instructions, paying particular
note to temperature.
• Some medication for students at this school may need to be refrigerated.
All refrigerated medication is stored in an airtight container and is clearly
labelled. Refrigerators used for the storage of medication are in a secure
area, inaccessible to unsupervised students or lockable as appropriate.
• When no longer required, medicines should be returned to the Parent/
Carer to arrange for safe disposal. Sharps boxes should always be used
for the disposal of needles and other sharps.
• It is the parent’s responsibility to ensure new and in date medication
comes into school on the first day of the new academic year.
Safe disposal
• Parents at this school are asked to collect out-of-date medication.
• If parents do not pick up out-of-date medication, or at the end of the
school year, medication is taken to a local pharmacy for safe disposal.
• A named member of staff is responsible for checking the dates of
medication and arranging for the disposal of any that have expired. This
check is done at least three times a year and is always documented.
• Sharps boxes are used for the disposal of needles. Parents obtain sharps
boxes from the child’s GP or paediatrician on prescription. All sharps
boxes in this school are stored in a locked cupboard unless alternative
safe and secure arrangements are put in place on a case-by-case basis.
• If a sharps box is needed on an off-site or residential visit, a named
member of staff is responsible for its safe storage and return to a local
pharmacy or to school or the student’s parent.
• Collection and disposal of sharps boxes is arranged with the local
authority’s environmental services.
RECORD-KEEPING
Enrolment forms
Parents of children at Insert name of school are asked if their child has
any health conditions or health issues on the enrolment form and are
requested to inform the school in writing if any new conditions arise.
Healthcare Plans
This school uses a Healthcare Plan to record important details about
individual children’s medical needs at school, their triggers, signs, symptoms,
medication and other treatments. Further documentation can be attached
to the Healthcare Plan if required.
POLICY:
MEDICAL CONDITIONS
A Healthcare Plan, accompanied by an explanation of why and how it is
used, is sent to all parents of students with a long-term medical condition.
This is sent:
• at the start of the school year;
• at enrolment;
such as teacher–parent interviews and home–school diaries to check that
information held by the school on a student’s condition is accurate and up
to date. Every student with a Healthcare Plan at this school has their plan
discussed and reviewed at least once a year.
Storage and access to Healthcare Plans
• when a diagnosis is first communicated to the school.
These plans will be reviewed annually as a minimum, or more frequently
at the request of parents/carers or the school/centre, or as required. The
parents, healthcare professional and student with a medical condition,
are asked to fill out the student’s Healthcare Plan together. Parents then
return these completed forms to the school. This school ensures that a
relevant member of school staff is also present, if required to help draw
up a Healthcare Plan for students with complex healthcare or educational
needs. If a student has a short-term medical condition that requires
medication during school hours, a medication form plus explanation is
sent to the student’s parents to complete.
School Healthcare Plan register
Healthcare Plans are used to create a centralised register of students with
medical needs. An identified member of staff has responsibility for the
register at this school. The responsible member of staff follows up with the
parents any further details on a student’s Healthcare Plan required or if
permission for administration of medication is unclear or incomplete.
Ongoing communication and review of Healthcare Plans
Parents at this school are regularly reminded to update their child’s
Healthcare Plan if their child has a medical emergency or if there have
been changes to their symptoms (getting better or worse), or their
medication and treatments change. Staff at this school use opportunities
Parents and students at this school are provided with a copy of the student’s
current agreed Healthcare Plan which are kept in a secure central location
at school. Apart from the central copy, specified members of staff (agreed
by the student and parents) securely hold copies of students’ Healthcare
Plans. These copies are updated at the same time as the central copy. All
members of staff who work with groups of students have access to the
Healthcare Plans of students in their care.
When a member of staff is new to a student group, for example due to
staff absence, the school makes sure that they are made aware of (and
have access to) the Healthcare Plans of students in their care. However we
ensure that all staff protect student confidentiality.
NMSC seeks permission from parents to allow the Healthcare Plan to be
sent ahead to emergency care staff, should an emergency happen during
school hours or at a school activity outside the normal school day. This
permission is included on the Healthcare Plan. We also seek permission
from the student and parents before sharing any medical information with
any other party, such as when a student takes part in a work experience
placement.
POLICY:
MEDICAL CONDITIONS
USE OF HEALTHCARE PLANS
Healthcare Plans are used by this school to:
• inform the appropriate staff and supply teachers about the individual
needs of a student with a medical condition in their care
• remind students with medical conditions to take their medication when
they need to and, if appropriate, remind them to keep their emergency
medication with them at all times
• identify common or important individual triggers for students with
medical conditions at school that bring on symptoms and can cause
emergencies. This information is used to help reduce the impact of
common triggers
• ensure that all medication stored at school is within the expiry date
• ensure this school’s local emergency care services have a timely and
accurate summary of a student’s current medical management and
healthcare in the event of an emergency
this medication on the student’s Healthcare Plan. The school and parents
keep a copy of this agreement. Parents of students with medical conditions
at this school are all asked at the start of the school year on the Healthcare
Plan if they and their child’s healthcare professional believe the child is able
to manage, carry and administer their own emergency medication.
Medicines will only be accepted for administration if they are:
• Prescribed
• In-date
• Labelled
• Provided in the original container as dispensed by a pharmacist and
include instructions for administration, dosage and storage.
• The exception to this is insulin which must be in date but will generally
be available inside an insulin pen or pump, rather than in its original
container.
• remind parents of students with medical conditions to ensure that any
medication kept at school for their child is within its expiry dates. This
includes spare medication.
If a child refuses to take medicine or carry out a necessary procedure, staff
should not force them to do so but instead follow the procedure agreed
in the Individual Health Care Plan. Parents/Carers should be informed,
outside of the review, so that alternative options can be considered.
CONSENT TO ADMINISTER MEDICINES
OTHER RECORD KEEPING
If a student requires regular prescribed or non-prescribed medication at
school, parents are asked to provide consent on their child’s Healthcare
Plan giving the student or staff permission to administer medication on
a regular/daily basis, if required. A separate form is sent to parents for
students taking short courses of medication. All parents of students with
a medical condition who may require medication in an emergency are
asked to provide consent on the Healthcare Plan for staff to administer
medication. If a student requires regular/daily help in administering their
medication then the school outlines the school’s agreement to administer
Insert name of school keeps an accurate record of each occasion an
individual student is given or supervised taking medication. Details of the
supervising staff member, student, dose, date and time are recorded. If
a student refuses to have medication administered, this is also recorded
and parents are informed as soon as possible. The school holds training
on common medical conditions once a year. All staff attending receive a
certificate confirming the type of training they have had. A log of the medical
condition training is kept by the school and reviewed every 12 months to
ensure all new staff receive training.
POLICY:
MEDICAL CONDITIONS
All school staff who volunteer or who are contracted to administer
medication are provided with training by a healthcare professional. The
school keeps a register of staff who have had the relevant training. An
up-to-date list is kept of members of staff who have agreed to administer
medication and have received the relevant training. This school ensures
that the whole school environment is inclusive and favourable to students
with medical conditions. This includes the physical environment, as well as
social, sporting and educational activities
PHYSICAL ENVIRONMENT
Insert name of school is committed to providing a physical environment
that is accessible to students with medical conditions. We are committed
to an accessible physical environment which includes out-of-school visits.
The school recognises that this sometimes means changing activities or
locations.
SOCIAL INTERACTIONS
Insert name of school ensures the needs of students with medical conditions
are adequately considered to ensure their involvement in structured and
unstructured social activities, including during breaks and before and after
school. We ensure the needs of students with medical conditions are
adequately considered to ensure they have full access to extended school
activities such as school discos, breakfast club, school productions, after
school clubs and residential visits.
All staff at this school are aware of the potential social problems that
students with medical conditions may experience. Staff use this knowledge
to try to prevent and deal with problems in accordance with the school’s
anti-bullying and behaviour policies. Opportunities such as personal,
social and health education (PSHE) lessons are used to raise awareness of
medical conditions amongst students and to help create a positive social
environment.
EXERCISE AND PHYSICAL ACTIVITY
Insert name of school understands the importance of all students taking
part in sports, games and activities.
This school ensures that:
• all classroom teachers, PE teachers and sports coaches make
appropriate adjustments to sports, games and other activities to make
physical activity accessible to all students.
• all classroom teachers, PE teachers and sports coaches understand
that students should not be forced to take part in an activity if they feel
unwell.
• teachers and sports coaches are aware of students in their care who
have been advised to avoid or to take special precautions with particular
activities.
• all PE teachers, classroom teachers and school sports coaches are
aware of the potential triggers for students’ medical conditions when
exercising and how to minimize these triggers.
• all students have the appropriate medication or food with them during
physical activity and that students take them when needed.
• all students with medical conditions are actively encouraged to take part
in out-of-school clubs and team sports.
EDUCATION AND LEARNING
The National Mathematics and Science College ensures that students with
medical conditions can participate fully in all aspects of the curriculum and
ensures that appropriate adjustments and extra support are provided. If a
student is missing a lot of time at school, they have limited concentration or
they are frequently tired, all teachers at this school understand that this may
POLICY:
MEDICAL CONDITIONS
be due to their medical condition. Teachers at this school are aware of the
potential for students with medical conditions to have special educational
needs (SEN). Students with medical conditions who are finding it difficult
to keep up with their studies are referred to the SEN coordinator. The
school’s SEN coordinator consults the student, parents and the student’s
healthcare professional to ensure the effect of the student’s condition on
their schoolwork is properly considered. Lessons about common medical
conditions are incorporated into PSHE lessons and other parts of the
curriculum. Students at this school learn about what to do in the event of
a medical emergency.
PREGNANCY
If the school becomes aware that a child or young person is pregnant or
suspects that a children and young people is pregnant, the school does
not have a legal responsibility to inform the children and young people’s
parents/carers and a guarantee of unconditional confidentiality should not
be offered to children and young people.
However, the school believes that in all cases a parent/carer should be in
communication with the The National Mathematics and Science College
unless in the opinion of the Head such an action would place the children
and young people at risk of significant harm. In such cases a referral to
Social Services would be made by the designated Child Protection Officer.
If the pregnant children and young people is under 16 and the school
believes that there is a child protection issue then the designated child
protection officer will make referral to the appropriate agency.
The school will consider a CAF (Common Assessment Framework) for all
pregnant children and young people and their partners and inform the
designated Islington Borough Council, or appropriate authority. In all
cases when a member of staff has been informed by a children and young
people that she is pregnant, whether or not she intends to continue with
the pregnancy, the school designated child protection officers (Head or
Assistant Head Post16) should be contacted. With the consent of the
children and young people appropriate authorities should be informed
by completing the relevant notification of pregnancy form. The Head will
convene a planning meeting to ensure that the children and young people
has full information on the services available in the area and how to access
them for both the pregnancy and for subsequent childcare if a CAF is not
being implemented.
A student and young people who is considering adoption or has decided
not to continue with the pregnancy or who has already had a termination
should also be offered access to relevant support services. Health advice
services should be provided by health professionals, such as a qualified
nurse, GP, health promotion worker or sexual health outreach worker.
Teachers are expected, however, to be able to signpost young people to
where they can access confidential advice on sexual health services.
The school will work in partnership with relevant agencies, to provide
access to education, advice and medical treatment, where appropriate. If
the students and young people decides to continue with the pregnancy,
arrangements should be put into place for the continuation of her
education. Pregnancy should not be a reason for excluding a children and
young people from the school, neither should health and safety be used
as a reason to prevent a pregnant student and young people attending
the school. A young person who becomes pregnant is entitled to up to 18
calendar weeks authorised absence to cover the time before and after the
birth of the child. The school will recognise and consider the needs that
school age fathers, and fathers to be, may have.
POLICY:
MEDICAL CONDITIONS
EMERGENCY PROCEDURES
Office staff will call an ambulance on the advice of First Aiders, having
consulted a member of the Senior Leadership Team. Parent/carers are
contacted immediately to inform them of the situation. If parent/carers
cannot be immediately contacted a member of SLT will accompany the
children and young people and remain at the hospital until parent/carers
arrive. Generally staff should not take children and young people to
hospital in their own car. However, in an emergency, it may be the best
course of action. The member of staff should be accompanied by another
adult and ensure they have adequate vehicle insurance. The schools
responsibility ceases as the child is entrusted to the care of the NHS
ambulance personnel. A member of school staff cannot give permission
for any treatment at casualty: The Accident and Emergency staff will have
to decide over questions like blood transfusions, haemophilia etc.
CHILDREN AND YOUNG PEOPLE ON CRUTCHES IN THE
NATIONAL MATHEMATICS AND SCIENCE COLLEGE
Children and young people on two crutches may attend the school on
a restricted basis due to the potential health and safety implications.
However, the school requires a parent/carer to sign a disclaimer and
children and young people may only attend lessons on the ground floor.
HOSPITAL / HOME TUITION
If a children and young people is unable to attend the school for a lengthy
period due to a medical reason, The National Mathematics and Science
College provides work for children and young people who are at home.
This is coordinated by the Assistant Head Academic. If the children and
young people is hospitalized, it is the responsibility of the hospital to
provide a tutor for individual or group work. Again, the hospital tutors
liaise with the Assistant head Academic A referral will be made to the
appropriate authority if it is known that an absence will be greater than 15
days and providing the appropriate medical practitioner has provided the
appropriate confirmation of the medical condition. Medical referral will also
be considered in other circumstances. These children and young people
should have a PSP/CAF (Pastoral Support Programme) drawn up by the
Assistant Head Academic in liaison with Hospital/Home Tuition Services.
If appropriate, children and young people are entitled to a minimum of 5
hours teaching per week.
Public examinations can take place at home or in hospital, “special
arrangements” are coordinated by Assistant Head Academic with the
Hospital/Home Tuition Services. Close liaison with hospital and home
tutors enables the children and young people to keep up with their peers
and ensures a smooth transition back to the school environment. In some
cases re-integration will be accommodated by having a reduced timetable
for the children and young people concerned. Children and young people
and their parents/carers who are absent from the school will be encouraged
to keep informed of events via the website e.g. monthly newsletters etc.
SPORTING ACTIVITIES
Most children and young people with medical conditions can participate in
extra-curricular sport or in the PE curriculum that is sufficiently flexible for
all children and young people to follow in ways appropriate to their own
abilities. For many, physical activity can benefit their overall social, mental
and physical health and wellbeing. Any restrictions on a children and young
people’s ability to participate in PE should be included in their Individual
Health Care Plan. (HCPs.) Some children and young people may need to
take precautionary measures before or during exercise and/or need to
be allowed immediate access to their medication if necessary. Teachers
supervising sporting activities should be aware of relevant medical
conditions and emergency procedures.
POLICY:
MEDICAL CONDITIONS
EDUCATIONAL VISITS
RESIDENTIAL VISITS
(See within Health and Safety the Educational Visits Policy regarding
risk assessment, organisation and management.)
Parents are sent a residential visit form to be completed and returned
to school shortly before their child leaves for an overnight or extended
day visit. This form requests up-to-date information about the student’s
current condition and their overall health. This provides essential and
up-to-date information to relevant staff and school supervisors to help
the student manage their condition while they are away. This includes
information about medication not normally taken during school hours. All
residential visit forms are taken by the relevant staff member on visits and
for all out-of-school hours activities where medication is required. These
are accompanied by a copy of the student’s Healthcare Plan.
If appropriate, the school encourages children and young people with
medical needs to participate in educational visits, whenever safety permits.
Short term medical needs can occur, in a situation where children and
young people are taking part in an educational visit. As indicated no Non
Prescribed medication should be given to a child except where parent/
carer permission has been given.
On any educational visit, except those in the immediate vicinity e.g. inter
school matches etc, parent/carers will need to be asked to give their
approval for the visit and indicate any special considerations, which will
include medical needs. Sometimes the school may need to take additional
safety measures for outside visits.
Occasionally an additional supervisor or parent/carer might accompany a
particular children and young people as advised by risk assessment. Staff
supervising excursions must always be aware of any medical needs and
relevant emergency procedures. If staff are concerned about whether
they can provide for a children and young people’s safety or the safety
of other children and young people on an educational visit, they should
seek medical advice from a senior member of staff who will contact parent/
carers, GPs or other relevant professionals.
First Aid Boxes and travelling First Aid Kits are maintained and checked by
the First Aiders. Staff in charge of relevant Departmental and visits should
check with the First Aiders that they have the correct and sufficient First
Aid materials.
All parents of students with a medical condition attending a school trip or
overnight visit are asked for consent, giving staff permission to administer
medication at night or in the morning if required. The residential visit form
also details what medication and what dose the student is currently taking
at different times of the day. It helps to provide up-to-date information to
relevant staff and supervisors to help the student manage their condition
while they are away.
Risk assessments are carried out by this school prior to any out-of-school
visit and medical conditions are considered during this process. Factors
this school considers include: how all students will be able to access the
activities proposed, how routine and emergency medication will be stored
and administered, and where help can be obtained in an emergency. We
understand that there may be additional medication, equipment or other
factors to consider when planning residential visits.
This school considers additional medication and facilities that are normally
available at school. This school is aware of the common triggers that can
make medical conditions worse or can bring on an emergency. The school
is actively working towards reducing or eliminating these health and safety
POLICY:
MEDICAL CONDITIONS
risks and has a written schedule of reducing specific triggers to support
this.
NMSC is committed to reducing the likelihood of medical emergencies by
identifying and reducing triggers both at school and on out-of-school visits.
School staff have been given training on medical conditions and this training
includes detailed information on how to avoid and reduce exposure to
common triggers for common medical conditions.
Healthcare Plans are used to identify individual students who are sensitive
to particular triggers. The school has a detailed action plan to ensure these
individual students remain safe during all lessons and activities throughout
the school day. Full health and safety risk assessments are carried out on
all out-of-school activities before they are approved, including residential
visits, taking into account the needs of students with medical conditions.
The school reviews medical emergencies and incidents to see how they
could have been avoided. Appropriate changes to this school’s policy and
procedures are implemented after each review. Each member of the school
and health community knows their roles and responsibilities in maintaining
an effective medical conditions policy.
NMSC works in partnership with all interested and relevant parties including
all school staff, parents, community healthcare professionals and students
to ensure the policy is planned, implemented and maintained successfully.
The following roles and responsibilities are used for the medical conditions
policy at this school. These roles are understood and communicated
regularly.
SCHOOL TRANSPORT
Most children and young people with medical needs do not require
supervision on school transport.
CHILDREN AND YOUNG PEOPLE ON CRUTCHES IN THE
SCHOOL
Rationale
The presence, in school, of children and young people dependent on
the use of a pair of crutches, presents a health and safety risk, especially
considering that many of the classes operate on floors other than the
ground floor.
Purposes
• To reflect the Health and Safety risks which children and young people
dependent on crutches face.
• To reflect the fact that in many cases the short term use of crutches may
be advised immediately post injury/initial treatment and during early
medical assessment.
• To reflect the fact that in a limited number of cases the use of crutches
may be required over an extended period.
• To reflect the best educational provision possible for children and young
people using crutches over an extended period.
• To reflect the organisational implications of children and young people
on crutches.
POLICY:
MEDICAL CONDITIONS
GUIDELINES
Unacceptable Practice
The issue relates to the need for a pair of crutches to act in a weight-bearing
capacity, not to the use of a single crutch. In the short term children and
young people may attend the school on a restricted basis while dependent
on a pair of crutches. This will be in the context of proximity to injury/initial
treatment and assessment. (Work to be set.) Where children and young
people are to be dependent on a pair of crutches for an extended period
they will be permitted to attend the school, subject to restrictions. Parent/
carers will be requested to sign a “disclaimer” which outlines the conditions,
subject to which their child may attend the school. Parent/carers will accept
the risks of attendance. These conditions will provide the context in which
the school can exercise its duty of care. The conditions of attendance will
be: Attendance at those classes which are on the ground floor. Movement
between lessons will have to be staggered to avoid collision with other
children and young people.
Although school staff should use their discretion and judge each case on
its merits with reference to the child’s Individual Health Care Plan, it is
not generally acceptable practice to:
• Children and young people will remain in designated area at Break and
Lunchtimes.
• Children and young people will be responsible for the personal retention
and correct use of the crutches.
• Transport arrangements to and from school will be the family’s
responsibility.
CONCLUSION
This policy recognises the school’s educational commitment to children and
young people required to use crutches both in the short term and the long
term, whilst also recognising health and safety organisational implications.
• prevent children from easily accessing their inhalers and medication
and administering their medication when and where necessary
• assume that every child with the same condition requires the same
treatment
• ignore the views of the child or their Parents/Carers; or ignore medical
evidence or opinion, (although this may be challenged)
• send children with medical conditions home frequently or prevent them
from staying for normal school activities, including lunch, unless this is
specified in their individual healthcare plans
• if the child becomes ill, send them to the school office or medical room
unaccompanied or with someone unsuitable
• penalise children for their attendance record if their absences are
related to their medical condition e.g. hospital appointments
• prevent students from drinking, eating or taking toilet or other breaks
whenever they need to in order to manage their medical condition
effectively
• require Parents/Carers, or otherwise make them feel obliged, to attend
the Academy to administer medication or provide medical support to
their child, including with toileting issues. No Parent/Carer should have
to give up working because the Academy is failing to support their child’s
medical needs; or
• prevent children from participating, or create unnecessary barriers to
children participating in any aspect of Academy life, including school
trips, e.g. by requiring Parents/Carers to accompany the child.
POLICY:
MEDICAL CONDITIONS
LIST OF NOTIFIABLE DISEASES:
Diseases notifiable (to Local Authority Proper Officers) under the
Health Protection (Notification) Regulations 2010:
Acute encephalitis
Malaria
Acute infectious hepatitis
Measles
Acute meningitis
Meningococcal Septicaemia
Acute poliomyelitis
Mumps
Anthrax
Plague
Botulism
Rabies
Brucellosis
Rubella
Cholera
SARS
Diphtheria
Scarlet fever
Enteric fever (typhoid or paratyphoid fever)
Smallpox
Food poisoning
Tetanus
Haemolytic uremic syndrome (HUS)
Tuberculosis
Infectious bloody diarrhoea
Typhus
Invasive group A streptococcal disease
Viral haemorrhagic fever (VHF)
Legionnaires’ Disease
Whooping cough
Leprosy
Yellow fever
As of April 2010, it is no longer a requirement to notify the following
diseases:
Dysentery • Ophthalmia • Neonatorum • Leptospirosis • Relapsing fever
Source: Health Protection Agency website September 2013
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy is made available to parents, staff and children and young people in the following ways: via the School website, within the Parents Policies Folder in the Reception area from where, on request, a copy may be obtained.
LEGAL STATUS
Regulatory Requirements, Part 3, Paragraph 13 of the Education (Independent School Standards) (England) Regulations 2014. Applies to the whole school along with all activities provided by the school, including those outside of the
normal school hours; all staff (teaching and non-teaching), the directors and volunteers working in the school.
RELATED DOCUMENTS
Educational Visits and Off-site Activities Policy, Health and Safety Policy, Health and Safety Manual, First Aid Policy
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head. The Board of Directors undertake a formal annual review of this policy for the purpose of monitoring and of the efficiency with which the related
duties have been discharged, by no later than one year from the date shown below, or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so
require. This policy should be considered alongside the Health and Safety policy.vThis policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
P R E V E N T I N G E X T R E M I S M A N D R A D I C A L I S AT I O N
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
PREVENTING EXTREMISM AND RADICALISATION POLICY
The Counter-Terrorism and Security Act (2015) places a duty on our
school to have due regard to the need to prevent people from being
drawn into terrorism and, in so doing, have regard to guidance issued
by the Secretary of State. We work in partnership with other agencies
and recognise that we are partners in the ‘Channel Panels’ that exist
between the local Prevent co-ordinators, the Local Authority, the
chief officer of the local police and existing multi-agency forums.
The Local Authority Prevent Lead for support and advice for the
prevention of radicalisation is:
INSERT NAME,
INSERT NUMBER
Email: INSERT E-MAIL.
The non-emergency police telephone number is: 111
The Department for Education (DfE) dedicated telephone helpline and
mailbox for non-emergency advice for staff and governors:
Tel: 020 7340 7264
Email: [email protected].
INTRODUCTION
The National Mathematics and Science College is committed to providing
a secure environment for students, where students feel and are kept safe.
All adults at The National Mathematics and Science College recognise
that safeguarding is everyone’s responsibility irrespective of the role they
undertake. Specific safeguarding issues include child sexual exploitation
(CSE), bullying including cyber-bullying, faith abuse, radicalisation and
teenage relationship abuse.
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In adhering to this policy, and the procedures therein, staff and visitors
contribute to The National Mathematics and Science College delivery of the
outcomes to all students, as set out in s10 (2) of the Children’s Act 2004.
The United Nations Convention on the Rights of the Child states that every
child has the right to think and believe what they want and also to practice
their religion (UNCRC – Article 14). Also, it education should develop each
child’s personality, talents and abilities to the full (UNCRC – Article 29).
Finally, every child has the right to learn and use the language, customs
and religion of their family whether or not these are shared by the majority
of people in the country where they live (UNCRC – Article 30).
The Preventing Extremism and Radicalisation Safeguarding Policy is one
element within our overall School arrangements to Safeguard and Promote
the Welfare of all Children in line with our statutory duties set out at s175
of the Education Act 2002. We see it as our duty to prevent people from
being drawn into terrorism. The National Mathematics and Science College
ensures that safeguarding arrangements protect children, young people
and learners and meet all statutory and other government requirements,
promote their welfare and prevent radicalisation and extremism.
The National Mathematics and Science College ensures information
is shared between organisations to ensure that people at risk of
radicalisation receive appropriate support. We demonstrate both a general
understanding of the risks affecting children and young people in the area
and have a specific understanding of how to identify students who may be
at risk and what to do to support them. Our school also communicates and
promotes the importance of the Prevent duty to staff and ensure that they
implement the Prevent duty effectively. The Prevent duty is not intended to
stop students debating controversial issues.
Our School’s Preventing Extremism and Radicalisation Safeguarding Policy
also draws upon the guidance contained in the DfE Guidance ‘Keeping
Children Safe in Education, 2015’ and the DfE’s ‘Teaching Approaches that
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
help Build Resilience to Extremism among Young People’ builds resilience
to radicalisation by promoting fundamental British values through the
curriculum and through social, moral, spiritual and cultural development,
equips students with knowledge, skills and understanding to prepare them
to play a full and active part in society and ensures that the school is a safe
place to discuss sensitive issues, while securing balanced presentation of
views and avoiding political indoctrination.
Police see the current threats as:
• ISIS
• Al Quaeda (has a sophisticated on-line set up)
• Irish Republican terrorism
• Domestic Extremism/Extreme Right Wing
• Animal Rights and eco-terrorism
PURPOSE
We ensure that:
• our school complies with all the relevant current legislation and other
National Standards which govern this area of our work.
• our students keep themselves and others in the wider community safe.
• we prevent vulnerable young people in our care being exposed to
radicalisation and extreme views
• we provide opportunities for students to widen and develop their
inter- personal skills by meeting and forming relationships with people
from outside the establishment.
• the welfare and safety of individuals in our care is a major consideration
at all times.
• arrangements are in place to deal with concerns which may be raised
about an individual/s in our care.
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SCHOOL ETHOS AND PRACTICE
When operating this policy The National Mathematics and Science College
uses the following accepted Governmental definition of extremism which
is: ‘Vocal or active opposition to fundamental British values, including
democracy, the rule of law, individual liberty and mutual respect and
tolerance of those with different faiths and beliefs; and/or calls for
the death of members of our armed forces, whether in this country or
overseas’. There is no place for extremist views of any kind in our school. As
a school we recognise that extremism and exposure to extremist materials
and influences can lead to poor outcomes for students and so should be
addressed as a safeguarding concern as set out in this policy.
Extremists of all persuasions aim to develop destructive relationships
between different communities by promoting division, fear and mistrust of
others based on ignorance or prejudice and thereby limiting the life chances
of the students. Education is a powerful weapon against this; equipping
students with the knowledge, skills and critical thinking, to challenge and
debate in an informed way.
Therefore, at The National Mathematics and Science College we provide a
broad and balanced tutorial programme, delivered by skilled professionals.
This includes actively promoting equality, diversity, tackling bullying and
discrimination. This narrows gaps in achievement between different groups
of students and learners. Furthermore at The National Mathematics and
Science College we are aware that students can be exposed to extremist
influences or prejudiced views from an early age which emanate from a
variety of sources including the media, including via the internet.
Any prejudice, discrimination or extremist views, including derogatory
language, displayed by students or staff will always be challenged and
where appropriate dealt with in line with our Disciplinary Policy for students
and the Code of Behaviour for staff.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
As part of wider safeguarding responsibilities staff are alert to:
• disclosures by students of their exposure to the extremist actions,
views or materials of others outside of school, such as in their homes or
community groups, especially where students have not actively sought
these out;
• graffiti symbols, writing or art work promoting extremist messages or
images;
• students accessing extremist material online, including through social
networking sites and excessive usage; parental reports of changes in
behaviour, friendship or actions and requests for assistance;
• partner schools, local authority services, and police reports of issues
affecting students in other schools or settings;
• students voicing opinions drawn from extremist ideologies and
narratives;
• use of extremist or hate terms to exclude others or incite violence;
• intolerance of difference, whether secular or religious or, in line with our
equalities policy, views based on, but not exclusive to, gender, disability,
homophobia, race, colour or culture;
• attempts to impose extremist views or practices on others and
• anti-Western or Anti-British views.
Our school closely follows the Local Authority agreed processes and criteria
for safeguarding individuals vulnerable to extremism and radicalisation. In
the event of concerns about a person becoming radicalised advice will be
sought from the The National Mathematics and Science College). Insert
name of Local Authority who have a panel which meets to address issues
of individuals who have been identified as being at risk of radicalisation but
have not committed any terrorism offence. This Panel meets when a referral
has been made and referrals can be made by anyone. Senior management
130
will also contact their local police for guidance if concerns have been raised
around an individual in our care and be guided by them with regards to the
next course of action. During any subsequent external investigation, for
the individual to remain in our care, the senior management team will hold
a focus meeting to identify risks and control measures that can be put in
place to reduce that risk. They will decide if it is safe to keep the individual
or whether they need to undertake a period of temporary exclusion.
PREVENT DUTY
The National Prevent Duty Guidance 2015 website is:
www.gov.uk/government/publications/prevent-duty-guidance
Our curriculum promotes the spiritual, moral, cultural, mental and physical
development of students and prepares them for the opportunities,
responsibilities and experiences of life. It also promotes community
cohesion. The National Mathematics and Science College is a safe place in
which the students can understand and discuss sensitive topics, including
terrorism and the extremist ideas, and learn how to challenge these ideas.
We appreciate that the Prevent duty is not intended to limit discussion of
these controversial issues. However, we are also mindful (in accordance
with sections 406 and 407 of the Education Act 1996 along with Section
26 of the Counter-Terrorism and Security Act 2015) of our duties to forbid
political indoctrination and to secure a balanced presentation of political
issues.
We assess the risk in our school of our students being drawn into terrorism
including support for terrorist ideology fundamental to which are extremist
ideas. We take into account the Local Authority arrangement to fulfil Prevent
duties. In addition to prevent training for the designated safeguarding lead
and deputy lead this is also be expanded to include the whole staff. Whilst
we intend to training recommended by the local authority, the training
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
(on-line) opportunities through the Channel Preventing Radicalisation
programme is to be accessed for all staff and designated safeguarding lead.
Our school promotes young people in making positive choices about their
lives and endorses the Channel early intervention scheme for students
who could be at risk of radicalisation. The non-statutory guidance can be
found here.
http://course.ncalt.com/Channel_General_Awareness/01/index.html
Channel is a national programme to safeguarding children and adults from
being drawn into terrorism. It became statutory in February 2015. It is an
early intervention to protect and divert people away from the risk they face
before illegal activity occurs.
RISK ASSESSMENT
We assess the risk of our students being drawn into terrorism. This is based
on an understanding, shared with partners, of the potential risk in the local
area. We have robust safeguarding policies in place to identify students
at risk, and intervene as appropriate. We also consider the level of risk
to identify the most appropriate referral, which could include Channel or
Children’s Social Care. The National Mathematics and Science College has
clear protocols for ensuring that any visiting speakers – whether invited by
staff or appointed by students themselves – are suitable and appropriately
supervised.
RADICALISATION
This is defined in the government’s Prevent strategy as “the process by
which a person comes to support terrorism and forms of extremism
leading to terrorism”. There is no single way of identifying an individual
who is likely to be susceptible to an extremist ideology as it occurs as a
result of varying consequences and settings such as family, friends, online,
or specific needs which are answered by extremist or terrorist groups.
131
The National Mathematics and Science College responds to students who
may be targeted or influenced to participate in radicalism or extremism.
The National Mathematics and Science College also ensures that we
can “demonstrate activity”, as required by the statutory guidance, in the
following key areas: risk assessment, working in partnership, staff training
and IT policies.
E-SAFETY AND THE USE OF SOCIAL MEDIA
The internet and the use of social media in particular has become an
increasingly major factor in the radicalisation of young people as it confirms
extreme beliefs by providing access to like-minded people where they are
not able to do this offline. This online community normalises abnormal
views or behaviours such as extreme ideological views and accelerates and
intensifies radicalisation.
The National Mathematics and Science College ensures students are
safe from terrorist and extremist material when accessing the internet in
school, including by ensuring suitable filtering is in place. Every teacher is
aware of the risks posed by online activity of extremist and terrorist groups.
Further details on how social media is used to promote extremism and
radicalisation can be found in guidance from the Department for Education
‘How Social Media Is Used To Encourage Travel To Syria And Iraq: Briefing
Note For Schools.’ An understanding of keeping safe from relevant risks
such as abuse, sexual exploitation and extremism is promoted, including
when using the internet and social media.
Jihadists are encouraged to ‘Invade’ social network sites such as Facebook
by setting up groups with radical views and to seek to gather users with the
‘right’ attitude; ‘Invade’ file-sharing sites like YouTube by placing various clips
with extreme content and infiltrate popular Islamist websites in order to
attempt to convert them into militant sites in line with the closed websites
by spreading extremist contents on the discussion of forums of these sites.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
PROMOTING BRITISH VALUES
The National Mathematics and Science College actively promotes all
fundamental British values and challenges all behaviours and opinions
that are contradictory to these values. Actively promoting the values
means challenging opinions or behaviours in school that are contrary to
fundamental British values. It is expected that students should understand
that while different people may hold different values, all people living in
England are subject to its law.
The National Mathematics and Science College’s ethos and teaching
supports the rule of English civil and criminal law and does not teach
anything that undermines it. The National Mathematics and Science College
takes particular care when teaching about religious law to explore the
differences between the law of the land, state and religious law. Teachers
at The National Mathematics and Science College maintain high standards
of ethics and behaviour and uphold public trust in the profession within
and outside school.
Through their provision of SMSC Development The National Mathematics
and Science College enables students to develop their self-knowledge, selfesteem and self-confidence. The National Mathematics and Science College
promotes respect for other people and enables students to acquire an
appreciation of and respect for their own and other cultures and cultural
traditions. Personal development is promoted, so that students are well
prepared and contribute to wider society and life in Britain.
• Enable students to distinguish right from wrong and to respect the civil
and criminal law of England;
• Encourage students to accept responsibility for their behaviour, show
initiative, and to understand how they can contribute positively to the
lives of those living and working in the locality of the school and to society
more widely;
132
• Enable students to acquire a broad general knowledge of and respect
for public institutions and services in England;
• Encourage respect for democracy and support for participation in the
democratic processes, including respect for the basis on which the law
is made and applied in England.
CHILD PROTECTION
Staff at The National Mathematics and Science College are alert to the fact
that whilst Extremism and Radicalisation is broadly a safeguarding issue
there may be some instances where a child or children may be at direct
risk of harm or neglect.
For example; this could be due to a learner displaying risky behaviours in
terms of the activities they are involved in or the groups they are associated
with or staff may be aware of information about a learner’s family that may
equally place a child at risk of harm. (These examples are for illustration
and are not definitive or exhaustive).
Therefore all adults working in The National Mathematics and Science
College including visiting staff, volunteers, contractors, and students on
placement) are required to report instances where they believe a child
may be at risk of harm or neglect to the Designated Safeguarding Lead or
HEAD OF SCHOOL. In The National Mathematics and Science College our
Safeguarding reporting arrangements are set out fully in our Safeguarding
Policy.
Role of the Designated Safeguarding Lead:
The Designated Safeguarding Lead is: Dr Phil Limbert who is also the Head
of School. The Deputy Designated Safeguarding Lead (DSL) is Mr G. P. Sun
who is the Head of Boarding.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
The Designated Safeguarding Lead works in line with the responsibilities as
set out at Annex B of the DfE Guidance ‘Keeping Children Safe in Education’
which is detailed in the Safeguarding Policy. The Designated Safeguarding
Lead is the focus person and local ‘expert’ for school staff, and others, who
may have concerns about an individual child’s safety or well-being and is the
first point of contact for external agencies. In line with Recommendation 2
of Peter Clarke’s Report; In The National Mathematics and Science College
the role of the Designated Safeguarding Lead will be extended, at the
appropriate time, to include the responsibilities of the PREVENT strand of
the Government’s counter-terrorism strategy.
TRAINING
Whole school in-service training on Safeguarding is organised for staff
and the proprietor at least every three years and will comply with the
prevailing arrangements agreed by the INSERT NAME OF THE TRAINING
PROVIDER WHICH IS RELEVANT TO YOUR SCHOOL/LOCAL AUTHORITY.
The Designated Safeguarding Lead attends training courses as necessary
and the appropriate inter-agency training organised by the Coventry
Local Safeguarding Children Board, or similar courses from an accredited
provider at least every two years. The key areas to be included in the
training can be found in the Preventing Extremism FAQ and include:
• what Prevent is;
• what extremism and radicalisation are;
• confidence to identify children at risk of being drawn into terrorism;
• how people may be drawn into terrorism;
• confidence to challenge extremist ideas which can be used to legitimise
terrorism and are shared by terrorist groups;
• how messages are spread;
• the role of the internet and social media;
133
• what schools and childcare providers must do to comply with the
Prevent duty;
• support for individuals at risk;
• how and where to refer children and young people for further help.
REPORTING CONCERNS
Our DSL provides advice and support to other members of staff on
protecting children from the risk of radicalisation. Our school ensures staff
understand what radicalisation and extremism mean and why people may
be vulnerable to being drawn into terrorism. We ensure staff have the
knowledge and confidence to identify children at risk of being drawn into
terrorism, and to challenge extremist ideas which can be used to legitimise
terrorism.
Staff safeguard and promote the welfare of children and know where
and how to refer children and young people identified as being at risk of
radicalisation for further help to our Prevent Officer who will consider the
most appropriate referral which could include Channel or Children’s Social
Care. Details of our Local Authority Prevent Lead who can give support
and advice for the prevention of radicalisation is available at the top of this
policy.
Working in partnership with other agencies and information sharing: Inline with the safeguarding arrangements sent out by insert name of local
authority, The National Mathematics and Science College co-operates
productively with our local Prevent co-ordinators, the police,(Insert name of
Local Authority, and existing multi-agency forums, for example Community
Safety Partnerships on all matters regarding safeguarding and preventing
extremism. We ensure information is shared appropriately.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
TEACHING APPROACHES
We will all strive to eradicate the myths and assumptions that can lead
to some students becoming alienated and disempowered, especially
where the narrow approaches students may experience elsewhere may
make it harder for them to challenge or question these radical influences,
this guidance and support be delivered in tutorials. We ensure that all
of our support and approaches will help our students build resilience
to extremism and give them a positive sense of identity through the
development of critical thinking skills. We are flexible enough to adapt
our teaching approaches, as appropriate and address specific issues so
as to become even more relevant to the current issues of extremism and
radicalisation. In doing so we follow the three broad categories of:
• making a connection with children through positive engagement and a
learner centered approach;
• facilitating a ‘safe space’ in which children, young people and staff
can understand the risks associated with terrorism and develop the
knowledge and skills to be able to challenge extremist arguments and
• equipping our children with the appropriate skills, knowledge,
understanding and awareness for resilience.
Therefore this approach will be embedded within the ethos of our school so
that students know and understand what safe and acceptable behaviour is
in the context of extremism and radicalisation. This will work in conjunction
with our school’s approach to the spiritual, moral, social and cultural
development of children.
Our goal is to build mutual respect and understanding and to promote the
use of dialogue not violence as a form of conflict resolution. We will achieve
this by using an approach that includes: citizenship programmes; open
discussion and debate; work on anti-violence and a restorative approach
to conflict resolution; targeted programmes.
134
We also work with local partners, families and communities in our efforts
to ensure our school understands and embraces our local context and
values in challenging extremist views and to assist in the broadening of
our student’s experiences and horizons. We help support children who
may be vulnerable to such influences as part of our wider safeguarding
responsibilities and where we believe a learner is being directly affected by
extremist materials or influences we will ensure that that learner is offered
mentoring. Additionally in such instances our school will seek external
support from the Local Authority and/or local partnership structures
working to prevent extremism.
At The National Mathematics and Science College we promote the values of
democracy, the rule of law, individual liberty, mutual respect and tolerance
for those with different faiths and beliefs. We will teach and encourage
children to respect one another and to respect and tolerate difference,
especially those of a different faith or no faith. It is indeed our most
fundamental responsibility to keep our children safe and prepare them for
life in modern multi-cultural Britain and globally.
USE OF EXTERNAL AGENCIES AND SPEAKERS
At The National Mathematics and Science College we encourage the
use of external agencies or speakers to enrich the experiences of our
students, however we will positively vet those external agencies, individuals
or speakers who we engage to provide such learning opportunities or
experiences for our students.
We comply with KCSIE paragraph 43 and prevent people who pose a risk
of harm from working with children. We adhere to statutory responsibilities
and check staff who work with students, taking proportionate decisions on
whether to ask for any checks beyond what is required. We ensure that
volunteers are appropriately supervised. Such vetting is to ensure that
we do not unwittingly use agencies that contradict each other with their
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
messages or that are inconsistent with, or are in compete opposition to,
our school’s values and ethos.
We must be aware that in some instances the work of external agencies
may not directly be connected with the rest of the school curriculum so
we need to ensure that this work is of benefit to students. Our school will
assess the suitability and effectiveness of input from external agencies or
individuals to ensure that:
• any messages communicated to students are consistent with the ethos
of the school and do not marginalise any communities, groups or
individuals;
• any messages do not seek to glorify criminal activity or violent extremism
or seek to radicalise students through extreme or narrow views of faith,
religion or culture or other ideologies;
• activities are matched to the needs of students and
• activities are carefully evaluated by schools to ensure that they are
effective.
The National Mathematics and Science College records formal checks in
the SCR by reference to the usual considerations such as role, frequency,
supervision, payment (as not all visiting speakers are volunteers) and
whether speakers are employed by another organisation.
Where checks are carried out on volunteers, we record this on the single
central record, unless a secure alternative approach is used instead. By
delivering a broad and balanced tutorial programme, augmented by the
use of external sources where appropriate, we strive to ensure our students
recognise risk and build resilience to manage any such risk themselves
where appropriate to their age and ability but also to help students develop
the critical thinking skills needed to engage in informed debate.
135
WHISTLE BLOWING
Where there are concerns of extremism or radicalisation Students and
Staff will be encouraged to make use of our internal systems to Whistle
Blow or raise any issue in confidence. They must inform the HEAD OF
SCHOOL straight away (or if it relates to the Head of School inform Local
Authority Designated Officer whose contact details are on pages 1 and 2 of
the child protection policy).
RECRUITMENT
The arrangements for recruiting all staff, permanent and volunteers, to our
school will follow guidance for safer recruitment best practice in education
settings, including, but not limited to, ensuring that DBS checks are always
made at the appropriate level, that references are always received and
checked and that we complete and maintain a single central record of such
vetting checks.
We apply safer recruitment best practice principles and sound employment
practice in general and in doing so will deny opportunities for inappropriate
recruitment or advancement. We are alert to the possibility that persons
may seek to gain positions within our school so as to unduly influence our
school’s character and ethos. We are aware that such persons seek to limit
the opportunities for our students thereby rendering them vulnerable to
extremist views and radicalisation as a consequence. Therefore, we adhere
to safer recruitment practice.
ROLE OF THE PROPRIETOR
The Proprietor undertakes appropriate training to ensure that he is clear
about the role and the parameters of their responsibilities as Proprietor,
including the statutory safeguarding duties.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
The Proprietor also supports the ethos and values of our school and supports
tackling extremism and radicalisation. In line with Recommendation 13 of
Peter Clarke’s report details of our Governing Body will be published on
our school website to promote transparency.
136
Access to extremism / extremist influences
In line with the provisions set out in the DfE guidance ‘Keeping Children
Safe in Education, 2015’ the proprietor challenges the school’s senior
management team on the delivery of this policy and monitor its effectiveness.
• Is there reason to believe that the child/young person associates with
those known to be involved in extremism - either because they associate
directly with known individuals or because they frequent key locations
where these individuals are known to operate? (e.g. the child/young
person is the partner, spouse, friend or family member of someone
believed to be linked with extremist activity)
The Proprietor reviews this policy annually and may amend and adopt it
outside of this timeframe in accordance with any new legislation or guidance
or in response to any quality assurance recommendations pertaining to
the delivery of this policy and the overall safeguarding arrangements made.
• Does the child/young person frequent, or is there evidence to suggest
that they are accessing the internet for the purpose of extremist activity?
(e.g. Use of closed network groups, access to or distribution of extremist
material, contact associates covertly via Skype/email etc)
POSSIBLE SIGNS OF EXTREMISM/RADICALISATION
• Is there reason to believe that the child/young person has been or is
likely to be involved with extremist/ military training camps/ locations?
Vulnerability
• Identity Crisis - Distance from cultural/ religious heritage and
uncomfortable with their place in the society around them
• Personal Crisis – Family tensions; sense of isolation; adolescence;
low self-esteem; disassociating from existing friendship group and
becoming involved with a new and different group of friends; searching
for answers to questions about identity, faith and belonging
• Personal Circumstances – Migration; local community tensions; events
affecting country or region of origin; alienation from UK values; having a
sense of grievance that is triggered by personal experience of racism or
discrimination or aspects of Government policy
• Is the child/young person known to have possessed or is actively seeking
to possess and/ or distribute extremist literature/ other media material
likely to incite racial/ religious hatred or acts of violence?
• Does the child/young person sympathise with, or support illegal/illicit
groups e.g. propaganda distribution, fundraising and attendance at
meetings?
• Does the child/young person support groups with links to extremist
activity but not illegal/illicit e.g. propaganda distribution, fundraising and
attendance at meetings?
Experiences, Behaviours and Influences
• Unmet Aspirations – Perceptions of injustice; feeling of failure; rejection
of civic life
• Has the child/ young person encountered peer, social, family or faith
group rejection?
• Criminality – Experiences of imprisonment; poor resettlement/
reintegration, previous involvement with criminal groups
• Is there evidence of extremist ideological, political or religious influence
on the child/ young person from within or outside UK?
• Have international events in areas of conflict and civil unrest had a
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
personal impact on the child/ young person resulting in a noticeable
change in behaviour? It is important to recognise that many people may
be emotionally affected by the plight of what is happening in areas of
conflict (i.e. images of children dying) it is important to differentiate them
from those that sympathise with or support extremist activity
• Has there been a significant shift in the child/ young person’s behaviour
or outward appearance that suggests a new social/political or religious
influence?
• Has the child/ young person come into conflict with family over religious
beliefs/lifestyle/ dress choices?
• Does the child/ young person vocally support terrorist attacks; either
verbally or in their written work?
• Has the child/ young person witnessed or been the perpetrator/ victim
of racial or religious hate crime or sectarianism?
Travel
• Is there a pattern of regular or extended travel within the UK, with other
evidence to suggest this is for purposes of extremist training or activity?
• Has the child/ young person travelled for extended periods of time to
international locations known to be associated with extremism?
• Has the child/ young person employed any methods to disguise their
true identity? Has the child/ young person used documents or cover to
support this?
137
Social Factors
• Does the child/ young person have experience of poverty, disadvantage,
discrimination or social exclusion?
• Does the child/ young person experience a lack of meaningful
employment appropriate to their skills?
• Does the child/ young person display a lack of affinity or understanding
for others, or social isolation from peer groups?
• Does the child/ young person demonstrate identity conflict and
confusion normally associated with youth development?
• Does the child/ young person have any learning difficulties/ mental
health support needs?
• Does the child/ young person demonstrate a simplistic or flawed
understanding of religion or politics?
• Does the child/ young person have a history of crime, including episodes
in prison?
• Is the child/young person a foreign national, refugee or awaiting a
decision on their immigration/ national status?
• Does the child/ young person have insecure, conflicted or absent family
relationships?
• Has the child/ young person experienced any trauma in their lives,
particularly any trauma associated with war or sectarian conflict?
• Is there evidence that a significant adult or other in the child/young
person’s life has extremist view or sympathies?
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
More critical risk factors could include:
• Being in contact with extremist recruiters
• Articulating support for extremist causes or leaders
• Accessing extremist websites, especially those with a social networking
element
• Possessing extremist literature
• Using extremist narratives and a global ideology to explain personal
disadvantage
• Justifying the use of violence to solve societal issues
• Joining extremist organisations
• Significant changes to appearance and/or behaviour
VULNERABILITY FACTORS
Engagement factors
1. Grievance/Injustice: Engagement with an extremist group, cause or
ideology meets needs to express or act on feelings of anger, grievance
or injustice.
2. Threat: The individual feels that their family, identity, culture or values
are under threat and an extremist group or cause offers a vehicle to
articulate these threats and defend against them.
3. Identity, meaning and belonging: The individual uses the group,
cause or ideology to provide a clear sense of identity, meaning and
belonging.
4. Status: Some individuals use extremist groups, causes or ideologies to
provide a sense of status and superiority.
138
5. Excitement, comradeship or adventure: Some individuals use
extremist groups, causes or ideologies to fulfil a desire for excitement,
comradeship or adventure.
6. Dominance and control: Some individuals use extremist groups,
causes or ideologies to dominate and control others.
7. Susceptibility to indoctrination: Some individuals accept the ideology,
beliefs and doctrine of an extremist group or cause uncritically and
without question.
8. Political/moral motivation: Engagement with an extremist group,
cause or ideology is motivated by a desire to bring about political or
moral change.
9. Opportunistic involvement: Engagement with an extremist group,
cause or ideology can be motivated by self interest rather than a
political or moral cause.
10.Family and/or friends support extremist offending: Some
individuals’ engagement with an extremist group, cause or ideology can
be supported or condoned by family or friends.
11.Transitional periods: Some individuals engage with an extremist
group, cause or ideology at a transitional time in their lives.
12.Group influence and control: Some individuals are members of
extremist groups that impose a significant level of influence and control
over their behaviour and conduct.
13.Mental health: Mental health problems can contribute to individuals’
engagement with groups, causes or ideologies.
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
Intent factors
14.Over-identification with a group, cause or ideology: Some individuals
over-identify with a group, cause or ideology to the extent that they lose
their own identity and sense of agency.
15.Them and Us thinking: Some individuals divide the world into an outgroup of persecutors and an in-group of persecuted individuals with
whom they identify and whose cause they have adopted.
16.Dehumanisation of the enemy: Individuals can dehumanise members
of the out-group and believes they should be purged or punished.
17.Attitudes that justify offending: This factor applies where individuals
hold attitudes or beliefs that support and justify offending on behalf of
their group, cause or ideology.
18.Harmful means to an end: Individuals may be prepared to commit
serious or significant harm to realise extremist goals.
19.Harmful objectives: Some individuals hold objectives that are
inherently harmful.
Capability factors
20.Individual knowledge, skills and competencies: Some individuals
have specific knowledge, skills and competencies to contribute to or
commit offences that could cause serious and significant harm.
21.Access to networks, funding or equipment for terrorism: Some
individuals have access to networks, funding or equipment that can help
them support or commit a terrorist offence that could cause serious or
significant harm.
22.Criminal capability: Where individuals have a criminal history, which
can provide a level of capability for extremist offending.
139
POLICY:
PREVENTING EXTREMISM AND RADICALISATION
140
‘KEY INGREDIENTS’ FOR SUCCESSFUL TEACHING IN THE CONTEXT OF ‘PUSH’ AND ‘PULL’ FACTORS
PUSH FACTORS
KEY INGREDIENTS
(FACTORS THAT PUSH AND INDIVIDUAL/MAKE AN
INDIVIDUAL VULNERABLE TO EXTREMIST MESSAGES)
PULL FACTORS
(FACTORS THAT DRAW CHILDREN INTO EXTREMIST
MESSAGES)
•Lack of excitement; frustration
•Teacher confidence in many cases it will be the use of existing teaching skills and methods which may well be the
most effective approach
•Charismatic/confident individuals (recruiters)
•Lack of sense of achievement- seen as significant.
‘Lack of purpose’/ confidence in the future, life goals.
•Teacher attitudes and behaviours
•Willingness to admit you don’t know; acknowledging controversial issues exist; awareness that I have a role to play;
willingness to turn to others for help when you don’t know about something.
•Networks/sense of belonging
•Lack of an outlet for views
•Specific knowledge
•Understanding other cultures and religions as well as alternative values and beliefs (whilst being careful to avoid
‘othering’)
•Knowledge of an alternative values framework
•Broader community views which enable or do
not oppose extremism
PUSH FACTORS
•Gaps in knowledge or understanding for both
children and their parents
KEY INGREDIENTS
•Teaching practice/ pedagogy:
•Boosting critical thinking (seeing through propaganda, singular messages etc)
•Helping to see multiple perspectives
•Using multiple resources/methods
•Embedding or sustaining dialogue following specialist interventions
•Enabling students to tackle difficult issues
•Linking school work to the wider community
•Drawing evidence from across the curriculum
•Developing in children a sense of multiple identities, help children become aware of and comfortable with,
multiple personal identity
PULL FACTORS
•Persuasive, clear messages.
•Exploiting knowledge gaps
•Sense of injustice
•Actual or perceived humiliating experiences
(including bullying, racial discrimination as well as
perceived humiliating experiences. Perhaps linked
closely to sense of injustice).
•Exclusion- lack of belonging to peer or community
networks, associations, etc
•Factors that are out of scope with this study
•Factors that are out of scope with this study
•Factors that are out of scope with this study
•Sense of dignity and importance and loyalty
•Disruptive home life
•Support from Senior Leaders
•Exciting (non-teaching) activities
•Disaffection with wider societal issues
•Student support processes
•Sense of purpose in life
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy, which is applicable to the whole school, is part of our safeguarding – child protection procedures. It is publicly available on the school website and a copy may be obtained from the school office.
LEGAL STATUS
This policy complies with Part 2, paragraphs 5 (a) to (e) inclusive of the Education (Independent School Standards) (England) Regulations 2015), and other relevant and current regulations and any other guidance to which
schools are obliged to have regard. In adhering to this policy, and the procedures therein, staff and visitors contribute to Warwick International College’s delivery of the outcomes to all children, as set out in s10 (2) of the Children’s Act
2004. This Preventing Extremism and Radicalisation Safeguarding Policy is one element within our overall School arrangements to Safeguard and Promote the Welfare of all Children in line with our statutory duties set out at s175 of
the Education Act 2002. Our School’s Preventing Extremism and Radicalisation Safeguarding Policy also draws upon the guidance contained in Keeping Children Safe in Education (KCSIE) (DfE: July 2015); Working Together to Safeguard
Children (WT) A guide to inter-agency working to safeguard and promote the welfare of children (HM Government: 2015 and also Resources ‘Learning Together to be Safe’, ‘Prevent: Resources Guide’, ‘Tackling Extremism in the UK’,
DfE’s ‘Teaching Approaches that help Build Resilience to Extremism among Young People’ and Peter Clarke’s Report • Prevent Duty Guidance: for England and Wales (March 2015) (Prevent). Prevent is supplemented by The Prevent
duty: Departmental advice for schools and childminders (June 2015) and The use of social media for on-line radicalisation (July 2015) • Department for Education: ‘How Social Media Is Used To Encourage Travel To Syria And Iraq:
Briefing Note For Schools.’
RELATED DOCUMENTS
Safeguarding Children – Safer Recruitment Policy; Anti-bullying; E-Safety Policy; Whistleblowing; Behaviour Management including Discipline, Sanctions and Exclusions Policy; Personal Social Health and Economic Education (PSHE) and
Spiritual, Moral, Social and Cultural (SMSC) Development;
Statutory guidance (Home Office) – see paras 1-27 generally and 57-76 for sector specific guidance for schools
The Prevent Duty: Departmental Advice for Schools and Childcare Providers (Department for Education)
http://www.saferinternet.org.uk/advice-and-resources/teachers-and-professionals/safety-features
https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/440450?How_social_media_is_used_to_encourage_travel_to_Syria_and_Iraq.pdf
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head. And the Designated
The Proprietor undertakes a formal annual review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged.
This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
RISK ASSESSMENT
POLICY:
RISK ASSESSMENT
RISK ASSESSMENT POLICY FOR STUDENT WELFARE
• consult with staff, students, parents and others, where appropriate, to
find practical solutions to welfare issues;
Introduction
• ensure that standards of student welfare at the College are regularly
monitored both at an individual level and across the whole school
community to identify trends and issues of concern and to improve
systems to manage these.
This is the risk assessment policy for student welfare and applies to the
whole school including the boarding accommodation. Purpose
The purpose of this policy is:
• to actively promote the wellbeing of students of the College;
• to ensure that all employees of the College are aware of and follow the
The National Mathematics and Science College approach to student
wellbeing; and
• to implement a framework for the assessment of risk(s) to student
wellbeing.
STUDENT WELFARE
The College Board recognises its responsibility to safeguard and promote
the welfare of students in its care. This responsibility encompasses the
following principles:
• to support students’ physical and mental health and emotional wellbeing (as well as their social and economic well-being);
• to protect students from the risk of harm and/or neglect;
• to recognise that corporal punishment can never be justified;
RESPONSIBILITIES
• to provide students with appropriate education, training and recreation;
The Heads of School and Boarding oversees student welfare and wellbeing issues. At an operational level, the Heads of School and Boarding, in
conjunction with the Health and Safety Manager will:
• to protect students from the risk of radicalisation, extremism and being
drawn into terrorism;
• ensure that student’s health, safety and well-being is adequately
protected;
• ensure that all staff are aware of, and adhere to, the College’ policies
and procedures on student health, safety and welfare;
• to encourage students to contribute to society;
• to build students’ resilience to radicalisation by actively promoting
fundamental British values, enabling students’ to challenge extremist
views;
• ensure that key staff have clearly established roles and responsibilities;
• to assess the risk of children being drawn into terrorism and to provide
appropriate support for those identified as being at risk;
• ensure that staff are appropriately trained to deal with student welfare
issues;
• to ensure that students are provided with a safe and healthy environment
so far as reasonably practicable; and
• ensure that where concerns about a student’s welfare are identified, the
risks are appropriately managed;
• to manage welfare concerns effectively.
POLICY:
RISK ASSESSMENT
The College recognises that individual students may have needs which
arise from physical, medical, sensory, learning, emotional or behavioural
difficulties which require provision additional to or different from that
generally required by children of the same age in mainstream schools. The
College is committed to promoting and safeguarding the welfare of all of its
students having regard to the special requirements of individual students
but, where appropriate or necessary, balancing the special requirements
of individual students against the College’s responsibilities to promote and
safeguard the welfare of all its students.
The College addresses its commitment to these principles through:
Prevention - ensuring that all reasonable measures are taken to minimise
the risk of harm to students and their welfare by:
• ensuring through training that all staff are aware of and committed to
this policy and the values set out;
• establishing a positive, supportive and secure environment in which
students can learn and develop;
• including in the curriculum, activities and opportunities for PSHE which
equip students with skills to enable them to protect their own welfare
and that of others; and
• providing medical and pastoral support that is accessible and available
to all students.
Protection - ensuring all appropriate actions are taken to address
concerns about the welfare of a student, whether of a safeguarding nature
or otherwise. This includes:
• sharing information about concerns with agencies who need to know
and involving students and their parents appropriately; and
• monitoring students known or thought to be at risk of harm and
formulating and / or contributing to support packages for those students.
The College recognises that student welfare and well-being can be adversely
affected by many matters whether in or away from school, including abuse,
bullying, radicalisation, behavioural and health issues.
The College has developed this policy and the policies in the table below,
which set out full details of its procedures to safeguard and promote
student health, safety and welfare in accordance with its duties under Part
3 of the ISSRs and the and details of those with overall responsibility for
risk assessment.
RISK ASSESSMENT
Student safety and welfare at the College is paramount. The College
have various systems to ensure that student welfare is safeguarded and
promoted including the use of daily diaries, house meetings, and weekly
report sheets. These are regularly reviewed and overseen by the senior
management team.
Where a concern about a student’s welfare is identified, the risks to that
student’s welfare will be assessed, appropriate action will be taken to
reduce the risks identified, this will be recorded and regularly monitored
and reviewed.
The format of any assessment of risks may vary and may be included as
part of the overall response to a welfare issue and/or by using the attached
risk assessment form where appropriate. Regardless of the form used, the
college’s approach to promoting student welfare will be systematic and
student focused.
The information obtained through this process and the action agreed will
be shared, as appropriate, with other staff, parents and third parties in
order to safeguard and promote the welfare of a particular student or of
students generally.
POLICY:
RISK ASSESSMENT
SAFEGUARDING / CHILD PROTECTION
With regard to safeguarding risks, and in accordance with current statutory
guidance, including Keeping children safe in education (March 2015,
updated July 2015) and Working together to safeguard children (March
2015) and Part 3 of the ISSRs and the NMS, the College has systems in place
to identify students who may be in need of extra help, or those who are
suffering, or are likely to suffer significant harm, and will take appropriate
action to address and mitigate those risks by working in conjunction with
social care, the police (including, in relation to those identified as being at
risk of radicalisation, the Channel Police Practitioner), health services and
other services, where appropriate or necessary.
ideas. The College will ensure that the arrangements for visiting speakers,
whether invited by staff, students or parents, are suitably risk assessed
before the visit takes place and that clear protocols are in place to ensure
that those visiting speakers are suitable and are appropriately supervised
when on College premises.
ANTI-BULLYING
The College has a written Anti-bullying policy which covers the College’
approach to the management of bullying and cyber bullying.
BEHAVIOUR
Further guidance on how staff should ensure that their behaviour and
actions do not place students or themselves at risk of harm, or of allegations
of harm to a student, is also set out in Staff Code of Conduct.
The College has a written behaviour policy which sets out how it promotes
good behaviour amongst students at the Schools and the sanctions to
be adopted in the event of student misbehaviour. This policy contains
further information about the College’s performance of its duties under
the Equality Act 2010 (and reasonable adjustments made for students with
disabilities), support systems for students and liaison between parents and
other agencies.
PROTECTION FROM RADICALISATION AND EXTREMISM
HEALTH AND SAFETY
Details of the College’s procedures to prevent students from becoming
radicalised and/or being drawn into extremism and/or terrorism in
accordance with the guidance in Prevent Duty Guidance for England and
Wales 2015 (HM Gov) and the Departmental advice on the Prevent Duty
(DfE) are also contained within the Child Protection Policy. The College
will meet these obligations by assessing the risk of students being drawn
into radicalisation and/or extremism and/or terrorism and putting in place
control measures to support those at risk.
In accordance with its obligations under the Health and Safety at Work
etc Act 1974 and with Part 3 of the ISSRs, WIC as an employer has a duty
to ensure the health, safety and welfare of employees and the health and
safety of students and others affected by the Schools’ operations, so far as
is reasonably practicable.
Full details of the College’s safeguarding procedures are set out in the Child
Protection Policy.
The College is committed to providing a safe space in which students can
consider and discuss sensitive topics, including terrorism and the extremist
ideas that are part of terrorist ideology, and learn how to challenge these
The College will meet this requirement by taking a sensible, proportionate
and holistic approach to management of health and safety issues in
accordance with its obligations and its health and safety policies and its
separate policy on risk assessment of health and safety issues.
POLICY:
RISK ASSESSMENT
REPORTING
MONITORING AND REVIEW
When assessing risks to student welfare and well-being at the Schools,
all staff should also consider whether the matter should be reported to
outside agencies and /or regulatory bodies, including but not restricted
to, Children’s Services, the Police, (including, in relation to those identified
as being at risk of radicalisation, the Channel Police Practitioner), Ofsted,
CAMHS, the Charity Commission etc.
Relevant risk assessments and any action taken in response to risk
assessments will be monitored regularly by the Head of School and/or a
relevant senior member of staff as set out in section 3.5.
Unless provided for otherwise in the College’s policies or in statutory
guidance, the member of staff concerned should discuss the decision
to report to outside agencies and /or regulatory bodies with the Head of
School and/or Head of the School and/or the Designated Safeguarding
Lead (where appropriate) before making such a report.
If, at any point, there is a risk of immediate serious harm to a student, a
referral should be made to children’s social care immediately. Anybody can
make a referral. If the student’s situation does not appear to be improving
the staff member with concerns should press for re-consideration.
Concerns should always lead to help for the child at some point.
Wherever the College proposes to share information under this policy
or related welfare policies, it will have due regard to the principles set
out in the DfE advice note, “Information Sharing: Advice for practitioners
providing safeguarding services to children, young people, parents and
carers” (Currently in force).
This policy and related procedures will be reviewed by the Head of School
and/or a relevant senior member of staff as set out in section 3.5., and
updated as necessary.
In undertaking the monitoring and review of relevant risk assessments
and this policy (as necessary), the Head of School and/or a relevant senior
member of staff will seek to identify trends and understand issues of
concern and to take steps to improve systems to manage these.
POLICY:
RISK ASSESSMENT
GUIDANCE ON RISK ASSESSMENT
A student welfare risk assessment is a careful examination of what could
cause harm to student welfare and to consider appropriate control
measures, so that you can weigh up whether the School has taken adequate
precautions or should take additional steps to prevent the risk of harm.
The purpose of a risk assessment is not to create huge amounts of
paperwork, but rather to identify sensible measures to control real risks those that are most likely to occur and / or will cause the most harm if they
do.
When thinking about your risk assessment in this context, remember:
• a welfare issue is anything that may harm a student; to include cyberbullying, abuse and the risk of radicalisation and extremism.
• the risk is the chance that a student could be harmed, together with an
indication of how serious the harm could be If it occurs.
Step 1: Identify the issue
First you need to work out how students could be harmed. This will
generally be set out in the concern raised about a student’s welfare.
Step 2: Decide who might be harmed and how
Identify individual students or groups of students who might be harmed
and how they might be harmed by the concern raised.
Step 3: Evaluate the risks and decide on precautions
Decide what to do about the risks.
Compare what you currently do with what is required by law, DfE guidance
or is accepted good practice. If there is a difference, list what needs to
be done to protect the student’s welfare. Where appropriate take into
account any special requirements or protected characteristics.
Step 4: Record your findings and implement them
Make a written record of your significant findings - the concern, the issues,
how student(s) might be harmed and what arrangements the College has
in place to control those risks.
There is no prescribed format for this record but any record produced
should be simple and focussed on control measures and the steps the
College proposes to take to manage the risk.
Step 5: Review your risk assessment and update, if necessary
Review what you are doing for the students identified and across the School
generally and monitor and review the efficacy and /or the outcome of the
measures you have put in place on a regular basis, or as required.
POLICY:
RISK ASSESSMENT
EXAMPLE TEMPLATE RISK ASSESSMENT
WHAT IS THE
WELFARE ISSUE?
Alleged bullying of
Student A by Student
B
WHO MIGHT BE
HARMED AND HOW?
Student A
WHAT MEASURES
ARE ALREADY IN
PLACE?
WHAT FURTHER
ACTION IS
NECESSARY?
Both students have
been
interviewed
and investigation is
ongoing.
Student A should not
sit next to Student B
in class.
Lunchtime
staff
and
playground
supervisors to keep
an eye on Student's
A and B at break
times and report any
incidents to [• name].
Student A has been
overheard
telling
Student B that he
intends to travel to
Syria to live a better life.
Student A, Student B
and other students.
Both Student A and
B have been spoken
to and interviewed
by the DSL and the
parents, the Police
and children's social
services have been
informed.
Student A should be
referred to the Channel
Programme.
Obtain students and
parent
consent
to
engage in the Channel
programme.
ACTION BY WHOM?
ACTION BY WHEN?
Class teacher
Immediately
Lunchtime
and
p l a y g r o u n d
Supervisors
Immediately
DSL
DSL
DSL
Immediately
ACTION COMPLETED?
Yes - communicated
to staff on
[DAY/MONTH/YEAR]
REVIEW DATE
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
LEGAL STATUS
It is drawn up and implemented in accordance with the Education (Independent School Standards) Regulations 2014 (SI 2014/3283) (the ISSRs) and has regard to the Part 3 obligations of the proprietor to make arrangements to
safeguard and promote the welfare of students at the College by the implementation of a written risk assessment policy and the Part 8 obligations of those with leadership and management responsibilities to actively promote the
wellbeing of students. It has regard to standards 6.3 and 13 of the National Minimum Standards for Boarding Schools (April 2015) (the NMS).
RELATED DOCUMENTS
MONITORING AND REVIEW
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
SA F E G U A R D I N G C H I L D R E N - C H I L D P R OT E C T I O N
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
KEY INTERNAL CONTACT DETAILS
KEY EXTERNAL CONTACT DETAILS
Our School’s Designated Safeguarding Lead Prevent Officer and the
Deputy DSL/Deputy Prevent Officer are:
External responsibilities and therefore details of any external personnel
named below may be subject to change without notification to the School.
Designated Safeguarding Lead (DSL) and Prevent Officer for
the whole School is
Dr Philip Limbert (Head of School)
Mobile: 0784332 8087 (24hrs)
Email: [email protected]
Deputy Designated Safeguarding Lead (DSL) and Prevent
Officer for the whole School is
Mr Gaopeng Sun (Director of Boarding and Pastoral Care)
Mobile: 0784332 8087 (24hr)
Email: [email protected]
The Proprietor’s Nominated Person for Safeguarding and
Prevent Duty is
Dr Elizabeth McFarlane
Mobile: 07843328087 (24hrs)
Email: [email protected]
The Local Authority Designated Officer (LADO) is:
Mona Cook
Coventry Local Safeguarding Children’s Board, Room 123, Civic Centre 1,
Little Park Street, Coventry CV1 5RS
Telephone: 02476833443 Emergency Duty team (out of hours service): 02476832222
Email: [email protected]
see definition of the role and responsibilities of the LADO (Appendix 9)
Advice on how to deal with a child protection concern or to find out
whether it is something which should be referred is sought from the
Referral and Assessment Service (RAS) on 024 7678 8555.
Emergency Duty team (out of hours service): 024 7683 2222 (the call
will be answered by a central switchboard operator who will take your
number and ask the social worker to call you as soon as possible.)
A Common Assessment Framework Referral form (CAF) is sent by the
Head of School to the Local Authority within 24 hours of making a referral.
If the LADO is not available, please contact the Safeguarding Children’s
Team on 024 7683 3443 and ask to speak to a Duty IRO who can take your
referral or assist with your inquiry.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
KEY EXTERNAL CONTACT DETAILS [CONTINUED]
Keeping Children Safe in Education (DfE: September 2016) makes it clear
that anybody can make a direct referral to the Multi Agency Safeguarding
Hub (MASH) including the LADO in line with the referral threshold set by
the Local Safeguard Children Board:
Website: http://www.coventry.gov.uk/lscbb
Email: coventryLSCB@
coventry.gov.uk
If a child’s situation does not appear to be improving the staff member
with concerns should press for re-consideration.
Children who have suffered or are likely to suffer significant harm are
‘children at risk’. Children who are in need of additional support from one
or more external agencies are ‘children in need’.
Where there are: Concerns about a child or Children in need of additional
support from one or more agencies inclusive of Early Help Assessment the
DSL must immediately report this to Children’s Social Care (CSC) Referral
and Assessment Team . The contact details are as follows:
Telephone: 02476788555 (9.00am – 5.00pm Monday to Friday). Email: [email protected]
Emergency Duty Team (out of hours service): Telephone: 02476832222
4th Floor, Broadgate House, Broadgate, Coventry, CV1 1NG.
If a child is in immediate danger or left alone, you should contact the
police or call an ambulance immediately on 999.
The Coventry Prevent Officer for support and advice for the prevention of
radicalisation in Coventry is:
Geoff Thomas 024 7683 1437 email [email protected]
The non-emergency police telephone number is: 101 and the Department
for Education (DfE) dedicated telephone helpline and mailbox for nonemergency advice for staff and governors: 020 7340 7264 and [email protected]
If an adult working in our School has concerns or identifies a student as
being at risk of radicalisation, the adult should immediately make a referral
to our Designated Safeguarding Lead who is also our Prevent Officer who
will consider the most appropriate referral which could include Channel
or Children’s Social Care (CSC).
Although decisions to seek support for a child in need, or about whom
there are concerns relating to radicalisation, would normally be taken in
consultation with parents and students, their consent is not required for
a referral when there are reasonable grounds to believe that a child is at
risk of significant harm.
Child Sexual Exploitation – Multi Agency Safeguarding Hub If there
were concerns regarding Child Sexual Exploitations, the School would
immediately contact the Coventry MASH via telephone or
Email: [email protected] Telephone: (024) 7678 8555 (9-5pm
Mon-Fri, out of hours on 024 7683 2222)
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
KEY EXTERNAL CONTACT DETAILS [CONTINUED]
Female Genital Mutilation (FGM) The contact details for reporting Female
Genital Mutilation to the Police are: West Midlands Police – Child Abuse
Investigation Unit – Telephone: 024 7653 9044. It is mandatory for us
to report any suspected cases of Female Genital Mutilation to the Police
whose contact details are: For non-emergency 101 and for emergency
calls 999.
For advice and guidance telephone: 0800 028 3550 or
Email: k [email protected]
Details of how to access the LSCB (Local Safeguarding Children’s Board)
procedures online are available from the School office.
The LSCB can be contacted as follows:
Coventry Local Safeguarding Children’s Board, Room 123, Civic Centre 1,
Little Park Street, Coventry CV1 5RS.
Tel: (During office hours) on: 024 7629 4704 / 024 7683 2568 (Outside
of School hours/weekends - between 5 pm and 9 am and weekends) on:
02476832222 (Little Park Street Police Station)
Website: http://www.coventry.gov.uk/lscb
Email: [email protected]
NSPCC Child Protection Helpline: 0808 800 5000
Childline: Tel: 0800 1111 www.childline.org.uk
The NSPCC whistleblowing helpline is available for staff who do not feel
able to raise concerns regarding child protection failures internally.
Staff can call: 0800 028 0285 (8:00am to 8:00PM, Monday to Friday) email: [email protected]
OTHER USEFUL CONTACTS FOR THIS POLICY
Ofsted Piccadilly Gate, Store Street, Manchester, M1 2WD
Telephone: 03001234234
Email: [email protected] Web: www.ofsted.gov.uk
Disclosure and Barring Service (DBS)
Address for referrals: PO Box 181, Darlington, DL1 9FA
Telephone for referrals: 01325 953 795
Telephone for customer services: 0870 909 08
Email: k [email protected]
SEQUENCE OF EVENTS TO BE FOLLOWED WHEN A YOUNG
PERSON DISCLOSES ABUSE OR NEGLECT
The following strict guidance relates to any disclosures involving events
within or outside the School or concerning adults or other children.
Create a safe environment by offering the child a private and safe place
if possible. Stay calm and reassure the child and stress that they are not
to blame. Tell the child that you know how difficult it must have been to
confide in you. If there is a need for medical attention seek assistance
without delay.
Listen to what the child has to say and take them seriously. Stay calm,
reassuring the child but advising that you cannot promise to keep a secret
or assure confidentiality (as this may ultimately not be in the best interest
of the child). Tell the child what you are going to do next after the disclosure.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
When talking to the child, do not interview the child and keep questions
to a minimum. Encourage the child to use his/her own words and do not
ask leading questions, interrupt their dialogue or make assumptions, which
might give particular answers. Do not repeat the disclosure or ask the child
to repeat his or her disclosure other than to clarify what is being said. Do
not display shock or disbelief. Seek consent from the child to share any
information disclosed but should consent not be given, an explanation can
be given as to why the DSL must be told.
in the disclosure. Reassure the child that you will ensure the matter will be
dealt with. Immediately consult the DSL so that any appropriate action can
be taken to protect the student if necessary. Only tell those people that it
is necessary to inform; the DSL will consider the information and decide on
the next steps. Until otherwise directed by the DSL, do not speak to anyone
about the fact or content of the disclosure. Every complaint or suspicion of
abuse from within or outside the School will be taken seriously and action
taken in accordance with this policy.
Record in detail the circumstances and timings of the disclosure including
the nature and extent of any injuries, explanations given by the child (as
much as possible in the child’s own words) and the action taken (which
may be used in any subsequent court proceedings), within 24 hours of the
disclosure. After the disclosure record in writing the child’s name, address
and date of birth along with the child’s behaviour and emotional state, who
else was present at the time of the disclosure.
ALLEGATIONS AGAINST STAFF, VOLUNTEERS, DSL’S AND
THE PROPRIETOR (SEE ALSO APPENDIX 5)
Sign (with time and date) all notes made and give them to the DSL. When
the child has finished speaking, do not leave the child alone, but speak to
someone who can help keep the child safe. Call for immediate assistance
from the DSL or Deputy DSL or follow the procedures for allegations against
staff, volunteers, and Proprietors. The DSL (or other responsible person
within the scope of this policy) will then deal with the matter. Do not ask
the child to repeat what they have said to the DSL. The child has chosen
to tell a member of staff and their account will be believed and actions
taken accordingly. The official School safeguarding form should also be
completed by the person who receives the allegation and forwarded to the
DSL.
Do not take responsibility for investigating the allegation yourself as
investigation is the sole statutory responsibility of Children’s Services and/
or the police. Do not attempt to contact in any way any person mentioned
This applies where an adult within the School community has behaved in a
way that has harmed, may have harmed or poses a risk of harm to a child
or have possibly committed a criminal offence against or related to a child.
• Allegations concerning all other than the Head of School who is also
the DSL are to be reported straight away to the Head of School who will
immediately contact the LADO to discuss the allegation and act on the
advice provided. The individual against whom the allegation is made is
not to be informed.
• Allegations concerning the Head of School (who is also the DSL) are
to be reported straight away to Dr Elizabeth McFarlane who is the
Proprietor’s Nominated Person for Safeguarding and Prevent Duty. Dr
Elizabeth McFarlane will immediately contact the LADO to discuss the
allegation and act on the advice provided. The Head of School is not to
be informed.
• Allegations concerning a member of the Board Directors are to be
reported straight away to the Head of School who will immediately
contact the LADO to discuss the allegation and act on the advice
provided. The individual against whom the allegation is made is not to
be informed.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
In each case above, the LADO will be given sufficient detail to allow
consideration of the nature, content and context of the allegation and
to agree a course of action including any involvement of the police. The
Police will be informed if a criminal offence is alleged. Guidance will also
be sought from the LADO and/or police to enable the School to make a
decision about whether or not the person against whom an allegation has
been made should be allowed to remain on School premises and if so
what, if any, conditions should apply.
If Warwick International College were given information that suggested that
a member of staff was abusing a student who is not a student at the School,
the DSL would immediately report to the LADO and follow the procedure
as if it were one of our own students.
In borderline cases, where there is room for doubt as to whether a referral
should be made, the DSL will consult with the LADO on a no names basis
without identifying the family. However, as soon as sufficient concern exists
that a student may be at risk of significant harm, a referral to Children’s
Services will be made without delay. The School will not investigate
allegations without first gaining the agreement of the LADO. In the case of
serious harm, the police will be informed from the outset. D
iscussions will be recorded in writing, with any communication with both
the individual and the parents of the child/children agreed. Arrangements
for alternative accommodation, away from children, would be applied in
cases where a member of the boarding staff is suspended pending an
investigation of a child protection nature. Warwick International College will
make every effort to maintain confidentiality and guard against publicity if
there are allegations against teachers or staff up to the point where the
accused person is charged with an offence.
CONTEXT AND STATEMENT OF PURPOSE
The Proprietor and Advisory Board of Warwick International College take
seriously their responsibility to safeguard and promote the welfare of
children; and to work together with other agencies to ensure adequate
arrangements within our School to identify, assess, and support those
children who are suffering harm. Although referrals are normally to be
managed by the DSL, anyone may refer a child if necessary.
Abuse and Neglect (please refer to Appendix 1 of this policy)
Working Together to Safeguard Children (HM Government, 2015) defines
abuse as a form of maltreatment of a student. Somebody may abuse or
neglect a student by inflicting harm, or by failing to act to prevent harm.
Children may be abused by a family member, institution or a community
setting, by those known to them or more rarely by others e.g. via the
Internet. They may be abused by an adult or adults or another student or
children. It is important to remember that significant harm can be ‘actual’
(happening now) or ‘likely’ (events are leading to a situation where harm is
probable).
To be considered a safeguarding concern or allegation, it is likely that some
of the following features may be found:
• Physical abuse - violence, particularly pre-planned; forcing others to use
drugs or alcohol.
• Emotional abuse – blackmail or extortion; threats and intimidation.
• Sexual abuse – indecent exposure/touching or serious sexual assaults;
forcing others to watch pornography or take part in sexting.
• Neglect - the persistent failure to meet a child’s basic physical and/or
psychological needs, likely to result in the serious impairment of the
child’s health or development.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
Warwick International College recognises that abuse, neglect and
safeguarding issues are rarely safeguarding events that can be covered
with one definition or label. In most cases multiple issues will overlap with
one another.
and in accordance with DfE and local guidance. We keep accurate records
and share relevant information quickly in order to challenge inactivity.
Additionally, we take all practical and appropriate steps to ensure that our
School premises are as secure as circumstances permit.
Expert and professional organisations are best placed to provide up-todate guidance and practical support on specific safeguarding issues. For
example the National Society for the Prevention of Cruelty to Children
(NSPCC) offers information for Schools and Schools on the TES website
and also on its own website www.nspcc.org.uk/preventing-abuse/. Schools
can also access broad government guidance on the issues listed here via
the GOV.UK website: https://www.gov.uk/
Support: We support children who may have been at risk of significant harm
(which includes the way staff respond to their concerns and any work that
may be required) or children who have been abused, in accordance with
their agreed Child Protection Plan. We seek to address both the mental
and emotional welfare of children and families through: the provision of
individual counselling, providing a positive and safe School environment,
careful and vigilant teaching, accessible pastoral care, good adult role
models and by promoting full co-operation with and contributions to the
provision of appropriate co-ordinated support and/or early help from
external agencies. Additionally, we operate robust and sensible health and
safety procedures and along with clear and supportive policies on drugs,
alcohol and substance misuse. Additionally, we operate robust and sensible
health and safety procedures, along with clear and supportive policies on
drugs, alcohol and substance misuse. We recognise that children have a
right to feel secure and are unable to learn effectively unless they do so.
Any adult can harm a child either by direct acts or failure to provide proper
care, or both. This may be through neglect, emotional, physical or sexual
abuse or a combination of such types.
The three main elements to our School’s safeguarding policy are:
Prevention: Safeguard children whether they are at risk of maltreatment or
abuse or in need of specific local authority or inter-agency care. Our safer
recruitment procedures include checking and recording the suitability
of staff and volunteers developing procedures to deal with safeguarding
issues which may be specific to individual children in our School and local
area. The School seeks to actively promote the welfare of students at
all times. Staff must be alert to situations where students appear to be
unhappy or where there are marked changes in behaviour. The aim will be
to ‘listen’ to students through the provision of early help, either through
the School (counsellors, independent visitor) or through children’s services
under ‘child in need’ provision.
Protection: Staff are trained and supported to respond appropriately and
sensitively to all safeguarding concerns following our agreed procedures.
We identify and act on early signs of abuse, neglect and reassess concerns
when situations do not improve to ensure the right help at the right time
to address risks and prevent risks escalating. We ensure that allegations,
concerns, suspicions and complaints against staff are dealt with promptly,
Our children have the right to respect and protection from abuse, regardless
of age, gender (including transgender), ability, language, religion, race,
nationality, sexuality, culture or disability. They have the right to feel valued
and confident, knowing how to approach adults if they are in difficulty. In
our School a bullying incident is treated as a child protection concern when
there is reasonable cause to suspect that a child is suffering, or likely to
suffer, significant harm Our safeguarding Child Protection Policy is also
dove-tailed with the Behaviour Management and Anti-bullying Policies.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
Whilst the School will work openly with parents as far as possible, the
School reserves the right to contact Children’s Social Care or the Police,
without notifying parents if this is in the child’s best interests. In preparing
this policy, we have been attentive to the nature, age range and other
significant features of the School in the provisions made for safeguarding.
In Warwick International College with the age range of 16 to 19, we are
aware of the potential scope for problems relating to emotional health
issues, body image, eating disorders, self-harm, and also radicalisation and
extremism.
This policy provides staff, volunteers and the Proprietor with the guidance
they need in order to keep children safe and secure in our School and
informs parents and guardians how we will safeguard their children whilst
they are in our care. Our School promotes safe practice and professional
conduct to safeguard children and to mitigate against the potential for
misunderstandings or situations being misconstrued so teachers and other
staff are not vulnerable to allegations. Our staff maintains an attitude of ‘it
could happen here’ as far as safeguarding is concerned. We understand
the importance of children receiving the right help at the right time to
address risks and prevent issues escalating.
Definition of safeguarding from Keeping Children Safe in Education
(KCSIE) (DfE: September 2016): This is defined as protecting children from
maltreatment; preventing impairment of children’s health or development;
ensuring that children grow up in circumstances consistent with the
provision of safe and effective care; and taking action to enable all children
to have the best outcomes. Children includes everyone under the age of
18. However we also have students up to the age of 19, to whom this policy
is applicable.
The Difference between Safeguarding and Child Protection:
Safeguarding is a broader term than child protection. It encompasses all
the elements set out above and is what a School should do for all children;
Child Protection is part of this definition and refers to activities undertaken
to protect children who have been harmed or are at significant risk of being
harmed. Where a child is thought to be suffering significant harm, or to
be at risk of suffering significant harm, this must be reported to MASH
immediately. Action must also be taken to promote the welfare of children
who are believed to be in need of additional support, even if they are not
suffering harm or at immediate risk. Such instances should be addressed
through inter- agency assessment using local processes.
Early Help:
In the first instance staff should discuss Early Help requirements with our
DSL. Staff may be required to support other agencies and professionals in
an Early Help assessment. The role of Early Help in our School allows our
students to be supported at any point in their life by a range of external
support agencies enabling potential concerns to be addressed to prevent
further problems arising or before a child may come into immediate
danger. It is the aim of targeted Early Help services, arranged by the local
authority, to address the assessed needs of a child and their family which
focuses on activity to significantly improve the outcomes for the child.
Our staff are, in particular, alert to the potential need for early help for a
child who:
• is disabled and has specific additional needs; has special educational
needs;
• is a young carer; is in a family presenting challenges for the child, such as
substance abuse, adult mental health problems and domestic violence;
and is showing signs of engaging in anti-social or criminal behaviour;
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
• has returned home to their family from care and/or is showing early
signs of abuse and/or neglect.
Unsubstantiated, false or malicious allegations:
Where an allegation by a student is proven to have been deliberately
invented or malicious, the Head of School will consider whether to take
disciplinary action in accordance with the School’s Behaviour and Sanctions
Policy, following consultation with the LADO. Where a parent has made
deliberately invented or malicious allegations, the Head of School will
consider whether to terminate the student’s placement at the School on the
basis that they have treated the School or a member of staff unreasonably,
unless a working relationship based on trust, respect and transparency is
established moving forward. The School reserves the right to contact the
police to determine the appropriate action. The School has a duty of care
towards it employees and as such, it must ensure that effective support is
provided for anyone facing an allegation.
Allegations of abuse by one or more students on another student:
We recognise that some students on occasion will negatively affect the
learning and wellbeing of others and their behaviour will be dealt with
under the School’s Anti-Bullying (including Cyber-bullying) and Behaviour
Management Policies. However, where there is ‘reasonable cause to
suspect that a student is suffering, or likely to suffer significant harm’ the
concern or allegation must be reported to the DSL immediately, who will
then contact Children’s Social Care to discuss the case. A factual record
should be made of the concern or allegation, but no attempt at this stage
should be made to investigate the circumstances. The DSL will follow
through the outcomes of the discussion and if so advised, will make a
formal referral. Additionally, if appropriate the DSL will also refer students
to an external safeguarding agency such as Childline or NSPCC. All students
involved, whether perpetrator or victim, are treated as being ‘at risk’. It may
be appropriate to exclude the student being complained about for a period
of time according to the School’s behaviour policy and procedures.
If the allegation indicates that a potential criminal offence has taken place
the CSC will refer to MASH where the police will become involved. Parents,
of both the perpetrator and the alleged victim, should be informed and kept
updated on the progress of the referral. If it is necessary for a student to
be interviewed by the police in relation to allegations of abuse, the School
will ensure that, subject to the advice of CSC, the student’s parents are
informed as soon as possible and that the student is supported during the
interview by an appropriate adult. In the case of students whose parents
are abroad, the student’s Education Guardian will be requested to provide
support to the student and to accommodate him / her if it is necessary to
exclude him / her during the investigation.
Where neither CSC nor the police accept the complaint, a thorough School
investigation should take place into the matter. In situations where the
School considers a safeguarding risk is present, a risk assessment should
be prepared along with a preventative supervision plan. The plan should
be monitored and a date set for a follow-up evaluation with everyone
concerned. A student against whom an allegation of abuse has been made
may be excluded from the School for a fixed period during the investigation
and the School’s policy on behaviour, discipline and sanctions will apply.
Safer Recruitment, the Single Central Register (Please also refer to our safer
recruitment policy) Our school operates safer recruitment procedures (in
accordance with government recommendations) on any individual working
with or nearby children. The Single Central Register (SCR) of appointments
is rigorously maintained. All employees, Proprietors, supply staff, volunteers
and others working within the school are checked in accordance with the
full requirements of the SCR before starting work and the details of these
checks are recorded in the SCR.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
Through risk assessments the School also ensures that appropriate
checks have been made upon the staff of other organisations working
with our students on external trips and visits, including adults who
supervise students on work experience. In any case where the required
documentation is unavailable or checks have not been completed prior
to the starting date for any member of staff or other adult who may have
access to children, then a risk assessment will be carried out to determine
the appropriate course of action, e.g. allowing appropriately supervised
access for a specified period or postponing the starting date.
Safeguarding arrangements for staff employed by another
organisation:
We ensure procedures are followed to enable appropriate student
protections (including DBS checks) and are applied to staff employed by
other organisations in contact with School students including working on
another site (please see policy on Educational Visits). Warwick International
College will obtain DBS checks on contractor staff, who also receive
safeguarding training from the DSL.
Visitors and Visiting Speakers:
Appropriate safeguarding and prevent duty checks will be made and
recorded. Visitors will be required to undergo an identity check on arrival
and wear a visitor’s badge. They will not be allowed unsupervised access to
students. The school keeps a visitors book at Reception. All visitors must
‘sign in’ on arrival and ‘sign out’ on departure at reception and are escorted
whilst on school premises by a member of staff or appropriately vetted
volunteer. Additionally, a risk assessment may be carried out. Unidentified
visitors will be challenged by staff or reported to the Head of School or
school Office.
The Prevent Statutory Guidance:
We have clear protocols for ensuring any visiting speakers, who might fall
within the scope of the Prevent duty, whether invited by staff or by the
students themselves, are suitable and appropriately supervised; this will
always include a barred list check and internet search. The interaction
between the Prevent requirement to check speakers and the KCSIE
(September 2016) is likely to mean in practice that checks on visiting
speakers will be recordable on the SCR either as checks on staff or unprescribed checks on volunteers. In accordance with the ISSR, checks are
recorded in the SCR by reference to the usual considerations such as role,
frequency, supervision, payment and employment by another organisation.
Preventing Extremism and Radicalisation:
(Also please refer to our Preventing Extremism and Radicalisation
policy (PSHE 20.3) and also Appendix 1 of this policy).
Our school also ensures that we can ‘demonstrate activity’, as required
by the statutory guidance, in the following key areas: risk assessment of
students being drawn into terrorism, including support for extremist ideas
that are part of terrorist ideology, working in partnership, staff training and
IT policies. This is wholly in keeping with our school ethos and approach
to promote a broad, tolerant and open-minded understanding of the
world around us, including an appreciation of the democratic process and
precluding the promotion of partisan political views in the classroom, in
extra and co-curricular activities, or in any other aspect of the school’s
activities. The school is able to demonstrate a general understanding of
the risks affecting students and young people in the area.
Protecting students from the risk of radicalisation is seen as part of
Warwick International College’s wider safeguarding duties, and is similar in
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SAFEGUARDING CHILDREN - CHILD PROTECTION
nature to protecting students from other harms (e.g. drugs, gangs, neglect,
sexual exploitation), whether these come from within their family or are
the product of outside influences. We understand during the process
of radicalisation, it is possible to intervene to prevent vulnerable people
being radicalised. We consider the level of risk of students identified as
being at ‘risk of radicalisation’ and make an appropriate referral, which
can include Channel or CSC. Our Prevent strategy demonstrates a specific
understanding of the risks affecting children and young people and identify
students who may be at risk of radicalisation, including support we can
give.
Prevent Duty:
The whole staff, including support, kitchen and cleaning staff received
training from the LEA Prevent Officer in January 2016. The DSL receives
appropriate training, in accordance with Annex B of KCSIE (including higher
level Prevent awareness training) at least every two years in order to:
• provide advice and support to members of staff on protecting students
from radicalisation;
• equip staff through Prevent, Channel and other appropriate training to
identify and assess students at risk of being drawn into terrorism and to
challenge extremist ideas;
• liaise with those responsible for Personal, Social, Health and Economic
Education (PSHEE), Spiritual, Moral, Social and Cultural (SMSC) assembly
and other appropriate curricular programmes actively to promote
British values and to teach students about the dangers of radicalisation
and extremism and with those responsible for the school’s electronic
systems seriously to limit through appropriate filtering mechanisms.
Teaching students how to Keep Safe
(Educating students about safeguarding and radicalisation including
the delivery of the Prevent strategy):
Our school ensures that students develop a clear understanding both of
safeguarding issues and what they may do to play their part in ensuring
their welfare and safety and in building resilience against the dangers of
radicalisation: Our programme for PSHEE supports this process as part of
a broad and balanced curriculum. Within our PSHEE curriculum, we have
a program for Sex and Relationship education (SRE) which includes topics
such as “sexting”, “banter”, sexual assault between young people and gender
based issues. We ensure that our students are aware of the dangers of
these safeguarding issues and promote positive relationships based on
mutual respect. Through our School values, we encourage students to
respect others, in particular within this topic. Age appropriate anti-bullying
assemblies are held in school and include the risks of cyber bullying
and on-line safety and peer on peer abuse, including how victims will be
supported. Additionally whenever appropriate subjects in the curriculum
and co-curriculum activities will be used to reinforce the messages given.
If a member of staff becomes aware of an allegation or suspected case
which involves sexting, inappropriate banter or sexual assault between
students, gender based or otherwise, this will be considered as a
safeguarding concern and reported to the Designated Safeguarding Lead,
who will consider the allegation on a case by case basis. Depending on the
severity of the case, this may involve the school’s anti- bullying procedures,
the parents of the students involved and in more extreme circumstances
the police. In the case of serious harm, CSC are informed from the outset.
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Emerging Technology including the Internet and social media
(Please see our E-safety Policy for more details):
Our School recognises that impact of emerging technological skills which
includes include the use of information and communication technology
(ICT). Our E-safety policy details the actions and behaviour required from
students and members of staff in order to maintain a safe electronic
environment and is based on current best practice drawn from a wide
range of sources. Our key message to keep students and young people
safe is to be promoted and should be applied to both online and offline
behaviours. Please refer to our E-Safety policy for further details including
Acceptable Use policies. The internet and the use of social media in
particular has become a major factor in the radicalisation of young people.
We ensure that students are safe from potentially harmful and
inappropriate content including terrorist and extremist material when
accessing the internet on School systems through appropriate levels of
filtering, internet safety rules and e-safety education with the curriculum in
line with our E-safety and Cyberbullying policies. However, we are careful
to ensure “over blocking does not lead to unreasonable restrictions. We
have a whole School approach to on-line safety, including a clear policy on
the use of mobile technology. We ensure staff are appropriately trained
in on-line safety and we carefully consider how to measure 3G and 4G
usage on the School premises through our behaviour management policy.
Students understand the risks posed by adults or young people, who use
the internet and social media to bully, groom, abuse or radicalise young
people, especially students and vulnerable adults.
We support parents in providing links to up-to-date advice and guidance
on Internet-Safety, social media and on-line radicalisation through CEOP’s
Thinkuknow_website:
www.thinkuknow.co.ukkk
and the Google Legends project along with:
https://www.google.co.uk/safetycenter/families/legends//
Use of mobile phones, cameras, electronic devices:
Staff should not use personal mobile telephones in the presence of
students and must never be used for taking or storing images or recordings
of students. Any images or recordings should only be taken or edited
using School equipment and stored in the School premises. Photographs
or recordings should only be made where there is a legitimate School
purpose. A student’s privacy and dignity must be preserved at all times.
Images or recordings should not be transmitted to third parties without
permission of the Head of School or parents of the student involved. The
School’s’ Acceptable Use Policy sets out the expectations for students and
parents on the use of mobile phones and cameras whilst at the School. Staff
should only use electronic devices capable of capturing images of students
provided by the School. This is in line with the whole School policy on the
use of mobile phones and cameras. The LADO is to be informed if there
is any contravention of the School policy regarding the use of personal
mobile phones, cameras or other electronic and communication devices
by adults working or volunteering at the School.
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Within SMSC Development:
We instil within students values that build resilience and prevent students
being drawn into radicalisation and extremism. We explore what extremism
might look like and how this poses a threat to peace and we build resilience
to radicalism by providing a safe environment for debating controversial
issues. We actively promote British Values within our SMSC, and create an
environment in which students know they are listened to and valued. We
educate our students to reject violence and cruelty in ‘whatever forms they
take on whether it be form animal rights activists, Al Quaida influenced
groups, racist and fascist organisations or any other extremist group.
Induction and Ongoing Training for all staff, temporary staff, volunteers
and the Head of School, who is the Proprietor, in line with LSCB advice:
Our arrangements for the level and focus of role-appropriate and refresher
training is in accordance with LSCB criteria, as required by KCSIE (DfE: Sept.
2016). All staff are provided with copies of key documents which they
are required to understand. This includes the active promotion of British
values and an understanding of extremism and radicalisation and child
exploitation. All our staff are made aware of the systems which supports
safeguarding in our school and these are explained to them, as part of
their staff induction.
This includes:
• the child protection policy (safeguarding policy); the identity of the
DSL’s and Deputy DSL and information about their roles (such as the
implications for mental health and pastoral care and how to identify
students at risk of radicalisation);
• the staff code of conduct (which covers as a minimum, acceptable use of
technologies, staff student relationships and communications, including
via social media and whistleblowing);
• Part One of KCSIE (DfE: Sept. 2016) and ‘Annex A’ (which includes some
types of abuse formerly mentioned in Part One of KCSIE) and copies
of policies (such as behaviour management policy, anti-bullying policy,
whistleblowing policy and e-safety including cyber bullying)
We assist staff in understanding and undertaking their roles and
responsibilities as set out in Part One of KCSIE. This includes talking new
staff through the content of Part One in a level and depth appropriate and
proportionate to the person and/or to the particular role for which they
are being inducted. There is also in-service training and reminders in staff
meetings. All staff undertake Prevent Awareness training and are able to
refer students to the DSL for further help. We work in partnership with
local Prevent co-ordinator. When available in our local authority, WRAP
(Workshop to Raise Awareness about Prevent) training is provided for all
staff.
In addition, all staff receive safeguarding and child protection updates
(for example, via email, e-bulletins and staff meetings) as required but
at least annually, to provide them with the relevant skills and knowledge
to safeguard students effectively. Our Staff are also made aware of the
Early Help process, and understand their role in it. This includes identifying
emerging problems, liaising with the Designated Safeguarding Leads,
sharing information with other professionals to support early identification
and assessment and, in some cases, acting as the lead professional in
undertaking an early help assessment.
Our staff are made aware of the process for making referrals to CSC and
statutory assessments under the Children Act of 1989 that may follow
a referral, along with the role they might be expected to play in such
assessments. The DSL makes it clear in induction, in other training, and
in guidance provided for staff they have a responsibility to speak up
about safeguarding and welfare matters within the school and to external
agencies where necessary. This is one part of our establishing a positive
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safeguarding culture. This applies not only to new staff but also those
already in post.
Following consultation with the Local Safeguarding Children Board (LSCB),
all staff members and the Proprietor will undertake appropriate child
protection training regularly i.e. every 3 years as a minimum for all staff
(Warwick International College provides an annual update to all staff), with
the DSL’s and Deputy DSL attending training every 2 years in line with
requirements within KCSIE (DfE: September 2016), inter-agency working.
Such training will include local inter-agency protocols and training in the
LSCB approach to Prevent duties. Prevent training was included at the
beginning of January INSET 2016; we liaise with LSCB who provide the
training.
Safeguarding disabled students and students with medical conditions:
Our staff are aware that disabled students experience greater risks,
vulnerability and unequal access to services and resources. They may
have additional needs relating to physical, sensory, cognitive and/or
communication impairments. Some disabled students may be more
vulnerable to abuse because they may have fewer outside contacts than
other students; receive intimate, personal care; have an impaired capacity
to resist or avoid abuse; have communication difficulties; fear losing
services; be more vulnerable to peer abuse (e.g. bullying, sexual assault,
intimidation). Our staff are alert to the medical needs of students including
those students with longer term medical conditions.
Listening to the wishes of students and young people:
If Warwick International College becomes aware that a child is at ‘risk of
harm’ or ‘in need’, a referral to the MASH will be completed regardless of
the child’s or parent’s wishes. We believe it is critical our students have
an adult who they can trust and Warwick International ensures there are
appropriate systems so students know who they can turn to and that staff
will listen to them. These include: the school Council; teachers; therapists;
and Helplines such as NSPCC and the Child line. Warwick International
College actively encourages a sensitive and open ‘listening’ environment
in which staff and students feel free to discuss general matters relating
to safeguarding and to raise specific concerns. Members of staff should
use the school’s whistleblowing policy should they have any concerns
about the handling of safeguarding matters either in general or in specific
cases, should they feel unable to raise concerns regarding child protection
failures internally.
Looked After Students:
The Proprietor will ensure staff have the skills, knowledge and understanding
necessary to keep safe students who are looked after by a Local Authority,
if they have such students on roll. This includes ensuring that there is
a designated member of staff with responsibility for their welfare and
progress and educational achievement and ensuring this person has up
to date assessment information from the relevant Local Authority. This
includes the student’s social worker and virtual Head of School, the most
recent care plan and contact arrangements with parents, and delegated
authority to carers including the student’s legal status. In our School this
person is the DSL. See https://www.gov.uk/government/publications/
promoting-the-education-of-looked-after-children
Student Mental Health:
(Please also refer to the Warwick International College Mental Health
Policy) Warwick International College takes its responsibilities towards
students that may be experiencing mental health difficulties seriously. We
have access to support including having links with therapists, psychiatrists
and the NHS who meet with and support students whilst at Warwick
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International College. The staff being responsible for the safety and
wellbeing of students operate an ‘open door’ policy to encourage students
to seek help themselves and for staff to refer any concerns so they are
dealt with quickly and appropriately. We work closely with professionals to
maintain the student’s safety within school and adhere to any advice and
guidance we are given. We want to make sure our students are happy,
healthy and thrive in our school and understand we all need a little help
from time to time with the busy and stressful lives we have today.
Students Missing Education and Missing students (Please also refer to
our policy for lost and missing Students):
Our staff will follow the school’s separate procedures for dealing with
students who go missing, particularly on repeat occasions. (Please see
our Missing Children Policy). They should act to identify any risk of abuse
and neglect, including sexual abuse or exploitation. Warwick International
College will put in place appropriate safeguarding policies, procedures and
responses for students who go missing from education, particularly on
repeat occasions. Staff are alert to signs to look out for and the individual
triggers to be aware of when considering the risks of potential safeguarding
concerns such as travelling to conflict zones, FGM and forced marriage.
More information can be found in ‘Statutory guidance on students who run
away or go missing from home or care’ and KCSIE pages 52 and 53. (DfE:
September, 2016).
We will follow-up unexplained absences of any student with a telephone
call from the school on the morning of the first day of absence and notify
social services if there is an unexplained absence of more than two days of a
student who is on the student safeguarding register. Warwick International
College and the DSL shall also inform the applicable local authority of
any student who has been absent without the school’s permission for
a continuous period of 10 school days or more, at such intervals as are
agreed between the school and the local authority (or in default of such
agreement, at intervals determined by the secretary of state). Additionally,
the DSL will notify the applicable Local Authority (within which the student
resides when not at Warwick International College of any student who is
going to be deleted from the admission register where he or she:
• has been taken out of school by his/her parents and are being educated
outside the school system e.g. home education; has ceased to attend
Warwick International College and no longer live within reasonable
distance of Warwick International College;
• has been certified by a doctor as unlikely to be in a fit state of health to
attend Warwick International College before ceasing to be of compulsory
school age, and neither he/she nor his/her parent has indicated the
intention to continue to attend Warwick International College after
ceasing to be of compulsory school age;
• is in custody for a period of more than four months due to a final court
order and Warwick International College does not reasonably believe he/
she will be returning at the end of the period or, has been permanently
excluded.
The applicable local authority must be notified as soon as the grounds for
deletion are met, but no later than deleting the student’s name from the
register. This will assist the local authority to fulfil its duty to identify students
of compulsory school age who are missing in education and follow up with
any student who might be in danger of not receiving an education and who
might be at risk of abuse or neglect.
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Notifiable Incidents:
physical intervention, of a nature that causes injury or distress to a student,
may be considered as a child protection or disciplinary issue.
A notifiable incident is an incident involving the care of a child which meets
any of the following criteria:
Students being withdrawn from School:
• A student has died (including cases of suspected suicide) and abuse or
neglect is known or suspected;
If a student is withdrawn from the School, all efforts will be made to identify
the School to which the student is being admitted; their confidential
educational and student protection records will be sent separately. If
the parent/guardian/carer fails to provide information regarding the new
School, an urgent referral will be made to CSC. If educational records are
sent to our School concerning a student who is not registered by the parent,
they will be returned and the School advised to refer to their Local Authority
Education Welfare Service. A student’s name will only be removed from
the School’s Admission Register in accordance with the Child Registration
Regulations. Further information is contained in our Admissions Policy.
• A looked after child has died (including cases where abuse is not known
or suspected);
• A student has been seriously harmed and abuse or neglect is known or
suspected;
• A student in a regulated setting or service has died (including cases
where abuse is not known or suspected).
Any such incident should be reported to the Coventry (LSCB) child death
overview panel (CDOP) coordinator whose contact details are by telephone
02476833443 and by Email: [email protected]
Also Ofsted and the DfE are to be informed along with the Reporting of
Injuries, Diseases and Dangerous Occurrences (RIDDOR) in accordance
with the regulations of 2013.
Physical chastisement:
Where a student has been or alleges they have been subject to
chastisement including through the use of an implement or substance, this
will immediately be reported for investigation to the LADO.
Physical restraint:
Our policy on physical restraint is compliant with the Local Authority’s
‘Physical Restraint in Schools’ guidance along with guidance from the DfE.
Events are recorded and signed by a witness. Staff who are likely to need
to use physical intervention are appropriately trained. We understand that
Records and the sharing of information with relevant agencies:
Written notes will be kept of all incidents relating to individual students.
These may be shared with other agencies. All contact with parents and
external agencies relevant to Child Protection will be logged and kept in
confidential records, which are kept separate from educational records
and can only be accessed by designated people within the school. The
content of Child Protection reports will be shared with the parents/
guardians/carers in advance of any meetings. Referrals made to Warwick
International College and are recorded on the Inter-agency Referral form.
All concerns, discussions and decisions made and the reason for those
decisions should be recorded in writing. If in doubt about recording
requirements, staff should discuss this with the Designated Safeguarding
Lead. As part of meeting a student’s needs we recognise the importance of
information sharing between our professionals and local agencies and we
follow procedures set out in Working Together to Safeguard Children (HM
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Gov 2015). Although inter agency working and information sharing are vital
in identifying and tackling all forms of abuse, it is clear they are especially
important to identify and prevent child sexual exploitation.
School website safeguarding statement:
To ensure the privacy and safety of students where children are named,
only their first names are given. Where a child is named, no photograph of
that child is displayed. Where a photograph of is used which shows a child,
no name is displayed. By observing these points, the School ensures that
visitors to the website cannot link images of children to names of children.
When choosing photographs for the website, the School is mindful of the
way children may appear in them, and will not include images which are
in any way inappropriate. Warwick International College follows a policy of
seeking parent, guardian or carer’s permission before using images which
show children on the website or in the local press. The list showing students
who are barred from appearing in the press, or on the website, is kept in
the School Office and is available whenever photographers are present.
No private information about students is published on the website such as
surnames or contact details.
Staff Code of Conduct - power, positions of trust and staff behaviour:
Guidance is provided in the Warwick International College Staff Code of
Conduct and Teachers’ Standards on how adults can ensure that their
behaviour and actions do not place students or themselves at risk of
harm or of allegations of harm to a student (for example, in one-to-one
tuition, sports coaching, conveying a student by car, counselling and so
on). The staff Code of Conduct is wide-ranging and covers staff/students
relationships (including working alone with children - our lone working
policy) and communications including use of social media, “breach of trust”
and expands on the whistle-blowing statement in this policy.
Staff taking medication or other substances:
Staff must seek medical advice if they are taking medication which may
affect their ability to care for students, and any staff medication must be
securely stored and out of the reach of students at all times.
Vulnerable Students:
Particular vigilance will be exercised in respect of students who are the
subjects of Child Protection Plans and any incidents or concerns involving
these students will be reported immediately to the allocated Social Worker
(and confirmed in writing). If a student discloses that he/she has witnessed
domestic violence or it is suspected that he/she may be living in a household
which is affected by family violence, this will be referred to the DSL as a
safeguarding issue. Where it comes to our notice that a students under
the age of 13 is, or may be, sexually active, this will result in an immediate
referral to CSC and advice being given to the DSL. This will determine how
and when information will be shared with parents/guardians/carers and
the investigating agencies.
Whistleblowing:
Our whistleblowing policy, which is on the School website, is integrated into
training and codes of conduct. We make it clear both in induction and other
training and in guidance provided for staff that they have a responsibility
to speak up about safeguarding and welfare matters within our School
and to external agencies where necessary. This is one part of the way in
which we establish in our School, a positive safeguarding culture. We have
an open environment and culture of safety where staff feel free to raise
concerns. The School also has a culture of valuing staff and of reflective
practice. There are procedures for reporting and handling concerns,
including poor or unsafe practice and potential failures in the safeguarding
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regime, provision for mediation and dispute resolution where necessary.
Training and support are provided for staff including transparency and
accountability in relation to how concerns are received and handled. Our
School has regard to KCSIE (September 2016) and as a result has clear
processes for reporting and recording allegations.
Working in partnership and responding to parents and carers:
Our School works in partnership with parents/guardians/carers and local
authorities communicating as clearly as possible with them (in particular
with parents for whom English is not their first language) for the best
outcomes for students. Parents are welcome to approach the Designated
Safeguarding Lead if they have any concerns about the welfare of any
student in the School. If preferred, parents may discuss concerns in private
with the student’s form teacher or the Head of School who will notify the
Designated Safeguarding Lead in accordance with these procedures.
Young Carer:
A young carer is a person under 18 who provides or intends to provide
care for another person (of any age, except generally where that care is
provided for payment, pursuant to a contract or as voluntary work).
Our School operates these safeguarding procedures in line with locallyagreed inter-agency procedures. Our Integrated Safeguarding Portfolio
consists of the following legal status documents, related documents and
references which have been used in formulating this policy along with the
forms required to be completed when referring to Children’s Social Care
and the LADO and the Proprietor’s annual Safeguarding Audit and Review.
Reasons for no longer using a person’s services and reporting to the
Disclosure and Barring Service (DBS) along with considering referral to
the National school of Teaching and Leadership (NCTL):
If a member of staff or volunteer tenders his or her resignation, or ceases
to provide his or her services and a prohibition order may be appropriate,
any child protection allegations will still be followed up by the school in
accordance with this policy and a referral will be made to the Disclosure
and Barring Service and the NCTL as soon as possible if the criteria are
met. We also ensure that ‘Compromise Agreements’ or ‘ACAS Agreements’
never apply in such circumstances.
Co-operation with the Local Authority:
We cooperate entirely with any investigation carried out by the Local
Authority, including those involving the LADO, in conjunction with the
police. Our policy is in accordance with the guidance provided in KCSIE
(DfE: September 2016) paragraphs 141 – 147.
Confidentiality:
We regard all information relating to individual student or adult protection
issues as confidential and we only pass information on to appropriate
persons. The School will co-operate with Children’s Social Care and police
to ensure that all relevant information is shared for the purposes of child
protection investigations under section 47 of the Children Act 1989 in
accordance with the requirements of Working together to safeguard
children (March 2015). Our staff know they cannot promise confidentiality
and that there are other agencies which students can turn to e.g. Childline:
0800 1111.
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APPENDIX 1
Specific safeguarding issues:
Types And Signs Of Abuse And Neglect Including Possible Indicators
Which Are Identified In Keeping Children Safe In Education (Sept 2016)
Expert and professional organisations are best placed to provide up-todate guidance and practical support on specific safeguarding issues. For
example NSPCC offers information for Schools and Schools on the TES
website and also on its own website www.nspcc.org.uk/preventing-abuse/.
Types of Abuse and Neglect: Working Together to Safeguard Children (HM
Government, 2015) defines abuse as a form of maltreatment of a student.
Somebody may abuse or neglect a student by inflicting harm, or by failing to
act to prevent harm. They may be abused by an adult or adults or another
student or children.
KCSIE (HM Government, 2016) further states that staff should be aware
that abuse, neglect and safeguarding issue are rarely standalone events
that can be covered by one definition or label. In most cases, multiple
issues will overlap with one another.
Schools and Schools can also access broad government guidance
on the issues listed here via the GOV.UK website: child missing from
education, home or care; child sexual exploitation (CSE); bullying including
cyberbullying; domestic violence; drugs; fabricated or induced illness;
faith abuse; female genital mutilation (FGM); forced marriage; gangs and
youth violence; gender-based violence/violence against women and girls
(VAWG); mental health; private fostering; radicalisation; sexting; teenage
relationship abuse; trafficking.
Types of abuse and neglect include:
FEMALE GENITAL MUTILATION (FGM):
Abuse and Neglect; Neglect (physical or emotional); Physical abuse;
Emotional Abuse; Peer abuse; Extremism/Radicalisation; Domestic
Violence; Drug/alcohol abuse; Emotional abuse; Abuse of Trust; Sexual
abuse; Children who sexually abuse; Witnessing domestic abuse or
violence; Child Sexual Exploitation; Child exploitation and e-safety; Student
Sexual Exploitation; Student exploitation and E-safety; Female Genital
Mutilation; Forced Marriages; Fabricated or Induced Illness; Faith Abuse;
Safeguarding Disabled Children; Disability and Vulnerability; Honour-based
violence Vulnerable Groups; Bullying including cyberbullying; Vulnerable
Students; Children in Need; Children who run away or go missing; Young
Carers; Cared for Children and Significant Harm.
FGM comprises all procedures involving partial or total removal of the
external female genitalia or other injury to the female genital organs. It
is illegal in the UK and a form of child abuse with long-lasting harmful
consequences.
Circumstances / symptoms that may point to FGM happening:
• A child talking about getting ready for a special ceremony
• A child’s family taking a long trip abroad
• A child’s family being one of the ‘at risk’ communities for FGM (Kenya,
Somalia, Sudan, Sierra Leon, Egypt, Nigeria, Eritrea as well as nonAfrican communities including Yemeni, Afghani, Kurdistan, Indonesia
and Pakistan)
• Knowledge that a sibling has undergone FGM
• A child talking about going abroad to be ‘cut’ or to prepare for marriage
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• Difficulty in walking, sitting or standing
• Spending lengthier time in the bathroom/toilet than usual
• Unusual behaviour after a School absence/reluctance to undertake
usual medical examinations
• Asking for help, but not detailing the problem in full due to fear or
embarrassment
Mandatory reporting duty:
Section 5B of the Female Genital Mutilation Act 2003 (as inserted by section
74 of the Serious Crime Act 2015) places a statutory duty upon teachers
along with regulated health and social care professionals in England and
Wales, to report to the police where they discover (either through disclosure
by the victim or visual evidence) that FGM appears to have been carried out
on a girl under 18. Those failing to report such cases will face disciplinary
sanctions. It will be rare for teachers to see visual evidence, and they should
not be examining students, but the same definition of what is meant by “to
discover that an act of FGM appears to have been carried out” is used for
all professionals to whom this mandatory reporting duty applies.
Teachers must personally report to the police cases where they discover
that an act of FGM appears to have been carried out. Unless the teacher has
a good reason not to, they should also still consider and discuss any such
case with the School or School’s designated safeguarding lead and involve
children’s social care as appropriate. The duty does not apply in relation to
at risk or suspected cases (i.e. where the teacher does not discover that an
act of FGM appears to have been carried out, either through disclosure by
the victim or visual evidence) or in cases where the woman is 18 or over. In
these cases, teachers should follow local safeguarding procedures.
HONOUR-BASED VIOLENCE
So-called ‘honour-based’ violence (HBV) encompasses crimes which have
been committed to protect or defend the honour of the family and/or the
community, including Female Genital Mutilation (FGM), forced marriage,
and practices such as breast ironing. All forms of so-called HBV are abuse
(regardless of the motivation) and should be handled and escalated as
such. If in any doubts staff should speak to the designated safeguarding
lead. Professionals in all agencies, and individuals and groups in relevant
communities, need to be alert to the possibility of a child being at risk of
HBV, or already having suffered HBV.
Indicators of Honour-based violence (HBV): There is a range of potential
indicators that a child may be at risk of HBV. Guidance on the warning
signs that FGM or forced marriage may be about to take place, or may
have already taken place, can be found on pages 38-41 of the Multi agency
statutory guidance on FGM (pages 59-61 focus on the role of Schools and
Schools) and pages 13-14 of the Multi-agency guidelines: Handling case of
forced marriage.
Actions if HBV is suspected: If staff have a concern regarding a child that
might be at risk of HBV they should activate local safeguarding procedures,
using existing national and local protocols for multiagency liaison with
police and children’s social care.
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INDICATORS OF ABUSE
Indicators of neglect:
Neglect
The following is a summary of some of the indicators that may suggest a
child is being abused or is at risk of harm. It is important to recognise that
indicators alone cannot confirm whether a child is being abused. Each child
should be seen in the context of their family and wider community and a
proper assessment carried out by appropriate persons. What is important
to keep in mind is that if you feel unsure or concerned, do something about
it. Don’t keep it to yourself.
The persistent failure to meet a child’s basic physical and/or psychological
needs, likely to result in the serious impairment of the child’s health or
development. Neglect may occur during pregnancy as a result of maternal
substance abuse. Once a child is born, neglect may involve a parent or
carer failing to: provide adequate food, clothing and shelter (including
exclusion from home or abandonment); protect a child from physical and
emotional harm or danger; ensure adequate supervision (including the
use of inadequate care-givers); or ensure access to appropriate medical
care or treatment. It may also include neglect of, or unresponsiveness to, a
child’s basic emotional needs.
Neglect is a lack of parental care but poverty and lack of information or
adequate services can be contributory factors. Far more children are
registered to the category of neglect on child protection plans than to the
other categories. Neglect is a difficult form of abuse to recognise and is often
seen as less serious than other categories. It is, however, very damaging:
children who are neglected often develop more slowly than others and
may find it hard to make friends and fit in with their peer group. Neglect is
often noticed at a stage when it does not pose a risk to the child.
The duty to safeguard and promote the welfare of children would suggest
that an appropriate intervention or conversation at this early stage can
address the issue and prevent a child continuing to suffer until it reaches a
point when they are at risk of harm or in significant need. Neglect is often
linked to other forms of abuse, so any concerns School staff have should at
least be discussed with the DSL.
Physical indicators of neglect include:
constant hunger and stealing food; poor personal (including dental) hygiene
– unkempt, dirty or smelly; being underweight; wearing dress unsuitable
for weather; poor state of clothing; Illness or injury untreated and looking
sad, false smiles.
Behavioural indicators of neglect include:
constant tiredness; frequent absence from School or lateness; missing
medical appointments; becoming isolated among peers; being frequently
unsupervised; stealing or scavenging, especially food and having destructive
tendencies, poor relationships with peers; running away.
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EMOTIONAL ABUSE
Definition of emotional abuse:
the persistent emotional maltreatment of a child such as to cause severe
and adverse effects on the child’s emotional development. It may involve
conveying to a child that they are worthless or unloved, inadequate, or
valued only insofar as they meet the needs of another person. It may
include not giving the child opportunities to express their views, deliberately
silencing them or ‘making fun’ of what they say or how they communicate.
It may feature age or developmentally inappropriate expectations being
imposed on children. These may include interactions that are beyond a
child’s developmental capability as well as overprotection and limitation
of exploration and learning, or preventing the child participating in normal
social interaction. This can also occur when a child is a young carer for a
parent who is disabled, has mental health problems or misuses alcohol or
drugs.
It may involve seeing or hearing the ill treatment of another, for example
where there is fighting or violence in the home. It may involve serious
bullying (including cyberbullying), causing children frequently to feel
frightened or in danger, or the exploitation or corruption of children. Some
level of emotional abuse is involved in all types of maltreatment of a child,
although it may occur alone.
The nature of emotional abuse:
Most harm is produced in low warmth, high criticism homes, not from
single incidents. Emotional abuse is difficult to define, identify/recognise
and/or prove. Emotional abuse is chronic and cumulative and has a
long-term impact. All kinds of abuse and neglect have emotional effects
although emotional abuse can occur by itself. Children can be harmed by
witnessing someone harming another person – as in domestic violence. It
is sometimes possible to spot emotionally abusive behaviour from parents
and carers to their children, by the way that the adults are speaking to, or
behaving towards children. An appropriate challenge or intervention could
affect positive change and prevent more intensive work being carried out
later on.
Indicators of Emotional Abuse:
Developmental issues include delays in physical, mental and emotional
development; poor School performance and speech disorders, particularly
sudden disorders or changes.
Behaviour:
Acceptance of punishment which appears excessive; over-reaction to
mistakes; continual self-deprecation (I’m stupid, ugly, worthless etc);
neurotic behaviour (such as ricking, hair-twisting, thumb sucking); selfmutilation; suicide attempts; drug/solvent abuse; running away; compulsive
stealing, scavenging; acting out; poor trust in significant adults; regressive
behaviour – e.g. wetting; eating disorders; destructive tendencies; neurotic
behaviour; arriving early at School, leaving late.
Social issues:
Withdrawal from physical contact or from social interaction; over-compliant
behaviour or insecure, clinging behaviour; poor social relationships.
Emotional responses:
extreme fear of new situations; inappropriate emotional responses to
painful situations (“I deserve this”); fear of parents being contacted; selfdisgust; unusually fearful with adults; lack of concentration, restlessness,
aimlessness; extremes of passivity or aggression; excessive need for
approval, attention and affection.
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PHYSICAL ABUSE
The nature of physical abuse:
A form of abuse which may involve hitting, shaking, throwing, poisoning,
burning or scalding, drowning, suffocating or otherwise causing physical
harm to a child. Physical harm may also be caused when a parent or carer
fabricates the symptoms of, or deliberately induces, illness in a child. Most
children collect cuts and bruises quite routinely as part of the rough and
tumble of daily life. Clearly it is not necessary to be concerned about most
of these minor injuries. But accidental injuries normally occur on the bony
prominences e.g. shins. Injuries on the soft areas of the body are more
likely to be inflicted intentionally. If a body map is to be used to record
physical abuse, they should only be used to record observed injuries and
no child should be asked to remove clothing by a member of staff of the
School.
Indicators of physical abuse/factors that should increase concern
include:
Multiple bruising or bruises and scratches (especially on the head and face
including around the mouth); clusters of bruises – e.g. fingertip bruising
(caused by being grasped); bruises around the neck and behind the ears –
the most common abusive injuries are to the head;
Bi-lateral injuries such as two bruised eyes;
bruises on the back, chest, buttocks, or on the inside of the thighs; marks
indicating injury by an instrument – e.g. linear bruising (stick), parallel
bruising (belt), marks of a buckle;
bite marks; deliberate burning may also be indicated by the pattern of an
instrument or object - e.g. electric fire, cooker, cigarette; scalds with upward
splash marks or tide marks; untreated injuries; injuries to genital areas;
recurrent injuries, burns or bald patches; having broken bones or
unexplained bruising, burns or welts in different stages of healing; being
unable to explain an injury, or providing explanations that are inconsistent,
vague or unbelievable.
In the social context of the School or School, it is normal to ask about a
noticeable injury. The response to such an enquiry is generally lighthearted and detailed. So, most of all, concern should be increased when:
the explanation given does not match the injury; the explanation uses
words or phrases that do not match the vocabulary of the child (adults
words); no explanation is forthcoming; the child (or the parent/carer) is
secretive or evasive or the injury is accompanied by allegations of abuse
or assault. We become concerned if the child or young person is reluctant
to have parents/carers contacted; runs away or shows fear of going home;
is aggressive towards themselves or others; flinches when approached
or touched; is reluctant to undress to change clothing for sport; wears
long sleeves during hot weather; is unnaturally compliant in the presence
of parents/carers; has a fear of medical help or attention or admits to a
punishment that appears excessive.
SEXUAL ABUSE
The nature of sexual abuse:
Sexual abuse is often perpetrated by people who are known and trusted by
the child – e.g. relatives, family friends, neighbours, babysitters, and people
working with the child in School, faith settings, clubs or activities. Sexual
abuse involves forcing or enticing a child or young person to take part in
sexual activities, not necessarily involving a high level of violence, whether
or not the child is aware of what is happening. The activities may involve
physical contact, including assault by penetration (for example rape or oral
sex) or non-penetrative acts such as masturbation, kissing, rubbing and
touching outside of clothing. They may also include non-contact activities,
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such as involving children in looking at, or in the production of, sexual
images, watching sexual activities, encouraging children to behave in
sexually inappropriate ways, or grooming a child in preparation for abuse
(including via the internet). Sexual abuse is not solely perpetrated by adult
males. Women can also commit acts of sexual abuse, as can other children.
CHILD SEXUAL EXPLOITATION
(Please note that this definition is expected to change in September 2016).
Child sexual exploitation is a form of sexual abuse where children are
sexually exploited for money, power or status. It can involve violent,
humiliating and degrading sexual assaults. In some cases, young people
are persuaded or forced into exchanging sexual activity for money, drugs,
gifts, affection or status. Consent cannot be given, even where a child may
believe they are voluntarily engaging in sexual activity with the person
who is exploiting them. Child sexual exploitation does not always involve
physical contact and can happen online. A significant number of children
who are victims of sexual exploitation go missing from home, care and
education at some point. Some of the following signs may be indicators of
sexual exploitation:
• children who appear with unexplained gifts or new possessions;
• children who associate with other young people involved in exploitation;
• children who have older boyfriends or girlfriends;
• children who suffer from sexually transmitted infections or become
pregnant;
• children who suffer from changes in emotional well-being;
• children who misuse drugs and alcohol;
• children who go missing for periods of time or regularly come home
late; and
• children who regularly miss School or education or do not take part in
education.
• staying away from certain people or avoiding being alone with someone
• displaying sexual behaviour that is inappropriate for their age
• inappropriate masturbation or self-harm (including eating disorders)
• anxious unwillingness to remove clothes when changing for PE and so
on.
Sexual exploitation involves varying degrees of coercion, intimidation or
enticement, including unwanted pressure from peers to have sex, sexual
bullying including cyberbullying and grooming. However, it also important
to recognise that some young people who are being sexually exploited or
abused do not exhibit any external signs of this abuse.
Characteristics of child sexual exploitation and abuse
It is often planned and systematic – people do not sexually abuse children by
accident, through sexual abuse can be opportunistic; grooming the child –
people who abuse children take care to choose a vulnerable child and often
spend time making them dependent; grooming the child’s environment –
abusers try to ensure that potential adult protectors (parents and other
carers especially) are not suspicious of their motives.
Indicators of sexual abuse
Physical observations include damage to genitalia, anus or mouth; sexually
transmitted diseases; unexpected pregnancy, especially in very young
girls; soreness in genital area, anus or mouth and other medical problems
such as chronic itching; unexplained recurrent urinary tract infections and
discharges or abdominal pain.
NOTE: The concerns listed above are not exhaustive. Staff can and should
also record and report other concerns about a child, such as general
welfare concerns.
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FORCED MARRIAGE
Forcing a person into a marriage is a crime in England and Wales. A forced
marriage is one entered into without the full and free consent of one or
both parties and where violence, threats or any other form of coercion is
used to cause a person to enter into a marriage. Threats can be physical or
emotional and psychological. A lack of full and free consent can be where
a person does not consent or where they cannot consent (if they have
learning disabilities, for example). Nevertheless, some communities use
religion and culture as a way to coerce a person into marriage. Schools and
Schools can play an important role in safeguarding children from forced
marriage. The Forced Marriage Unit has published Multi-agency guidelines,
with pages 32-36 focusing on the role of Schools and Schools. School and
School staff can contact the Forced Marriage Unit if they need advice or
information. Contact: 020 7008 0151 or email: [email protected].
DOMESTIC ABUSE
The Home Office define domestic abuse as: “Any incident or pattern of
incidents of controlling, coercive or threatening behaviour, violence and
abuse between those aged 16 or over, who are or have been intimate
partners or family members regardless of gender and sexuality”.
Significant harm from domestic abuse can include: physical violence,
emotional abuse, sexual abuse, and financial abuse. If a member of staff is
concerned that domestic abuse is occurring within a family or relationship
they should inform the DSL who will consider a referral to Surrey Children’s
Services and/or the Police as necessary. In circumstances where there
have been 3 known incidents of domestic abuse, a referral must be made
to Coventry Children Services.
In December 2015 a new criminal offence of coercive and controlling
behaviour came into force in England and Wales. This means that repeated
patterns of non-physical behaviour (emotional abuse and control) within
relationships are now considered a criminal offence capable of prosecution.
For the offence to apply, criteria must be met.
BULLYING
(Please also refer to our anti-bullying policy)
This may be defined as repeated (systematic) aggressive verbal,
psychological or physical conduct by an individual or group against another
person or persons. It may be deliberate harassment or an aggressive act of
omission which causes physical or psychological hurt. Very often bullying is
the act of oppressing or dominating by threat or force where the aggressor
may persecute or tease physically or morally in order to frighten into action
or inaction.
Bullying can include:
• physical: pushing, hitting, kicking, pinching etc.
• verbal: name-calling, spreading rumours, constant teasing and sarcasm
• emotional: tormenting, ridiculing, humiliating, ignoring
• racial: taunts, graffiti and gestures
• religious / cultural
• sexual, sexist or homophobic: unwanted physical contact or abusive
comments
• cyber-bullying: through social networking websites, mobile phones and
text messages, photographs and email
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Signs that may indicate bullying include:
• behavioural changes such as reduced concentration, becoming
withdrawn, depressed, tearful, emotionally up and down, reluctance to
go to School etc.
• a marked drop off in performance at School
• physical signs such as stomach aches, headaches, difficulties in sleeping,
bingeing on food, cigarettes or alcohol
• a shortage of money or frequent loss of possessions.
For more information, please see our Anti-Bullying Policy which sets out
the detail of the policy and procedures that are in place in order to prevent
bullying and to deal with it if and when it occurs within the School.
SELF-HARM AND SUICIDAL BEHAVIOUR
Self-harm can be deliberate with the aim of a child just causing themselves
an injury, attempted suicide which does not result in end of life or a
successful attempt to end life resulting in death. Majority of self-harmers
keep it a secret that goes undiscovered, finding it is the only way to express
their feelings. Children self-harm for many reasons including: being bullied
both at School or online, mental health issues, eating disorders, domestic
abuse, any type of child abuse, parental conflict and bereavement. The
signs of the distress the child may be under can take many forms and can
include:
• cutting behaviours and self-poisoning, other forms of self-harm, such as
burning, scalding, banging, hair pulling;
• not looking after their needs properly emotionally or physically;
• direct injury such as scratching, cutting, burning; hitting yourself,
swallowing or putting things inside;
• staying in an abusive relationship, taking risks too easily;
• eating distress (anorexia and bulimia);
• addiction for example, to alcohol or drugs;
• low self-esteem and expressions of hopelessness.
During a disclosure of self-harm staff should check whether the student
has ingested anything or has anything on their person that could cause
damage or harm. Any concerns from staff members should be referred to
the DSL, as an early help assessment may need to be completed to involve
services that can help, or in the case of significant harm a referral can be
made to Children’s Services.
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APPENDIX 2
MAIN RESPONSIBILITIES OF THE DSL AND DEPUTY DSL
The core responsibility of the DSL, who is a member of the SLT, is to
maintain an overview of safeguarding within the School, to open channels
of communication with local statutory agencies and to monitor the
effectiveness of policies and procedures in practice.
The designated safeguarding lead should take lead responsibility for
safeguarding and child protection. This is explicit in the role holder’s job
description. This person should have the appropriate status and authority
within the School to carry out the duties of the post. They will be given
the time, funding, training, resources and support to provide advice and
support to other staff on child welfare and child protection matters, to take
part in strategy discussions and interagency meetings – and/or to support
other staff to do so – and to contribute to the assessment of children.
If the DSL is unavailable these duties will be carried out by the Deputy
Designated Safeguarding Lead.
Managing Referrals includes:
• to refer all cases of suspected abuse to Children’s Social Care and
• keep staff aware of child protection procedures;
• ensure staff are alert to changes in children’s behaviour which could
indicate that they may be in need of help or protection;
• use their professional judgement in identifying children who might be at
risk of radicalisation and act proportionately which may include making
a referral to the Channel programme.
Training includes:
The DSL receives appropriate training, in accordance with Annex B of KCSIE
(including higher level Prevent awareness training and identifying children
at risk of radicalisation and being drawn into terrorism) carried out every
two years in order to:
• understand the assessment process for providing early help and
intervention;
• have a working knowledge of and be able to attend and contribute to
child protection case conferences;
• have access to and understands the School’s child protection policy and
procedures;
• be able to keep detailed, accurate, secure written records of concerns
and referrals.
• the LADO for child protection allegations which concern a member of
staff or volunteer,
Raising Awareness includes:
• the Disclosure and Barring Service where a person is dismissed or left
due to risk/harm to a child and/or the police if a crime may have been
committed;
The DSL ensures Warwick International College policies are known to staff
and are used appropriately. This is achieved in part by:
• Police (in cases where a crime may have been committed);
• to liaise with the Proprietor for Safeguarding Issues;
• keep links with the Coventry LSCB and the LADO;
• the Policy, procedures and their implementation being reviewed
annually; the DSL (who is the Head of School) works with the Proprietor
on this;
• the policy being made available publicly;
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• linking with the LSCB to make sure staff are aware of training opportunities
and the latest local policies on safeguarding;
APPENDIX 3
• ensuring that students’ child protection files are transferred securely
and confidentially to the new School or School as soon as possible, with
a receipt being received;
THE ROLE OF THE LADO
• ensuring the Proprietor, all staff and volunteers understand their
safeguarding responsibilities and always act in the interest of the child;
• following up unexplained absences of any child with a telephone call
from the School on the morning of the first day of absence and
• raising awareness of the needs of students including those with special
educational needs or disabilities, lesbian, gay, bisexual and transgender
(LGBT) students.
(LOCAL AUTHORITY DESIGNATED OFFICER)
The role of the LADO is set out in Working Together to Safeguard Children
(2015) and is governed by the Authorities duties under section 11 of the
Children Act 2004 and SSCB Inter-Agency Policy and Procedures. This
guidance outlines procedures for managing allegations against people
who work with children who are paid, unpaid, volunteers, casual, agency or
anyone self employed.
The LADO must be contacted within one working day in respect of all cases
in which it is alleged that a person who works with children has:
• behaved in a way that has harmed, or may have harmed a child;
• possibly committed a criminal offence against or related to a child; or
• behaved towards a child or children in a way that indicates they may
pose a risk of harm to children.
There may be up to three strands in the consideration of an allegation:
• a police investigation of a possible criminal offence;
• enquiries and assessment by children’s social care about whether a
child is in need of protection or in need of services;
• consideration by an employer of disciplinary action in respect of the
individual.
The LADO is responsible for:
• Providing advice, information and guidance to employers and voluntary
organisations around allegations and concerns regarding paid and
unpaid workers.
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• Managing and overseeing individual cases from all partner agencies.
• Ensuring the child’s voice is heard and that they are safeguarded.
• Ensuring there is a consistent, fair and thorough process for all adults
working with children and young people against whom an allegation is
made.
• Monitoring the progress of cases to ensure they are dealt with as quickly
as possible.
• Recommending a referral and chairing the strategy meeting in cases
where the allegation requires investigation by police and/or social care.
The LADO is involved from the initial phase of the allegation through to the
conclusion of the case. The LADO is available to discuss any concerns and
to assist the School in deciding whether there is a need to make a referral
and/or take any immediate management action to protect a child.
APPENDIX 4
REFERRAL GUIDANCE
REASONS WHY SOME PEOPLE HESITATE TO REPORT ABUSE
The following list contains a range of reasons why people commonly
hesitate to report abuse. It is provided for information, but be aware that
none of these reasons is a justification for failing to report a child protection
concern or disclosure.
• The child asks you to keep silent – keep a secret
• Fear of breaking up the family
• Fear of exposing the child to further abuse
• Fear of breaking a trusting relationship with child/family
• Painful memories of your own abusive experiences
• Fear of reprisals to yourself/your children/family
• Fear of presenting evidence in court
• Afraid of misinterpreting or overreacting to the situation
• Assuming another agency is dealing with the problem
• The ‘rule of optimism’ – everything will work out OK
• Assuming one parent/carer will protect
• Believing the child is fantasising/lying
• Being persuaded by the child’s retraction
• Allowing a temporary improvement in the child’s situation to distract
you form the reality of continuing abuse
• Being unable to comprehend the unbelievable nature of the disclosure
• Not understanding procedures
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WHY CHILDREN CAN’T TELL ABOUT ABUSE
• Threats from abuse – withdrawal of ‘favours’ or physical threats – may
be implicit derived from abuse of power
• Threats from peers also involved in abuse
• May think s/he is to blame and fear arrest
WHY REFER?
• Children have the right to be safe
• Adults have a responsibility to protect children
• Abuse is damaging
• Fear the loss of the child’s world – family, School etc.
• Child abuse exists in a world of secrecy and silence – the cycle of abuse
has to be broken
• May be emotionally dependent on abuser
• You only have one small piece of a jigsaw
• May have compartmentalised abuse
• Children rarely lie about abuse
• Thinks won’t be believed
• An abuser may well abuse many other children who also have a right to
protection
• Low sense of self-esteem makes disclosure difficult
• May not realise sexual abuse is a crime – thinks its normal
• May not wish to betray abuser
• May fear exposure and particularly public exposure
• May be ambivalent about sexual identity or feel guilt about taking part
in abuse
• Lack of faith in justice system particularly for children with disabilities
and from ethnic minorities
• Hasn’t got adult permission to tell
• Lack of appropriate language skills
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APPENDIX 5 WHAT TO DO IF YOU ARE WORRIED A CHILD IS BEING ABUSED OR NEGLECTED: GUIDANCE FLOWCHART
MEMBER OF STAFF HAS CONCERNS ABOUT A CHILD’S WELFARE (INCLUDING CHILDREN IN NEED AND CHILDREN AT RISK)
WHERE A YOUNG PERSON DISCLOSES ABUSE OR NEGLECT:
• Listen; take their allegation seriously; reassure that you will take action to keep them safe.
• Do not promise confidentiality
• Inform them what you are going to do next.
• Do not question further or approach/inform the alleged abuser
DISCUSS CONCERNS WITH DR PHILIP LIMBERT (DESIGNATED SAFEGUARDING LEAD)
The Safeguarding Lead will consider further actions required, including consultation with Children’s Social Care, immediately (number below) or the police if
a crime has been committed, immediately. Concerns and discussion, decisions and reasons for decision should be recorded in writing by agency /organisation.
In exceptional circumstances or in the absence of a safeguarding lead the individual may contact social care directly.
STILL HAVE CONCERNS: REFER TO SOCIAL CARE
NO LONGER HAS SAFEGUARDING CONCERNS
COVENTRY CHILDREN’S SOCIAL CARE • DURING OFFICE HOURS, MONDAY – FRIDAY • 02476 788555
OUT OF HOURS CONTACT EMERGENCY DUTY TEAM ON
IF THE CHILD IS AT IMMEDIATE RISK DIAL 999 AND ASK FOR POLICE ASSISTANCE
02476 832222
ADDITIONAL / UNMET NEEDS
CHILDREN’S SOCIAL CARE
1. Acknowledge receipt of referral
2. Decide on next course of action (within one working day)
3. Feedback decision to referrer e.g.:
• Further Assessment including
• Child protection enquiries/Strategy Discussion
• No further action required for Children’s Social care and Early Help assessment recommended
• Referred to other agency for service provision
CONSULT WITH FAMILY AND
RELEVANT AGENCIES AND
UNDERTAKE A COMMON
ASSESSMENT (EARLY HELP CAF)
AND TEAM AROUND THE CHILD
MEETINGS.
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APPENDIX 6
WHEN A YOUNG PERSON DISCLOSES ABUSE OR NEGLECT
THE FOLLOWING SEQUENCE OF EVENTS SHOULD BE ADHERED TO:
CREATE A SAFE ENVIRONMENT
Create a safe environment by offering the child a private and safe place if possible. Stay calm and reassure the child and stress that he/she is not to blame.
Tell the child that you know how difficult it must have been to confide in you.
LISTEN
Listen to what the child has to say and take them seriously; reassure the child but advise that you cannot promise to keep a secret. Do not make promises
you cannot keep. If there is a requirement for immediate medical intervention, assistance should be called for. Tell the child what you are going to do next
after the disclosure. Depending on circumstances the child may then return to class or be offered time out of class with support from the DSL.
TALKING TO THE CHILD
When talking to the child, do not interview the child and keep questions to a minimum. Do not display shock or disbelief Encourage the child to use his/
her own words and do not ask leading questions, interrupt their dialogue, or make assumptions which might give particular answers. Do not repeat the
disclosure over and over.
RECORD
Record in detail the circumstances and timings of the disclosure including the nature and extent of any injuries, explanations given by the child and the
action taken (which may be used in any subsequent court proceedings), within 24 hours of the disclosure. Record the child’s name, address and date of
birth along with the child’s behaviour, emotional state.
DO NOT TAKE RESPONSIBILITY
• Only tell those people that it is necessary to inform.
• Do not try to investigate the allegation yourself.
• Immediately consult our Designated Safeguarding Lead so that any appropriate action can be taken to protect the student if necessary.
• The Designated Safeguarding Lead will consider the information and decide on the next steps.
• Do not approach or inform the alleged abuser.
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A P P E N D I X 7 - A L L E G AT I O N S AG A I N S T A D U LT S / S C H O O L S TA F F/ VO LU N T E E R S
RISK OF HARM TO STUDENTS • GUIDANCE FLOWCHART
IF YOU BECOME AWARE THAT A MEMBER OF STAFF/VOLUNTEER MAY HAVE:
• Behaved in a way that has harmed a child, or may have harmed a child;
• Possibly committed a criminal offence against or related to a child or
• Behaved towards a child or children in a way that indicates they may pose a risk of harm to a child
REPORT IMMEDIATELY TO THE HEAD OF SCHOOL (WHO IS THE DESIGNATED SAFEGUARDING LEAD)
Any concern or allegation against the Head of School/DSL will be reported to the Proprietor, Ms Margot Veronique Robinson unless there is clear evidence to
prove that the allegation is incorrect, the Head of School must:
REPORT THE ALLEGATION WITHIN ONE WORKING DAY TO THE LOCAL AUTHORITY DESIGNATED OFFICER (LADO):
Mona Cook, LADO: 02476833443
Coventry Local Safeguarding Children’s Board, Room 123, Civic Centre 1, Little Park Street, Coventry CV1 5RS
Emergency Duty team (out of hours service): 02476832222 Email: [email protected]
THE DESIGNATED OFFICER WILL:
1. Consider the relevant facts and concerns regarding the adult and child or children, including any previous history
2. Decide on next course of action - usually straight away, sometimes after further consultation with other multi-agency parties such as the Police and HR.
IF THE ALLEGATION THRESHOLD
IS NOT MET, THE LA DESIGNATED
OFFICER WILL AGREE WITH YOU
AN APPROPRIATE RESPONSE
(E.G. FOR THE AGENCY TO
UNDERTAKE FURTHER
ENQUIRIES OR UNDERTAKE AN
INTERNAL INVESTIGATION)
IF THE ALLEGATION THRESHOLD IS MET A STRATEGY MEETING WILL NORMALLY BE HELD EITHER BY
PHONE OR IN PERSON. NORMALLY A SENIOR MANAGER / SAFEGUARDING LEAD, THE LA DESIGNATED
OFFICER, HR, POLICE AND SOCIAL CARE ARE INVITED TO ATTEND.
RELEVANT INFORMATION IS SHARED, RISKS TO CHILDREN ARE CONSIDERED AND APPROPRIATE
ACTION AGREED –E.G. CHILD PROTECTION AND OTHER ENQUIRIES, DISCIPLINARY MEASURES OR
CRIMINAL PROCEEDINGS. A RECORD OF THE MEETING WILL BE MADE, AND REGULAR REVIEWS WILL
TAKE PLACE UNTIL A CONCLUSION IS REACHED.
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AP P EN DI X 8 - SAF EG UA RD I N G CO N C E RN S O R A L L EG AT ION OF A B U S E ON A CH IL D
The following safeguarding procedures apply where you become aware a member of staff/volunteer has, or a child discloses to you that an adult has
behaved in a way that has, or may have harmed a child; possibly committed a criminal offence against or related to a child or behaved towards a child or
children in a way that indicates they may pose a risk of harm to a child.
IF A CHILD DISCLOSES ABUSE
OR NEGLECT BY SOMEONE NOT
EMPLOYED OR VOLUNTEERING
AT THE SCHOOL
IF THERE IS A CONCERN OR
ALLEGATION OR ACCUSATION
REGARDING A MEMBER OF
STAFF OR VOLUNTEER
IF THERE IS A CONCERN OR
ALLEGATION REGARDING THE
DESIGNATED SAFEGUARDING
LEAD (DSL) (WHO IS ALSO THE
HEAD OF SCHOOL)
IF THERE IS A CONCERN OR
ALLEGATION REGARDING A
PROPRIETOR
IN THE CASE OF SERIOUS HARM, THE POLICE SHOULD BE INFORMED FROM THE OUTSET
REPORT THE INFORMATION
STRAIGHT AWAY TO THE DSL
(OR DEPUTY DSL IN THEIR
ABSENCE) WHO CONTACTS THE
LOCAL AUTHORITY DESIGNATED
OFFICER
REPORT THE INFORMATION
STRAIGHT AWAY TO THE HEAD
OF SCHOOL (OR DEPUTY DSL IN
THEIR ABSENCE) WHO CONTACTS
THE LOCAL AUTHORITY
DESIGNATED OFFICER
DESIGNATED SAFEGUARDING LEAD (DSL) AND PREVENT
OFFICER FOR THE WHOLE SCHOOL
• Dr Philip Limbert (Head of School)
• Mobile: 0784332 8087
• Email: [email protected]
REPORT THE INFORMATION
STRAIGHT AWAY TO THE
NOMINATED PROPRIETOR FOR
SAFEGUARDING WHO WILL
CONTACT THE LOCAL AUTHORITY
DESIGNATED OFFICER
DEPUTY DSL AND PREVENT OFFICER FOR THE WHOLE
SCHOOL
• Mr Gaopeng Sun (Director of Boarding and Pastoral Care)
• Mobile: 0784332 8087
• Email: [email protected]
REPORT THE INFORMATION
STRAIGHT AWAY TO THE LOCAL
AUTHORITY DESIGNATED
OFFICER.
THE PROPRIETOR’S NOMINATED PERSON FOR
SAFEGUARDING AND PREVENT DUTY
• Dr Elizabeth McFarlane
• Mobile: 0784332 8087
• Email: [email protected]
KEEPING CHILDREN SAFE IN EDUCATION (DFE: SEPTEMBER 2016) MAKES IT CLEAR THAT ANYBODY CAN MAKE A DIRECT REFERRAL TO CHILDREN’S SOCIAL CARE
INCLUDING THE LADO AND OTHER EXTERNAL AGENCIES.
POLICY:
SAFEGUARDING CHILDREN - CHILD PROTECTION
A P P E N D I X 9 - A C H I L D P R OT E C T I O N G U I D E - C U E C A R D
The document below is given to staff and volunteers to be carried at all times as folded A6, two sided, crib card. We are committed to safeguard and promoting the welfare of all at our School.
A code of good practice for staff and volunteers designed for you to keep with you – Carry it. A Code of Practice is intended to provide a readily accessible reference promoting the principle of our Child Protection Policy.
IF YOU SUSPECT A CHILD IS BEING ABUSED OR NEGLECTED
2. Record and date any facts which are relevant to your concern and
pass these onto the DSL.
1. Immediately inform the Designed Safeguarding Lead (DSL).
3. Do not investigate the issue yourself.
IF A CHILD DISCLOSES TO YOU ABUSE BY SOMEONE ELSE
1. Allow the child to speak without interruptions, accepting what is said
and without investigating further or asking leading questions.
2. Reassure the child that ‘it is not their fault’ and that they were right
to tell you.
3. Record in the child’s own words details of the disclosure and refer
this immediately to the DSL. Do not investigate the issue yourself.
IF YOU RECEIVE AN ALLEGATION ABOUT A MEMBER OF STAFF OR YOURSELF
1. Immediately inform the DSL of the allegation.
2. Record and date the details of the allegation in writing.
• Do treat everyone with respect
• Do NOT permit abusive peer activities (e.g. bullying racism or others)
• Do provide an example of behaviour you wish others to follow
• Do NOT judge or jump to conclusions about others
• Do plan activities which involve more than one other person being present, or at least which are within sight
or hearing of others
• Do NOT show favouritism to any individual
• Do respect a young person’s right to personal privacy
• Do NOT be drawn into attention seeking behaviour, such as crushes/tantrums
• Do provide access for young people to talk to others about any concerns they may have.
• Do NOT make inappropriate remarks or gestures
• Do recognise, and allow for, the special needs of young people with disabilities and learning difficulties
• Do NOT rely on good reputation
• Do encourage young people with disabilities and learning difficulties
• Do NOT believe ‘it could never happen to me’
• Do encourage children and adults to point out attitudes and behaviour that they do not like
• Do NOT interview or meet with children in private or outside of School
• Do avoid inappropriate physical or verbal contact with young people
• Do NOT let concerns or allegations of abuse go unrecorded
• Do remember that someone else might misinterpret your actions
• Do NOT play physical contact games with young people.
• Do respect the cultural, religious and ethnic backgrounds of others
• Do recognise that caution is required even in sensitive moments of counselling
• Do avoid situations that compromise your relationship with young people
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This Policy is publicly available on the School’s website and upon request a copy (which can be made available in large print or other accessible formats if required) may be obtained from the School Office. All who work, volunteer or
supply services to our School have an equal responsibility to understand and implement this policy and its procedures both within and outside of normal School hours including activities away from School. Our approach at Warwick
International College is child-centred and, at all times, we will act in the best interests of the child. This policy takes full account of the child protection procedures agreed by the Surrey Safeguarding Children Board and statutory
guidance Working Together to Safeguard Children (2015). The Proprietor recognises the expertise staff build by undertaking safeguarding training and managing safeguarding concerns. As such, staff can contribute to and shape our
safeguarding arrangements and Child Protection Policy. Any deficiencies or weaknesses recognised in arrangements or procedures will be remedied immediately and without delay. All staff will be informed of the updated/reviewed
policy which will be made available to them in either a hard copy or electronically.
LEGAL STATUS
Part 3, paragraphs 7(a) and (b) and 8(a) and (b) of the education (Independent School Standards) (England) Regulations 2014, in force from the 5th January, 2015. National Minimum Standards for Boarding Schools (Standards 3, 6 and
11) The Children ACT 1989 guidance and regulations (DfE: Volume 2 June, 2015) Mental health and behaviour in schools (March, 2015) and Counselling in schools: a blue print for the future (March, 2015) What to do if you’re worried a
student is being abused (HMG: March, 2015) Working Together to Safeguard Children (WTSC) (Inter-agency working) (HM Government: March, 2015) which also refers to non-statutory advice, Information sharing (HM Government: March,
2015) along with the Disclosure and Barring Service (DBS) Code of Conduct Prevent’ Counter-Terrorism and Security Act 2015 (HM Government: 2015) inclusive of the Prevent Duty Guidance: for England and Wales (March, 2015) (Prevent).
Prevent is supplemented by The Prevent duty: Departmental advice for schools and child care providers (DfE: June, 2015) and The use of social media for on-line radicalisation (July, 2015) This policy is consistent with Keeping Children
Safe in Education (KCSIE) Information for all school and colleges (DfE: September, 2016) which incorporates additional statutory guidance,) along with the Disclosure and Barring Service (DBS) Code of Conduct.
RELATED DOCUMENTS
This policy has been compiled in conjunction with and reference to the following related documents which are: Available on the Warwick International College website and also on request from the School office: Anti-bullying, Behaviour
Management including Discipline, Sanctions and Exclusions; Physical Restraint; Preventing Extremism and Radicalisation Policy; First Aid; Educational Visits and Off-site Activities; E-Safety including Cyber Bullying and Acceptable Use;
Personal Social Health and Economic Education (PSHEE); Sex and Relationship Education (SRE); Special Education Needs and Disabilities (SEND Code of practice January 2015); Spiritual, Moral Social and Cultural (SMCS) Development;
Whistleblowing, Staff Code of Conduct; Keeping Children Safe in Education Information for all School and School staff (DfE: September 2016).
MONITORING AND REVIEW
This policy is subject to continuous monitoring, refinement and audit by Dr Philip Limbert (Head of School) who is the Designated Safeguarding Lead (DSL) and Mr Gaopeng Sun (Director of Boarding and Pastoral Care) who is Deputy
DSL (DDSL). The Proprietor will undertake a full annual review of this policy and procedures, inclusive of its implementation and the efficiency with which the related duties have been discharged. This discussion will be formally
documented in writing. This policy was last reviewed and agreed by the Proprietor of the School in September 2016 and will next be reviewed no later than September 2017 or earlier if significant changes to the systems and
arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Director of Boarding & Pastoral Care
APPROVED: SEPTEMBER 2016
Dr Elizabeth McFarlane • Proprietor’s Nominated Person
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
SA F E R R E C R U I T M E N T
POLICY:
SAFER RECRUITMENT
SAFER RECRUITMENT POLICY AND PROCEDURES
The School is committed to providing a supportive and flexible working
environment to all its members of staff. The School recognises that, in
order to achieve these aims, it is of fundamental importance to attract,
recruit and retain staff of the highest calibre who shares this commitment.
Employees involved in the recruitment and selection of staff are responsible
for familiarising themselves with and complying with the provisions of this
policy. Our school fully recognises its responsibilities with regard to safer
recruitment. We therefore comply with the detailed provisions concerning
the safeguarding of children and safer recruitment in education.
This includes the necessity for our Proprietor to ensure that our school
operates a safe recruitment procedure that is compliant with the current
Independent School Standards Regulations. The health, safety and welfare
of all our children are of paramount importance to all the adults who
work in our school. Our school will apply this recruitment and selection
procedure and the measures described herein will be applied to everyone
who has sole care or comes into contact with children for any length of
time. We recognise that a school in which child protection measures are
not visible is likely to be perceived as a softer target by those likely to harm
young people.
Our school employs adequate quantity and quality of ancillary and childcare
staff in our residential setting. We create a culture of safe recruitment that
includes the adoption of recruitment procedures that help deter, reject or
identify people who might abuse children and learners. We act reasonably
in making decisions about the suitability of prospective employees. Our
school also ensures that safe recruitment checks are carried out in line
with statutory requirements, using the DfE guidance.
This policy will be applied in relation to everyone who works with children
in the college who are under 18 years of age who is likely to be perceived
by the children as a safe and trustworthy adult. The policy statement will
be included in:
• publicity materials;
• recruitment websites;
• advertisements;
• candidate information packs;
• person specifications;
• job descriptions;
• competency frameworks and
• induction training.
AIMS
These are:
• to provide participants with an understanding of good practice in
selection and interviewing in a school context;
• to help deter, reject and identify people whether they are paid staff,
volunteers or contractors, who might be unsuitable to work with children
by having thorough recruitment procedures and pre-employment
vetting for appointing all staff;
• to operate such procedures consistently and thoroughly whilst
obtaining, collating, analysing and evaluating information from and
about applicants and
• to seek to ensure an ongoing safe and secure environment for children
by ensuring all staff are suitably trained in recognising and responding
to signs of abuse.
POLICY:
SAFER RECRUITMENT
OBJECTIVES
At the end of the course delegates will be able to:
• describe the legal framework within which staff appointments must
operate;
• plan a systematic approach to the selection and interview process;
• use the tools necessary for a successful selection and interview process
and
• operate in a panel to carry out selection interviewing.
EMPLOYMENT AND SAFER RECRUITMENT
Our college therefore follows the Government’s recommendations for
the safer recruitment and employment of staff that work with children. All
members of the teaching and non-teaching staff at our school, including
part-time staff, temporary and supply staff, volunteers and visiting staff,
such as musicians and sports coaches, are checked in accordance with
the full requirements of the Disclosure and Barring Service (DBS) and
the Centralised record (Single Central Register) before starting work.
Contractors working regularly during term-time, such as contract catering
staff are also vetted. We require the Chair of the interview panel to have
completed and remained up to date with a safer recruitment training and
assessment in the last 3 years.
Our safer recruitment practice includes those persons who may not have
direct contact with young people but because of their presence will still be
seen as safe and trustworthy e.g. volunteers, support staff. We understand
that it is an offence under the Disclosure and Barring Service legislation to
knowingly employ (or take on as a volunteer), in a DBS regulated activity,
someone who is barred from such activity. We will do all we can to ensure
that all those working with children in our school are suitable people.
This involves scrutinising applicants, verifying their identity, checking
their employment history and qualifications and obtaining independent
professional and character references that answer specific questions to
help assess their suitability to working with children. To ensure a consistent
and thorough process of safe recruitment in order to ensure that those
recruited are suitable we follow the DfE guidance concerning safeguarding
children and safer recruitment in education.
It is our policy in employing staff or volunteers to work with children to
adopt a consistent and thorough process of safe recruitment, in order to
ensure that those recruited are suitable. We comply with the criteria set by
the Local Safeguarding Children’s Board (LSCB), which includes complying
with relevant government guidance, examples of good practice guidance,
and model policies and procedures where needed. Our safe recruitment
practice also includes those persons who may not have direct contact
with children, but because of their presence will still be seen as safe and
trustworthy. The principles of safe recruitment are included in the terms of
any contract drawn up between ourselves and the contractors or agencies
that provide services for us. Compliance is monitored and sub-contracting
by the provider is not permitted.
VISITING SPEAKERS
The Prevent statutory guidance requires schools to set out clear protocols
for ensuring that any visiting speakers, who might fall within the scope of
the Prevent duty, whether invited by staff or by the students themselves,
are suitable and appropriately supervised; this will always include a barred
list check and internet search. At our school, speakers are never left alone
with students. The interaction between the Prevent requirement to check
speakers and the KCSIE is likely to mean in practice that checks on visiting
speakers will be recordable on the SCR either as checks on staff or unprescribed checks on volunteers.
POLICY:
SAFER RECRUITMENT
The Equality Act 2010 People have the legal right not to be discriminated
against, either directly or indirectly, when applying for a job, when they
are being considered for a particular post or once they are appointed. In
addition to this, many organisations, have introduced policies which extend
beyond what is required by law and reflect their approach to recruiting and
managing people according to their ability alone.
In recruitment and selection, all applicants (and potential applicants)
are protected from discrimination. Employment legislation applies to all
aspects of the recruitment process (including the advertisement, person
specification, job description, application form, shortlisting procedure, preemployment checks, interviews and decision to appoint).
The Equality Act 2010 is a comprehensive piece of legislation which protects
people against discrimination on the grounds of age, disability, gender
reassignment, race, religion or belief, sex, sexual orientation, marriage and
civil partnership and pregnancy and maternity. These are called ‘protected
characteristics’.
It is unlawful to discriminate against a person because of a protected
characteristic, because they associate with another person who possesses
a protected characteristic or because others think they possess a particular
protected characteristic. Employers also have a statutory obligation not to
discriminate against a person on grounds of their trade union membership
or non-membership. It is, therefore, unlawful to specify union membership
when advertising a vacancy, limit recruitment to trade union membership
or to deny a person employment because they do or do not belong to a
trade union.
It is now unlawful for schools to enquire about the health of an applicant for
a job until a job offer has been made, unless the questions are specifically
related to an intrinsic function of the work -for example ensuring that
applicants for a PE teaching post have the physical capability to carry out the
duties. Information sought through references is affected by this as well as
questions in interview. If the Proprietor subscribes to Education Personnel
Services, they are advised to consult the current model documents and
guidance on practice provided.
OCCUPATIONAL REQUIREMENT (OR)
In certain circumstances, it is lawful to discriminate in recruitment when
an occupational requirement (OR) applies. An OR exists when the essential
nature or particular or particular duties required of a job can only reasonably
or practically be undertaken by a member of one particular group and not
simply because it is preferable. If an employer wishes to claim an OR he/
she must consider what the duties are for which an exemption is to be
claimed. It must also be shown that those duties must be carried out to
achieve the objectives of the job.
An OR cannot be applied in order to establish or maintain an ethnic or gender
balance within an organisation. They apply in very specific circumstances
and are always open to challenge. Only an employment tribunal or higher
court can make an authoritative ruling as to the validity of an OR. When an
OR does apply, this should be stated clearly in the advertisement for the
post.
POSITIVE DISCRIMINATION
Positive discrimination occurs when somebody is given employment,
training or access to services on the basis that they belong to a particular
group. Positive discrimination is unlawful and cannot be used to address
under-representation of a particular group within an organisation or
profession.
POLICY:
SAFER RECRUITMENT
POSITIVE ACTION
Harassment
In certain circumstances, action can be taken to encourage people
from particular groups which are under represented in a profession or
organisation to take advantage of training or recruitment opportunities.
This is known as Positive action. Positive action encourages people to apply
to for a post but their application cannot be treated more favourably than
another’s and must not unfairly advantage a particular group.
Where a person engages in unwanted conduct which has the purpose
or effect of violating a person’s dignity or creating an intimidating, hostile,
degrading, humiliating or offensive environment for that person.
WHAT CONSTITUTES UNFAIR TREATMENT?
The law prohibits:
Direct Discrimination (including associative and perceived
discrimination):
Treating somebody less favourably, on grounds outlined in the Equality Act,
than others would be treated in the same or similar circumstances. The
Act makes it clear that discrimination occurs if an employer discriminates
against an employee because of a protected characteristic, whether or not
the employee possesses that protected characteristic. The Act also makes
it unlawful to discriminate against someone because they are perceived
to possess a particular protected characteristic, even if the employer is
mistaken.
Indirect Discrimination
Applying practices or provisions to everybody but which may favour one
particular group of people over another or which only a small percentage
of a certain group of people can comply with.
Victimisation:
A particular type of discrimination which arises as a result of somebody
making a complaint, taking action or giving evidence in relation to the
Equality Act.
Two Ticks Scheme
The Two Ticks scheme is used by more than 3,500 organisations
throughout the UK and is designed to help organisation take a fresh look
at their approach to the employment of disabled people. Use of the Two
Tick symbol makes it clear to disabled job applicants that the organisation
welcomes them for their abilities.
Retention and Security of Disclosure Information
Disclosure information and other confidential documents issued by the
DBS are securely stored, with access only permitted to persons designated
by the proprietor for this purpose. The school will keep a record of the date
of a disclosure, the name of the subject, the type of disclosure, the position
in question, the unique number issued by the DBS and the recruitment
decision taken. Such information is destroyed by suitably secure means
such as shredding and photocopying or scanning of any disclosure
information is not allowed.
POLICY:
SAFER RECRUITMENT
ADVERTISING
Our adverts feature a safeguarding statement. Additionally we stress that the
identity of the candidate, if successful, will need to be checked thoroughly.
On all Advertising regarding employment, it will carry the following wording:
‘Our school is totally committed to safeguarding the welfare of children
and young people and expects the same from its employees. All new staff
will be subject to enhanced DBS clearance, identity checks, qualification
checks and employment checks to include an exploration of any gaps
within employment, two satisfactory references and registration with the
Disclosure and Barring Service (DBS).’
Our school will make an assessment of each post (and potential
vacancies) that include details of the post’s responsibilities, the degree
of (un)supervised access to the children and the key skills required. The
information our school provides to candidates explains that the post is
exempt from the Rehabilitation of Offenders Act 1974. Plus, in line with the
Disclosure and Barring Service (DBS) code of practice, it also explains the
employer’s policy on the employment of ex-offenders.
It will be made clear what mix of qualities, qualifications and experience a
successful candidate will need to demonstrate, and any particular matters
will be mentioned in the advertisement for the post in order to prevent
unwanted applications. The recruitment exercise itself will identify who
should be involved, assign responsibilities and set aside sufficient time for
the work needed at each stage to be completed. The selection process will
be organised to allow references to be obtained on shortlisted candidates
before interview.
Material that will form part of the pack to be sent to prospective applicants
e.g. the application form, job description, and information/guidance
for applicants will be up-to-date and clearly set out the extent of the
relationships/contact with children and the degree of responsibility for
children that the person will have in the position to be filled. (N.B. all work
in a college or similar setting involves some degree of responsibility for
safeguarding children, although the extent of that responsibility will vary
according to the nature of the post).
When reviewing applications we know it is important to record objective
evidence about the extent to which each candidate meets the criteria.
Our school has at least two people involved in the process of scrutinising
applications and shortlisting candidates. A shortlisting pro-forma is used to
assist in extracting the relevant information about prospective candidates
(See Appendix G). If the candidate makes a self-disclosure on the Application
Form Our school will compare the information to the DBS records if the
candidate is appointed.
RECRUITMENT PROCEDURES
Our school follows the process as outlined below which minimises the
possibility of anything vital to the recruitment process being overlooked.
At each stage of our recruitment process we are mindful of the need to
protect and safeguard children and to ensure that their welfare is promoted
at all times. There is a thorough and consistent process of obtaining,
collating, analysing and evaluating information about applicants and in
order to ensure safe recruitment, our school will ensure that through safer
recruitment advertising and pre-interview information, it will be made clear
the school’s commitment to safeguarding and promoting the welfare of
children.
Identifying the Need:
We identify whether a new appointment needs to be made or whether the
post can be accommodated within existing staffing arrangements.
POLICY:
SAFER RECRUITMENT
PREPARATION.
Our school:
• Determines which selection methods will be used (interviews,
occupational personality questionnaires, skills tests, practical exercises,
presentations etc).
• Decides who will be responsible for shortlisting and interviewing. At
least two people are involved in any interview where the post holder will
have contact with children and they are suitably trained.
• Agrees the support required (Local Authority, Recruitment Team etc).
• Defines the timeline.
• Considers accommodation and domestic arrangements.
ATTRACTING SUITABLE CANDIDATES.
Our school:
• Reviews Job description/Role profile and writes a person specification
which includes the individual’s responsibility for promoting and
safeguarding the welfare of children.
• Considers the potential job hazards and ensures a Job Hazard form is
completed for the post.
• Compiles advertisement for appropriate media which includes a
statement about our school’s policy on safeguarding children and
employment checks.
• Prepares an information pack which makes clear the school’s
commitment to safeguarding children. It also contains the relevant
standard application form specific to the category of staff being
employed and makes it clear that CV’s will not be accepted.
Our school makes available electronically, a recruitment pack to all
applicants including:
• safeguarding Children Child Protection Policy;
• school prospectus; (or refer applicants to the school website, which
contains the same information)
• job description;
• person Specification;
• recruitment Process;
• job hazard form which highlights hazards related to the role that could
pose a risk to the post holder;
• application Form (revised in light of changes to the DBS) indicating that
Our school is a ‘Safer Recruitment’ employer and
• covering letter that stresses the need to complete an Application Form
and stating that CVs will not be accepted as a final application but may
be sent in addition.
If a candidate’s application is considered to be fraudulent or contains false
information, our school will report the matter without delay to the Secretary
of State via the DfE and also the police as appropriate.
Staff and volunteers joining the School on a permanent or temporary basis
will be given a copy of this policy. We require all adults employed in school to
complete the school application form which requests comprehensive dates
of an applicant’s training and employment history to enable our school to
identify any gaps in training and employment to alert the interview panel.
Any gaps will be recorded by the panel giving a satisfactory explanation for
those gaps. The application form will ask candidates if they wish to declare
anything in light of the requirement for a DBS disclosure. The application
form will also ask for details of attendance in previous employment.
POLICY:
SAFER RECRUITMENT
With reference to the application process, our school has the following
procedures in place:
• We ensure that the job description makes reference to the responsibility
for safeguarding and promoting the welfare of children and young
people.
• We ensure that the person specification includes specific reference to
suitability to work with children.
• We obtain and scrutinise comprehensive information from applicants
taking up and satisfactorily resolving any discrepancies or anomalies
that are identified.
• We obtain two independent professional and character written
references pre interview, including ‘Safer Recruitment’ questions that
ask specific questions to help assess an applicant’s suitability to work
with children. Information from references should be compared with
information on the application form to ensure that the information
provided is consistent and any concerns identified will be followed
up. Telephone verification will be sought that the referee has actually
completed the reference.
APPLICATION FORM
An application form will be used to obtain a common set of core data from
all applicants.
For applicants, for all types of post, the form will contain:
• full identifying details of the applicant including current and former
names, date of birth, current address, and National Insurance number;
• a statement of any academic and/or vocational qualifications the
applicant has obtained that are relevant to the position for which s/he is
applying with details of the awarding body and date of award;
• a full history in chronological order since leaving secondary education,
including periods of any post secondary education/training, and parttime and voluntary work as well as full time employment, with start and
end dates, explanations for periods not in employment or education/
training and reasons for leaving employment;
• a declaration of any family or close relationship to existing employees or
employers (including councillors and governors);
• details of referees. One referee should be the applicant’s current or
most recent employer, and normally two refereed should be sufficient.
N.B. where an applicant who is not currently working with children has
done so in the past it is important that a reference is also obtained from
the employer by whom the person was most recently employed in work
with children. The form should make it clear that references will not be
accepted from relatives or from people writing solely in the capacity of
friends and a statement of the personal qualities and experience that
the applicant believes are relevant to his/her suitability for the post
advertised and how s/he meets the person specification.
It will include an explanation that the post is exempt from the Rehabilitation
of Offenders Act 1974 and therefore that all convictions, cautions and
bind-overs, including those regarded as ‘spent’, must be declared, and it
should require a signed statement that the person is not disqualified from
work with children, or subject to sanctions imposed by a regulatory body,
e.g. the Teaching Council, and either has no convictions, cautions, or bindovers, or has attached details of their record in a sealed envelope marked
‘confidential’.
It will record that:
• where appropriate the successful applicant will be required to provide a
Disclosure from the DBS at the appropriate level for the post;
POLICY:
SAFER RECRUITMENT
• the prospective employer will seek references on shortlisted candidates,
and may approach previous employers for information to verify
particular experience or qualifications, before interview;
• if the applicant is currently working with children, on either a paid or
voluntary basis, his/her current employer with children will be asked
about disciplinary offences relating to children, including any in which
the penalty is “time expired” (that is where a warning could no longer
be taken into account in any new disciplinary hearing for example) and
whether the applicant has been the subject of any child protection
concerns, and if so, the outcome of any enquiry or disciplinary procedure.
If the applicant is not currently working with children but has done so in
the past, that previous employer will be asked about those issues and
• providing false information is an offence and could result in the
application being rejected, or summary dismissal if the applicant has
been selected, and possible referral to the police.
Applicants for teaching posts will also be asked:
to provide their DfES reference number and whether s/he has Qualified
Teacher status (QTS).
Explanatory notes and/or instructions for completing the form should be
included in the candidate’s information pack.
JOB DESCRIPTION
In every recruitment situation, our school agrees a job description (or
role profile) and person specification for the vacancy. The job description
outlines the duties of the post and the person specification outlines the
particular skills, attributes and characteristics that are required of the new
staff member.
The job description and person specification are used throughout the
selection process as a definition of the criteria against which candidates
will be assessed. It will serve as the basis on which a final decision will
be made and will subsequently inform the planning of the induction and
development programme of the successful candidate. The job description
reflects the roles, responsibilities and accountabilities associated with the
post.
A job description includes:
• Job title.
• Location of the post
• Purpose of the role.
• Key objectives.
• Responsible for.
• Responsible to.
• Key accountabilities (in priority order).
• Resource management responsibilities.
• Staff management responsibilities.
PERSON SPECIFICATION
The person specification details the knowledge, skills and attributes
necessary to fulfil the requirements outlined in the job description,
indicating clearly which of these are essential to the post and which are
desirable to the Our school. When writing a person specification, careful
attention is paid to maintaining a sensible balance between essential and
desirable criteria and consideration is given to which of the requirements
may be achieved through training.
POLICY:
SAFER RECRUITMENT
The person specification includes details of the following requirements
which will either be essential or desirable to the post:
• Skills
• Knowledge
• Education/Qualifications
• Experience
• Attitudes
Essential criteria are only those things which are essential to the post and
without which a candidate cannot be considered. Desirable criteria are
aspects that would be beneficial and strengthen a candidate’s application
and allow a distinction between candidates who meet all the essential
criteria.
SHORTLISTING
The school short lists applicants checking for the following and
exploring further at interview:
• Gaps in employment.
• Reasons for repeated and regular changes in employment.
• Anomalies or discrepancies in information contained within the
application.
• Anomalies or discrepancies between information contained in
references and the application
All candidates are assessed equally against the criteria in the person
specification or role profile without exception. The selection panel will select
candidates for interview on the basis that they meet all of the essential
criteria as defined in the person specification. If more people meet the
essential criteria than can be sensibly interviewed, the desirable criteria
can then be used to decide who should be invited to the next stage. The
use of a reserve list is not recommended as it increases the potential for
challenge about the selection procedures.
All those involved in the recruitment process are aware that antidiscrimination legislation applies equally to all parts of it and, as such,
shortlisting decision needs to be accurately recorded so that they can be
justified if challenged. A shortlisting pro-forma will help the selection panel
to decide objectively and methodically whether applicants have met each
criterion and provides a valuable written record of the selection process.
Our school uses a rating system (where a 1 indicates not meeting the
criteria and 4 indicates fully meeting the criteria) which is a useful tool to
help with this process.
When shortlisting, the selection panel should consider the following:
• Application form - is the application form well-presented and legible?
Has care been taken to ensure that it is completed in full with no
grammatical or spelling mistakes?
• Employment history – What positions have they held and for how
long? What are their reasons for leaving?
• Gaps in employment – Are there any unexplained gaps in employment
records? If there are gaps, a note should be made to question this at
interview.
• Skills and experience – What breadth of experience does the candidate
have? What skills have they gained?
• Training – What training has the applicant undertaken? When was this?
How relevant is it?
• Candidate’s opinion – Are the candidates statements purely factual
with no personal influence or can you detect any particular educational
philosophy?
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• Attention to detail – If you asked for applicants to address any particular
points, has this been done or have you been sent a standard response?
• Relevance – Has the candidate attempted to relate their skills and
experience to the requirements of the post? Does the candidate
demonstrate that they have read and understood the job description,
person specification and supporting materials?
• No evidence – There may be aspects of the selection criteria which are
not measurable from the application form but that could be explored at
interview. If this is the case, indicate that there is no supporting evidence
and make a note to investigate further.
All candidates are assessed equally against the criteria in the person
specification or role profile without exception.
GOLDEN RULES FOR EFFECTIVE INTERVIEWING
There are five basic rules that help people interview effectively, avoid bias
or prevent candidates from perceiving bias when they are interviewing
candidates for a post.
1. The Interview Should Be Properly Conducted
A badly conducted interview can create the impression that the interviewer
is not interested in the candidate. This may lead to an interviewee believing
they are performing badly or being discriminated against when, in actual
fact, the interviewer will treat everybody the same way. A structured
interview with clearly defined criteria is one of the best ways of ensuring
that an interview is perceived as having been well conducted.
2. Interviewers Should Be Trained
The right training can make interviewers more confident, consistent, their
assessments more reliable and reduce the chance of their judgement
being affected by anything other than the evidence relating to a person’s
ability to do the job concerned. If the training is focussed on developing
the skills needed to explore a candidate’s ability to meet the requirements
of the post, there will be much less chance of evidence being affected by
perceptions, assumptions, bias or stereotypes.
3. The Interview Should Focus On Obtaining Evidence
Poor interviewers rely on instinct and ‘gut-feeling’ and can be unduly
influenced by factors that have nothing to do with a person’s ability to
undertake the duties and responsibilities of the post that they are being
interviewed for. Evidence is also essential in supporting the decisions
made in the selections process and protecting the interviewer from being
accused of any form of discrimination.
4. The Interviewer Should Always Take Notes
Failure to take accurate and relatively comprehensive notes during an
interview often limits an interviewer’s ability to recall exact information
and vital pieces of evidence. Our school uses an interview matrix which
contains key job related characteristics and is an invaluable tool for rating
candidates against the essential and desirable aspects of the post. All notes
relating to a selection process are retained for six months after the process
ends, the period of time in which a candidate can make an accusation of
unlawful discrimination, as any evidence must be submitted to a tribunal
on request should this happen.
5. Utilise all of the Evidence
Interviews are only one part of the recruitment process and do not
always provide all of the information needed to make the best decision.
The evidence gained through an interview can be supported by various
selection tools and techniques. Psychometric testing, presentations,
written exercises, and practical assessments can all add to the quality of
information and evidence that a selector has about a candidate’s suitability
for a post.
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STEP-BY-STEP INTERVIEW PROCESS
Before the Interview, our school:
• Arranges suitable accommodation. Pays careful attention to seating
arrangements, environment and any potential distractions. Ensures
that a clock is visible.
• Arranges for interviewers to have access to all of the paperwork they
review for the interview (application forms, shortlisting matrix and
interview questions).
• Agrees realistic and achievable timescales.
• Decides who will lead the interview. This person takes responsibility for
greeting the candidates as they arrive and introducing them to the rest
of the panel.
• Confirms who will ask each question and in which order. Agrees whether
panel members are happy for others to probe around their questions if
this is deemed necessary.
DURING THE INTERVIEW
The selection panel must:
• Switch off mobile phones, fax machines and divert telephones.
• Have a glass of water available for candidates.
• Put candidate at ease. Introduce them and allow each panel member to
introduce themselves and their role.
• Stick to the question areas that have been agreed prior to the interview.
Avoid asking questions unrelated to the role or personal questions that
could be misinterpreted.
• Try not to make assumptions and stay open-minded and objective.
• Adhere carefully to the agreed timescales.
• Take notes.
• Allow candidates to answer questions fully and listen carefully to their
answers. It is important, however, to ensure that the panel retain control
of the interview.
INTERVIEWS
Candidates will be invited to interview using a ‘Safer Recruitment’ letter
outlining arrangements for the day and will be asked to provide the following
original documents at interview – proof of identity eg driving licence or
birth certificate plus a valid passport, certificates or diplomas confirming
education qualifications, qualified teacher status or qualifications
appropriate for the position, where appropriate any documentation, giving
evidence of change of name.
We ask candidates whether they require any reasonable adjustments in
order to attend the interview. Verification will be sought of a candidate’s
right to work in the UK and copies of the successful candidate’s passport
and documentation as outlined above will be taken and retained on the
person’s file.
We conduct a face to face panel interview to explore the candidate’s
suitability to work with children as well as his/her suitability for the position
being recruited. The panel will consist of at least 2 and preferably 3 members
of staff including one who has been trained in safer recruitment and a
second who has the authority to make the decision on the appointment.
A consensus about the required standards for the post will be reached
and issues considered and explored in interview in line with the agreed
assessment criteria.
The panel will assess the candidate’s attitude towards children and young
people and his/her ability to support the safeguarding policies of our
school. Questions relating to child protection and safeguarding children
will be asked in every interview for paid staff and volunteers prior to an
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offer of appointment. We will not ask questions regarding health at the
interview. A successful candidate is then required to complete an external
occupational health questionnaire.
Interview notes will be made and copies retained on the Personnel files.
For teaching positions, the candidate will be observed in taught lessons
wherever possible and notes kept of the outcome of the observation.
Verification of the successful candidate’s identity from all scrutiny previously
undertaken will occur and details entered on the Single Central Register
(Centralised Register) and our staff employment checklist related to:
• character/professional references;
• original copies of qualifications seen and photocopied to confirm that
the successful candidate has all the academic or vocational qualifications
claimed;
• the place of residence and identity of successful candidate including
name, address and date of birth by checking passport together with
two utility bills less than 3 months old (Refer to Valid Identity Documents
referred to in ‘An applicant’s guide to completing the DBS Application
Form )
• the successful candidate having the right to work in the UK along with a
clearly traceable employment history and experience
Our form also requests more detailed information regarding teaching
experience, details of specials areas of teaching interest, details of relevant
training undertaken recently (e.g. First Aid course), details of referees,
declaration of full criminal record, declaration of any family of close
relationship to existing employees or employers and a declaration that
all information is true and accurate. For unsuccessful candidates, copies
should be retained along with their interview notes for one year.
QUESTIONING
The purpose of questions is to explore the knowledge, skills, abilities and
attributes of candidates in order to ascertain whether or not they meet the
requirements of a particular vacancy. Interviews are also an opportunity
for candidates to demonstrate how well they meet the criteria set out in
the person specification and in which ways they can fulfil the requirements
of the job description.
In order to get the best quality of answers from interviewees, we ask clear,
unambiguous and open questions. These begin with phrases such as “tell
us about...”, “what do you think...” and “what are your thoughts on...”. Closed
questions that invite a “yes” or “no” answer give the candidate little or no
opportunity to express their thoughts fully or show their true character.
Closed questions are, however, often valuable in gaining a decisive answer
when a response has been ambiguous or vague.
Types of Questions
There are various types of questions which we use appropriately in various
circumstances. Some types of questions are best avoided in most situations
but can be very useful in others.
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The different question types are as follows:
SYSTEMATIC QUESTIONING
QUESTION
WHAT DOES IT ACHIEVE?
EXAMPLE
OPEN
Encourages candidates to give an expansive answer
and does not invite the answers “yes” and “no”. Allows
the candidate to elaborate and give a true reflection
of themselves.
Can you tell me about
your experience of
curriculum management?
PROBING
Used to question further and expand on answers
given to open questions.
Excellent for uncovering information that may not
have been initially offered.
In order to ensure that the question remains focused on the specific area
of the person specification that the question relates to, the selection panel
is systematic when questioning. A useful acronym to remember when
interviewing is the SOAR method as follows:
“Give me an example of a time when...”
What exactly were your
responsibilities?
CLARIFYING
Allow the interviewer to recap and clarify the answer
that has been given.
So you contacted the
parent first then?
HYPOTHETICAL
Asks for an answer to a hypothetical situation.
Answers will seldom be based on experience and
may not reflect what would happen in reality. Can be
used if no real life experience exists around which to
question but evidence of past behaviour is often the
best indicator of future performance so hypothetical
questions are best avoided.
How would you deal with
a difficult parent?
More than one question at once. Can invite several
answers and potentially confuse both interviewer and
interviewee.
How did you choose
which method to use, did
it work and what was the
outcome?
LEADING
Suggest the answer that the interviewer wants to
hear. Can lead an interviewee to give an answer
which does not necessarily reflect their true opinion.
Do you agree that it's
good practice to involve
parents in classrooms?
CLOSED
Can be answered with “yes” or “no”. Good for
establishing simple facts but doesn't allow an
opportunity to expand on or explain an answer.
S
ESTABLISH A RELEVANT SITUATION -
“Tell me about...”
“Describe a situation when...”
“What were the reasons for...?”
O
CLARIFY THE OBJECTIVE
“What was the anticipated outcome of...?”
“What were you hoping to achieve...?”
“What did you do?”
A
WHAT ACTION(S) WERE TAKEN?
“How did you organise...?”
“What approach did you take?”
“What was the outcome?”
MULTIPLE
Have you completed the
NPQH?
R
ESTABLISH THE RESULT
“How did you measure your success?”
“Would you do the same again?”
ENSURING QUESTIONS DO NOT COMPROMISE EQUALITY
LEGISLATION
Asking questions regarding health and disability are not normally prohibited
under the Equality Act 2010. However it is important that interview
candidates are provided with the opportunity to share any information
about their health and/or disability that may impact on the nature of the
work and/or work environment at the earliest stage (if they wish to disclose
such information) so that pragmatic discussions can take place at an early
stage.
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Interview candidates also need to be clearly aware of the exact nature
of the role and in particular are able to manage, with the relevant risk
assessments and control measures in place, the hazards associated with
the role.
All candidates will be asked:
• Are there any adjustments to this role or particular aids that may be
needed to enable you to perform this role effectively?
• Where there are particular risks associated with the role, the candidate
are asked questions in line with the job hazard form. Some examples
are provided below:
• This role requires the post-holder to perform, on a regular basis, manual
handling activities, including weights up to 15kg. Are you able to fulfil
this aspect of the role requirement?
• This role has high potential to require physical behaviour interventions.
Are you able to fulfil this aspect of the role requirement?
• This role requires the post-holder to occasionally drive the school’s
minibus. Are you able to fulfil this aspect of the role’s requirement?
Probing further into a candidate’s answer is vital and is invaluable in
uncovering the true part an interviewee played in the situation they’re
describing. Probing also helps to determine if an answer is spontaneous
and entirely truthful or if it has been rehearsed in anticipation. Following a
method of systematic questioning can assist in probing as can asking specific
questions such as “what was your role throughout the process?”, “what
level of responsibility did you have in that situation?”. “What contribution
did you make to the team on that occasion?” and “what decisions did you
make in that process?”.
During an interview, it is sometimes necessary to retain control of
the situation or return focus to the key criteria around which is being
questioned. We try not to allow an interview to be led by the interviewee
as it often uses up valuable time and can leave questions unanswered or
key areas unexplored. Clarifying questions allows the interviewer to retain
control by checking that the interviewee has fully understood the question.
Phrases such as “if I can just stop you there...”, “in order to summarise...”
and “coming back to the original question...” are extremely useful in helping
us guide the questioning.
FITNESS TO TEACH CRITERIA (FROM DOH PUBLICATION
‘FITNESS TO TEACH’)
To be able to undertake teaching duties safely and effectively, it is
essential that individual teachers:
• Have the health and wellbeing necessary to deal with the specific types
of teaching and associated duties (adjusted, as appropriate) in which
they are engaged;
• Are able to communicate effectively with children, parents and
colleagues;
• Possess sound judgement and insight;
• Remain alert at all times;
• Can respond to students’ needs rapidly and effectively;
• Are able to manage classes;
• Do not constitute any risk to health, safety or wellbeing of children;
• Can, where disabilities exists, be enable by reasonable adjustments to
meet these criteria.
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SUPPORT STAFF
APPOINTING THE RIGHT CANDIDATE
To be able to undertake support duties safely and effectively, it is
essential that individual support employees:
Immediately after the interviews have taken place, or as soon after as
possible, the selection panel discuss the interviews and agree how well each
candidate met the requirements of the post. We this at a time that will give
the panel the opportunity to meet with candidates again should any areas
of concern or confusion have been raised which may be answered easily
with further questioning (i.e. over lunchtime or while candidates are touring
the school). If this time is allocated from the outset, it is straightforward to
cancel should a unanimous decision be reached and a follow up discussion
not be required.
• Have ability to deal with the specific job role for which they are engaged;
• Are able to communicate adequately;
• Possess sound judgement and insight to a level required by the post;
• Remain alert at all times;
• Can, if appropriate, respond to students’ needs rapidly and effectively;
• Are able, if appropriate, to cover a class;
• Do not constitute any risk to the health, safety or wellbeing of children;
• Can, where disabilities exist, be enabled by reasonable adjustment to
meet these criteria.
AFTER THE INTERVIEW
Our school:
• Reserves judgement until all candidates have been through the selection
process.
• Discusses thoughts and findings with other panel members, ensuring
that these relate to the selection criteria.
• Ensures less experienced panel members have the opportunity to offer
their feedback first as they will not be influenced by others’ opinions and
will not feel reluctant to offer their true thoughts and feelings.
• Agrees and formalises reasons for the decision to appoint the successful
candidate and reject the others or to reject all candidates if appropriate.
No applicant is rejected for any reason other than their assessed ability or
willingness, in relation to the other candidates, to undertake the duties as
defined in the job description and meet the requirements in the person
specification. So far as the law is concerned, the selection panel acts as ‘the
employer’ and its actions and decisions can commit the school contractually
and be challenged through complaints to tribunals.
Contractually, the verbal offer of a job and its acceptance by the successful
candidate constitute a binding contract of employment. Subsequent
documentation merely confirms this contract. Too casual a verbal agreement
with the successful candidate about terms (e.g. salary, starting point etc)
can cause major problems if decisions are altered retrospectively. Our
school will never make a verbal offer of employment (which the candidate
accepts) and then retract the offer. In such cases, the candidate would
be able to pursue a claim for breach of contract. Applicants for Head and
Deputy Head posts are therefore not offered the job until the Proprietor
has ratified the panel’s decision.
Our school accepts that a wrong decision can have a negative impact on
the school for a long time. If in doubt, we do not appoint.
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CONDITIONAL OFFER OF EMPLOYMENT
If it is decided to make an offer of employment following the formal
interview, any such offer will be conditional on the following:
• all necessary evidence having been gathered;
• evaluation of the interviewee against the selection criteria;
• approval from the Proprietor if the appointment is for a Head or Deputy
Head position;
• the agreement of a mutually acceptable start date and the signing of a
contract incorporating the School’s standard terms and conditions of
employment;
• verification of professional qualifications which the School deems a
requirement of the post, or which the applicant otherwise cites in support
of their application (where they have not been previously verified).
ON SUCCESSFUL APPOINTMENT
Once a decision has been reached, our school will:
• Offer the successful candidate the post, subject to satisfactory preemployment checks. If absolutely necessary, a post can be offered
subject to receipt of satisfactory references but this is best avoided.
Ideally, a job offer should not be made until references have been
received.
• verification of the applicant’s identity (where this has not previously
been verified);
• Inform unsuccessful candidates in writing (once the successful candidate
has accepted the post) thanking them for attending the interviews and
their interest in the school.
• the receipt of two references (one of which must be from the applicant’s
most recent employer) which the School considers to be satisfactory;
• Arrange for pre-employment checks to be completed for successful
candidate.
• for teaching positions, confirmation from the National College for
Teaching and Leadership that the applicant is not subject to a prohibition
order;
• Authorise any relevant interview expenses.
• the receipt of an enhanced disclosure from the DBS which the School
considers to be satisfactory;
• where the position amounts to “regulated activity” confirmation that the
applicant is not named on the Children’s Barred List administered by
the DBS*;
• verification of the applicant’s medical fitness for the role;
• verification of the applicant’s right to work in the UK;
• any further checks which are necessary as a result of the applicant
having lived or worked outside of the UK; and
• Confirm the appointment and arrange for a letter of offer and a contract
of employment to be sent to the successful candidate.
• Arrange for the safe and confidential storage of all of the paperwork
relating to the interview.
• Make arrangements for the successful candidate’s induction.
PRE-EMPLOYMENT VETTING CHECKS
In accordance with the recommendations set out in the Guidance, KCSIE
and the requirements of the Education (Independent School Standards)
(England) (Amendment) Regulations 2010 the School carries out a number
of pre-employment checks in respect of all prospective employees.
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An offer of appointment to the successful candidate is conditional upon
satisfactory completion of pre-employment checks.
• (for teaching posts) verify successful completion of statutory induction
period (applies to those who obtained QTS after 7 May 1999) and
We always carry out the following:
• (for non-teaching posts) satisfactory completion of the probationary
period.
• identity verification using current photographic ID and proof of current
address;
• verify their right to work in the UK;
• sight of an original certificate for an enhanced disclosure and barring
check including barred list information, where the person will be
engaged in regulated activity;
• obtain a separate barred list check if an individual will start work
(exceptionally) in regulated activity before the DBS certificate is available;
• check that a candidate to be employed as a teacher is not subject to a
prohibition order issued by the Secretary of State, using the Employer
Access Online Service;
• verify the candidate’s mental and physical fitness to carry out their
responsibilities (this is the only reason we can ask about health and
disability);
• minimum of two suitable employment references, and a third reference
from a further next recent overseas employer/certificate of good
conduct;
• verify overseas criminal records checks for anyone who has lived and
worked outside the UK, details listed on the DBS website for each
country (Gov.uk/dbsoverseas checks);
• verify appropriate qualifications for the post applied for, with sight of
original certification;
• verify of professional status where required e.g. Teaching Agency, QTS
status (unless properly exempted), NPQH;
Successful completion of the above checks are communicated by the
Head to Human Resources/Payroll staff, including any disclosures, prior
to a person taking up the position. We will never accept photocopied
documentation in lieu of original or authentic documents.
Enhanced DBS check must be obtained before, or as soon as practicable
after, appointment. Pending arrival of the check, we have the discretion
to employ the person in keeping with the appropriate safeguards/risk
assessment we have conducted which is noted on the HR staffing file and
single central record of barring and vetting checks.
We obtain a barred list check with an enhanced criminal records check for
all new school staff, provided their role is eligible, before letting them start
work. We do this as soon as possible, and always before they start work;
if staff have not moved directly from a similar post, in the some type of
workforce, within three months of their last employment.
For example, we are not required to obtain an enhanced DBS check, if
in the last three months prior to beginning work in their new post in our
school, the applicant has worked in a school with regular contact with
children since May 2006.
We will always carry out all relevant checks, as if the person was a new
member of staff, if an existing staff member moves to work in regulated
activity where their previous work was not checked. We undertake to do
the same, if we are concerned about the suitability of any existing member
of staff. We always see the original certificate, including the DBS check from
the candidate. We use the Update Service, where the applicant or individual
joins the Update Service. Together with the individual’s prior permission,
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this provides us with an opportunity to carry out an online check to see if
they need a new certificate because new information is available (www.
gov.uk/dbs-update-service).
SENIOR MANAGERS SECTION 128 DIRECTION
From 12th August 2015, schools must check whether staff appointed to
management positions after that date are subject to a s. 128 direction. For
staff in regulated activity, the check is done via the DBS; a s. 128 direction
would show on a DBS barred list check. Our school must include on the
DBS application form, within box 61, Position Applied for, “Child Workforce
Independent School”. This allows the DBS to confirm if a s.128 direction
has been made. The following staff are considered to be in management
positions for the purpose of this check: Heads, all staff on the senior
leadership team (including non-teaching staff) and teaching positions with
departmental headship.
CONTRACTORS
We have arrangements in place with contractors (including agency/supply
staff) to make sure that any contracted staff who work regularly in our school,
with an opportunity for contact with children, are deemed suitable. We will
not carry out the required checks for any contractor. Instead, for any third
party or agency staff we require written confirmation that the contractor
has obtained a barred list check, and an enhanced DBS check, before they
work in our school; under pre-existing contractual arrangements where
the role involves frequent and intensive contact with children unsupervised
(see definition of regulated activity). This ensures that their organisation
has carried out the checks on an individual which we would otherwise have
performed ourselves.
Where contractor’s staff do not work regularly in our school but may
have limited contact, we will determine suitability by ensuring they are
supervised. However, where a contractor is self-employed, we can obtain
the DBS check on their behalf because self-employed people are not able
to make an application directly to the DBS on their own account.
We expect all contractors and third parties to have photographic ID on
site so that their identity can be checked before they work in our school
and so that we can make sure the checks carried out have been made on
the person completing the work. They must always sign in before entering
the school when children are present. We will not undertake barred list
checks or DBS checks on occasional visitors, but we will ensure that they
are supervised or escorted on our premises.
VERIFICATION OF IDENTITY
All applicants who are invited to an interview will be required to bring with
them evidence of identity, right to work in the UK, address and qualifications
as set out below and in the list of valid identity documents at Appendix 1
(these requirements comply with DBS identity checking guidelines):
• one document from Group 1; and
• two further documents from either of Group 1, Group 2a or Group 2b,
one of which must verify the applicant’s current address; and
• original documents confirming any educational and professional
qualifications referred to in their application form.
Where an applicant claims to have changed his/her name by deed poll or
any other means (e.g. marriage, adoption, statutory declaration) he/she will
be required to provide documentary evidence of the change.
The School asks for the date of birth of all applicants (and proof of this) in
accordance with the Guidance and KCSIE. Proof of date of birth is necessary
so that the School may verify the identity of, and check for any unexplained
discrepancies in the employment and education history of all applicants.
The School does not discriminate on the grounds of age.
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The above process, once completed must be signed off and dated as legally
required.
Once all has been verified, we verbally offer the position to the successful
candidate subject to all final clearances required and confirmed in writing.
A contract is produced and issued pending the successful completion of
DBS ‘Enhanced’ Check, Barred list checks and medical clearance in which
we verify that he/she has the health and physical capacity for the job. Both
an enhanced DBS Check and a Barred lists check is required prior to the
commencement of employment along with a range of more than one piece
of documentary evidence of their identity. Details and dates of the DBS will
be recorded and kept on the person’s file and recorded on the SINGLE
CENTRAL RECORD.
All prospective employees and volunteers will be subject to the requirements
of the Central Register (Single Central Record). Subject to satisfactory receipt
of the Barred List Check, allow an employee to commence work whilst
awaiting the result of the enhanced DBS Certificate, providing that they
are closely supervised and the situation reviewed regularly at least every
two weeks and a risk assessment undertaken. The person will be informed
about these safeguards. Please refer to Commencing Employment Prior to
Obtaining Enhanced DBS Clearance that is detailed below.
We ensure all new staff at our school receive and understand our
safeguarding policies inclusive of the child protection policy. All our
staff, whether volunteers or paid professionals, will be subject to a one
year probationary period. Documentation for the successful candidate is
retained by our school, and all documentation for unsuccessful candidates
will be held confidentially and then destroyed after six months. We ensure
that, upon a post being offered, we bring together the equalities monitoring
form, the revised application form and the revised consent form, ensuring
that candidates do not have to provide evidence twice.
OBTAINING A DBS BARRED LIST CHECK
In addition to complying with the Disclosure and Barring Service
requirements Our school is also registered to access checks (including
past checks) on the DBS Barred list (not only for teachers). The school
computer has a direct link, which is password protected, to the DBS barred
list. Therefore, within seconds of any visitor being in school and providing
the office with a form of identification with their name and date of birth,
an online check can be made. We carry out a barred list check for all
new employees, volunteers and contractors irrespective of whether they
possess an enhanced DBS Certificate. The only way to obtain a separate
DBS Barred List check currently is through the Teachers’ Pensions online
service (operated by Capita Business Services Ltd) which deals with any
checks (including past checks) of DBS barred lists (not only for teachers). The
address is www.teacherspensions.co.uk (search ‘Barred List’ for application
form or call the telephone number given on the website).
COMMENCING EMPLOYMENT PRIOR TO OBTAINING
ENHANCED DBS CLEARANCE
Because our procedures will be followed in a professional and timely
manner, the vast majority of new employees will be in possession of the
DBS Certificate before their contract start date. There will, however, be
rare occasions when contracts start before the Enhanced DBS Certificate
has been received. In this instance, the Head will use his discretion as to
whether an employee can start work pending the receipt of the certificate.
The Head must ensure that any employee where clearances are pending
is appropriately supervised and informed that they are under scrutiny and
the reasons for it. In all cases an extra Barred List Check MUST be carried
out prior to the new employee commencing in post.
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The Proprietor will also consider the following factors whilst determining
the level of supervision required regarding:
• previous experience;
List maintained by the DBS. Any unsupervised position undertaken at, or
on behalf of, the School (whether paid or unpaid), will amount to “regulated
activity” if it is carried out:
• whether the individual is already in possession of a current or recent
Enhanced Disclosure Certificate from another body;
• “frequently”, meaning once a week or more; or
• the nature of the individual’s duties and responsibilities within the
school and
• “intensively”, meaning four times or more in a 30 day period; and
• information contained within references and the detail of such
information.
SUPERVISION AND TRAINING
We provide appropriate supervision and support for staff, including
safeguarding training and induction which covers familiarisation with our
local child protection procedures annually. All our staff receives formal
refresher training at (level 1 or basic) annually and certificated training at
least every three years. Our Designated Lead professional attends refresher
training every two years as well as attending multi-agency training (advanced
level). Where our local safeguarding board requires a higher standard of
training we will always comply. All temporary staff including supply staff and
volunteers have a child protection briefing at induction. Wherever possible,
they will also be asked to complete level 1 e-learning package or to attend
our whole school basic level training in child protection and safeguarding.
Our school also has arrangements in place for governance.
The School applies for an enhanced disclosure from the Disclosure and
Barring Service (DBS) and a check of the Children’s Barred List (now known
as an Enhanced Check for Regulated Activity) in respect of all positions at the
School which amount to “regulated activity” as defined in the Safeguarding
Vulnerable Groups Act 2006 (as amended). The purpose of carrying out an
Enhanced Check for Regulated Activity is to identify whether an applicant
is barred from working with children by inclusion on the Children’s Barred
• “overnight”, meaning between 2.00 am and 6.00 am; or
• provides the opportunity for contact with children.
This definition will cover nearly all posts at the School, including teaching and
non-teaching posts, part-time staff, temporary and supply staff, volunteers
and visiting staff, such as musicians and sports coaches. Limited exceptions
could include an administrative post undertaken on a temporary basis in
the School Office outside term time. It is for the School to decide whether
a role amounts to “regulated activity” taking into account all the relevant
circumstances.
The DBS now issues a DBS disclosure certificate to the subject of the check
only, rather than to the School. It is a condition of employment with the
School that the original disclosure certificate is provided to the School
within two weeks of it being received by the applicant. Original certificates
should not be sent by post. A convenient time and date for doing so
should be arranged with HR Administrator as soon as the certificate has
been received.
Applicants who are unable to attend at the School to provide the certificate
are required to send in a certified copy by post or email within two weeks
of the original disclosure certificate being received. Certified copies must
be sent to HR Administrator. Where a certified copy is sent, the original
disclosure certificate must still be provided on the first working day.
Employment will remain conditional upon the original certificate being
provided and it being considered satisfactory by the School. If there is a
delay in receiving a DBS disclosure the HEAD has discretion to allow an
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individual to begin work pending receipt of the disclosure. This will only
be allowed if all other checks, including a clear check of the Children’s
Barred List (where the position amounts to regulated activity), have been
completed and once appropriate supervision has been put in place.
DBS checks will still be requested for applicants with recent periods of
overseas residence and those with little or no previous UK residence.
These applicants may also be asked to provide further information,
including a criminal records check from the relevant jurisdiction(s). Once
the above pre-employment checks have been carried out, we will produce
a contract and issue this to the successful candidate. Details and dates of
the DBS will be recorded and kept on the person’s file and recorded on the
Single Central Register. We ensure all new staff at the School receive and
understand our safeguarding policies inclusive of the child protection and
prudence policies. All our staff, whether volunteers or paid professionals,
will be subject to a one year probationary period. The successful
candidate’s documentation is retained by the School for the duration of
their employment. All documentation for unsuccessful candidates will be
held confidentially and then destroyed after six months.
PROHIBITED FROM TEACHING LIST CHECK
In addition, anyone who is appointed to carry out teaching work always
requires an additional check to ensure they are not prohibited from
teaching. Prohibition orders prevent a person from carrying out teaching
work in schools. A person who has been prohibited from teaching will never
be appointed to work as a teacher in our school. We use the Employer
Access Online Service to check any prohibitions. Teacher misconduct: the
prohibition of teachers DfE. A prohibition order is made by the Secretary
of State following consideration by a professional conduct panel convened
by the National College of Teaching and Leadership (NCTL). Preceding such
consideration, the secretary of state may issue an interim order if it is in the
public interest to do so.
THE THREE MONTH RULE
It is not necessary for the School to undertake a DBS check where an
individual has worked in a school or further education college in England
in the three months prior to commencing work at the School. However, if
an individual commences work at the School in such circumstances we are
still required to undertake a fresh Children’s Barred List check on all staff
undertaking regulated activity as most posts in a boarding environment give
access to young people. It is however the School’s practice to undertake
DBS checks on all new appointments to the workforce.
RETENTION AND SECURITY OF DISCLOSURE INFORMATION
The School’s policy is to observe the guidance issued or supported by the
DBS on the use of disclosure information, but is under no obligation to do
so.
In particular, the School will:
• store disclosure information and other confidential documents issued
by the DBS in locked, non-portable storage containers, access to which
will be restricted to members of the School’s senior management team;
• not retain disclosure information or any associated correspondence for
longer than is necessary, and for a maximum of six months. The School
will keep a record of the date of a disclosure, the name of the subject,
the type of disclosure, the position in question, the unique number
issued by the DBS and the recruitment decision taken;
• ensure that any disclosure information is destroyed by suitably secure
means such as shredding; and
• prohibit the photocopying or scanning of any disclosure information
without the express permission of the individual to whom the disclosure
relates.
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REFERENCES
The application form requests both professional and character references,
one of which should be from the applicant’s current or most recent
employer. Additional references may be asked for where appropriate. For
example, where the applicant is not currently working with children, but has
done so in the past, a reference from that employer is asked for in addition
to that from the current or most recent employer if this is different.
We request that references be obtained prior to the interview so that any
issues of concern raised by the reference can be explored further with
the referee and taken up with the candidate during interview. References
should contain objective verifiable information and in order to achieve this
we have designed a reference pro-forma with questions relating to the
candidate’s suitability to work with children.
We require that the referee be asked to confirm whether the applicant has
been the subject of any disciplinary sanctions and whether the applicant
has had any allegations made against him / her or concerns raised which
relate to either the safety or welfare of children and young people or about
the applicant’s behaviour towards children or young people.
Details about the outcome of any concerns or allegations will be investigated.
In the event that a referee refuses to write a reference, our school will find
out why, and find an alternate referee. Our school has, in accordance with
best practice, a reference request pro forma.
ASSESSMENT CRITERIA
In the event that relevant information (whether in relation to previous
convictions or otherwise) is volunteered by an applicant during the
recruitment process or obtained through a disclosure check, the School
will consider the following factors before reaching a recruitment decision:
• whether the conviction or other matter revealed is relevant to the
position in question;
• the seriousness of any offence or other matter revealed;
• the length of time since the offence or other matter occurred;
• whether the applicant has a pattern of offending behaviour or other
relevant matters;
• whether the applicant’s circumstances have changed since the offending
behaviour or other relevant matters; and
• the circumstances surrounding the offence and the explanation(s)
offered by the convicted person.
If the post involves regular contact with children, it is the School’s normal
policy to consider it a high risk to employ anyone who has been convicted
at any time of any the following offences:
• murder, manslaughter, rape, other serious sexual offences, grievous
bodily harm or other serious acts of violence; or
• serious class A drug related offences, robbery, burglary, theft, deception
or fraud.
If the post involves access to money or budget responsibility, it is the
School’s normal policy to consider it a high risk to employ anyone who has
been convicted at any time of robbery, burglary, theft, deception or fraud.
If the post involves some driving responsibilities, it is the School’s normal
policy to consider it a high risk to employ anyone who has been convicted
of drink driving within the last ten years.
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ASSESSMENT PROCEDURE
In the event that relevant information (whether in relation to previous
convictions or otherwise) is volunteered by an applicant during the
recruitment process or obtained through a disclosure check, the School
will carry out a risk assessment by reference to the criteria set out above.
The assessment form must be signed by the Bursar and the Head of the
School before a position is offered or confirmed. If an applicant wishes to
dispute any information contained in a disclosure, he / she can do so by
contacting the DBS direct. In cases where the applicant would otherwise
be offered a position were it not for the disputed information, the School
will, where practicable and at its discretion, defer a final decision about
the appointment until the applicant has had a reasonable opportunity to
challenge the disclosure information.
RETENTION OF RECORDS
The School is legally required to undertake the above pre-employment
checks. Therefore, if an applicant is successful in their application, the
School will retain on his/her personnel file any relevant information
provided as part of the application process. This will include copies of
documents used to verify identity, right to work in the UK, medical fitness
and qualifications. Medical information may be used to help the School
to discharge its obligations as an employer e.g. so that the School may
consider reasonable adjustments if an employee suffers from a disability
or to assist with any other workplace issue.
This documentation will be retained by the School for the duration of the
successful applicant’s employment with the School. It will be retained for
a period of six months after employment terminates after which it will be
securely destroyed. If the application is unsuccessful, all documentation
relating to the application will normally be confidentially destroyed after
six months. A central list of all appointments, showing that the relevant
checks have been made, is kept by the Head of Boarding. Since May
2013, DBS certificates are not retained. Other records will be retained in
accordance with the Data Protection Act, and when expired will be securely
destroyed. If the application is unsuccessful, all documentation relating to
the application will normally be confidentially destroyed after six months.
REFERRALS TO THE DBS AND NATIONAL COLLEGE FOR
TEACHING AND LEADERSHIP (NCTL)
This policy is primarily concerned with the promotion of safer recruitment
and details the pre-employment checks that will be undertaken prior to
employment being confirmed. Whilst these are pre-employment checks the
School also has a legal duty to make a referral to the DBS in circumstances
where an individual:• has applied for a position at the School despite being barred from
working with children; and
• has been removed by the School from working in regulated activity
(whether paid or unpaid), or has resigned prior to being removed,
because they have harmed, or pose a risk of harm to, a child.
If the individual referred to the DBS is a teacher, the School may also decide
to make a referral to the NCTL.
POLICY ON RECRUITMENT OF EX-OFFENDERS
The School will not unfairly discriminate against any applicant for
employment on the basis of conviction or other details revealed. The
School makes appointment decisions on the basis of merit and ability. If
an applicant has a criminal record this will not automatically bar him / her
from employment within the School. Instead, each case will be decided
on its merits in accordance with the objective assessment criteria set out
below.
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All positions within the School are exempt from the provisions of the
Rehabilitation of Offenders Act 1974. All applicants must therefore declare
all previous convictions and cautions, including those which would normally
be considered “spent” except for those to which the DBS filtering rules
apply. A failure to disclose a previous conviction (which should be declared)
may lead to an application being rejected or, if the failure to disclose is
discovered after employment has started, may lead to summary dismissal
on the grounds of gross misconduct. A failure to disclose a previous
conviction may also amount to a criminal offence.
Where professional conduct of teachers is concerned, we will also refer to
the National College of Teaching and Leadership. Malicious allegations by
students will be dealt with in accordance with our behaviour and discipline
policy. Details about the outcome of any concerns or allegations will be
investigated. Our school has, in accordance with best practice, a reference
request pro forma.
It is unlawful for the School to employ anyone who is barred from working
with children. It is a criminal offence for any person who is barred from
working with children to attempt to apply for a position at the School. The
School will make a report to the Police and / or the DBS if:
• that appropriate policies and procedures are adopted to safeguard
children in the school;
• it receives an application from a barred person;
• it is provided with false information in, or in support of an applicant’s
application; or
• it has serious concerns about an applicant’s suitability to work with
children.
DEALING WITH ALLEGATIONS OF ABUSE AGAINST STAFF:
We adhere to our local authority procedures for reporting any referral
which is in keeping with our separate written policy. We consult the Local
Authority Designated Officer (LADO) where there is an allegation against a
member of staff or other adult in school. We report any concerns about the
HEAD to the LADO and the Proprietor. Where we have reason to believe
that a criminal offence may have been committed, we will inform the police.
Furthermore, where we believe that a person may have harmed a child, or
cause a child to be harmed, put a child at risk of harm, attempted to harm
a child or incited another to harm a child, (physical, emotional, sexual or
neglect) we will refer the matter, in consultation with our LADO, to the DBS.
HEAD’S RESPONSIBILITIES
The Head will ensure:
• that these policies are implemented and followed by all staff;
• that sufficient resources and time are allocated for staff to carry out
their responsibilities effectively;
• that all those working in Our school are suitable people;
• that all staff and adult helpers in the school are able to voice their
concern if they feel that a child is vulnerable, or that there are any
particular practices that are unsafe and
• that staff undergo relevant, regular training and supervision to maintain
up to date in issues of safeguarding.
SAFER RECRUITMENT TRAINING
The Senior Leadership Team (SLT) as appropriate:
• has completed a Safer Recruitment in Education course;
• will receive further regular training to raise their awareness and to
improve their knowledge of safer recruitment as required by legislation
and also agreed locally.
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STAFF RESPONSIBILITIES
All staff should know the name of the designated person for child protection
and understand their responsibilities to safeguard and protect children.
Staff should be aware that breaches of the law and other professional
guidelines could result in criminal or disciplinary action being taken against
them.
We explicitly require staff to report to a senior member of staff of the school
or the Local Authority any concern or allegation about school practices
or the behaviour of colleagues which are likely to put students at risk of
abuse or other serious harm and provide immunity from retribution or
disciplinary action against such staff for “Whistleblowing” in good faith is as
far as possible guaranteed by the school.
At all levels, including newly appointed and ancillary, staff have been given
briefing or training on responding to suspicions or allegations of abuse
and know what action they should take in response to such suspicions or
allegations. Refresher training is undertaken every three years for staff and
two years (or more frequently) for the Designated Safeguarding Lead.
SUPPLY STAFF
Our school is well resourced with staff and would use an agency only in the
case of emergency. If using supply staff from an agency, our school would
check the identity of the teacher.
Our school will also check with the agency and obtain written confirmation
that all appropriate ‘safer recruitment’ checks have been carried out
including whether an enhanced DBS check has been made and whether
any information was disclosed and, if so, it must be forwarded immediately
to the school.
The preference at our school is to work with a small pool of part time
teachers all of whom are DBS checked and are well known, having a special
relationship with the school and know its workings and children. However,
it is also incumbent on the school that it carries out its own identify check.
The School only uses employment agencies that can demonstrate that they
positively vet their supply staff and will report the misconduct of temporary
or agency staff to the agency concerned and to the Local Authority.
MENTORS AND WARWICK UNIVERSITY ‘BUDDY’ STUDENTS
The National Mathematics and Science College applies the procedures
required by the Single Central register (SCR) in all cases.
OVERSEAS STAFF
If employing or using overseas personnel, a Barred List check and
DBS Disclosure will always be completed. In addition, criminal records
information will be sought from the police authorities in the relevant
country and/or certificates of good conduct obtained from the relevant
embassy.
Where applicable, ‘right to work’ will be routinely checked. We take extra care
when taking up additional written references and search overseas checks,
locating the country required and advising the candidate how to assess
any local criminal record checks pertaining to each relevant country. We do
this because we must take into account any relevant events that occurred
outside the UK as part of our recruitment process. All such information will
be recorded on the central record of vetting and barring checks.
POST APPOINTMENT INDUCTION
There will be an induction programme for all staff and volunteers newly
appointed, including teaching staff, regardless of previous experience. The
purpose of induction is to:
• provide training and information about the establishment’s policies and
procedures;
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• support individuals in a way that is appropriate for the role for which
they have been engaged;
VOLUNTEERS
• enable the person’s line manager or mentor to recognise any concerns
or issues about the person’s ability or suitability at the outset and
address them immediately.
Due to the ethos of our school, we would expect to fully involve parents and
other appropriate volunteers in the life of the school. A voluntary member
of staff is someone who volunteers his/her time, skills and abilities to our
school free of charge. These volunteer helpers are usually parental helpers,
members of the local community or individuals committed to a particular
career path who wish to gain experience in a school environment in pursuit
of their chosen professional goals.
The content and nature of the induction process will vary according to the
role and previous experience of the new member of staff or volunteer, but
as far as safeguarding and promoting the welfare of children is concerned
the induction programme should include information about and written
statements of:
Volunteers can be actively recruited by our school if they could be people
who approach the school direct by telephone, email or letter offering
their services. However they come to be within the school environment,
identical safeguarding procedures as for paid staff need to be adopted for
all volunteers with regular contact with children.
• policies and procedures in relation to safeguarding and promoting
welfare e.g. child protection, anti-bullying, anti-racism, physical
intervention/restraint, intimate care, internet safety and any local child
protection/safeguarding procedures.
Regular contact refers to individuals who are based in our school for more
than three consecutive days or accompany paid staff and children on trips
involving over-night stays or who have a regular, agreed work pattern. For
the purpose of this Policy, an agreed work pattern could be anything from
once a term to 30 minute each month.
• confirm the conduct expected of staff within the school;
• provide opportunities for a new member of staff or volunteer to discuss
any issues or concerns about their role or responsibilities and
• Safe practice and the standards of conduct and behaviour expected of
staff and pupils in the school;
• How and with whom any concerns about those issues should be raised
and
• Other relevant personnel procedures e.g. disciplinary, capability and
whistle-blowing.
The programme will also include attendance at child protection training
appropriate to the person’s role.
The school will undertake fresh DBS checks on all volunteers who do not
undertake any work at or for the School for a period of 3 consecutive
months or more before they can return to volunteering duties. The
School will apply the above policy to all parents who choose to volunteer
to support the School. Teachers will be provided with lists of volunteers
who have undergone the required checks so that they can ensure they
are using appropriately cleared individual. The details of volunteers and
the checks carried out on them will be entered on to the School’s Single
Central Register.
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Volunteers who remain absent from Our school for 3 consecutive months
or more are required to another DBS Disclosure Application Form and be
awarded Enhanced DBS Certificate clearance prior to their return to duty.
Enhanced DBS checks would be carried out for all volunteer workers and
only well established volunteers would be used to assist on a regular basis
with a school activity.
Our school will apply safer recruitment checks to all parents who choose
to volunteer to support the school. These will include an enhanced DBS
check, an extra Barred List check, and a risk assessment two references
and an interview. Teachers will be provided with lists of parents who have
undergone checks so that they can ensure they are using appropriately
cleared individuals as volunteers as needed. Volunteers in accordance with
regulation are to be entered on to the single centralised register.
Volunteers with irregular student contact
Volunteers working on an ad-hoc, one off basis (that is not more than once
per term) will not be required to obtain DBS clearance, supply referees or
attend an interview. They will, however, be subject to a Barred List check
in advance of the event which can be done electronically. The school will,
in such cases, ensure the volunteer is never left alone or unsupervised in
the presence of young people. Examples of ad hoc occasions are day trips
and sports days.
PROPRIETOR
Our school will ensure that the necessary checks are carried out on the
Proprietor at our school so that the suitability of people who serve the
school in these capacities are verified in accordance with safer recruitment
and in line with this Policy.
Under the Education Act 2002, the Education and Skills Act 2008 and
the Independent School Standards Regulations 2010 as amended by the
Alternative Provision Academies and 16 to 19 Academies (Consequential
Amendments to Subordinate Legislation) (England) Order 2012 S.I.
2012/979, in force from 1 May 2012 and by the Education (Independent
School Standards) (England) (Amendment) Regulations 2012 S.I.
2012/2962,in force from 1 January 2013, the ‘proprietor’ is the person
or body of persons responsible for the management of the school and
includes individual proprietors or formally constituted trustees.
The proprietor needs a DBS check through the Department for Education
(DfE). If there is a change in the School’s proprietor then a telephone call
is to be made to the Independent Schools and Boarding Team helpline:
Telephone: 01325 735304, who will provide instructions on how to proceed
with the application for an enhanced DBS disclosure.
CHILDREN IN WORKPLACE ROLES
Secondary school aged children on work experience are not required to
have a DBS check. In these cases the school placing the student should
ensure that he/she is suitable for the placement.
CONTRACTORS
We have arrangements in place with contractors (including agency/supply
staff) to make sure that any contracted staff who work regularly in our school,
with an opportunity for contact with children, are deemed suitable. We will
not carry out the required checks for any contractor. Instead, for any third
party or agency staff we require written confirmation that the contractor
has obtained a barred list check, and an enhanced DBS check, before they
work in our school; under pre-existing contractual arrangements where
the role involves frequent and intensive contact with children unsupervised
(see definition of regulated activity). This ensures that their organisation
has carried out the checks on an individual which we would otherwise have
performed ourselves.
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Contractors who visit our school to carry out emergency repairs, perform
routine maintenance of equipment or make structural changes to the
property are not required to obtain DBS clearance. The vast majority of
such work will be undertaken during school closure periods. Should work
be necessary during the school term, site staff will escort the contractor
to and from his/her destination, thereby avoiding unsupervised access to
children. In addition, all staff will be instructed to be vigilant to prevent
children from accessing areas where builders etc are working, not only for
reasons of safeguarding children but also for risks posed by Health and
Safety considerations.
All contractors will be required to report to Reception and sign in and
out when they enter or exit the school premises. Contractors will also
be required to present photo-identification upon arrival and must be
expected in advance by the school. Upon arrival, every contractor will be
presented with an official our school visitor pass and all members of staff
have been alerted to challenge any stranger present on any part of the
school premises not displaying a pass.
Regular external contractors
Employees of external companies who are regularly based in the school,
cleaners, catering workers etc will be subject to the same identity checks
and clearances as direct employees of our school. However, these will be
carried out by their external employer to the satisfaction of the school
and will form part of the terms and conditions of the business contract.
The outcome of such checks will be notified to the school and the details
recorded on the school’s Single Central Record.
REMAINING VIGILANT POST-APPOINTMENT
Any disclosure of sexual, emotional, physical abuse or neglect made
by a child will be thoroughly investigated in accordance with our Child
Protection procedures. If the alleged abuse is by an employee or volunteer,
the individual will be the immediate subject of a disciplinary investigation
and is likely to be suspended from duty whilst the investigation occurs.
RETIREMENT
Default retirement age (formerly 65) has been phased out – most people
can work for as long as they want to. Retirement age is when an employee
chooses to retire. Most businesses don’t set a compulsory retirement age
for their employees. If an employee chooses to work longer they can’t be
discriminated against. However, some employers can set a compulsory
retirement age if they can clearly justify it. It’s an employee’s responsibility
to discuss when and how to retire with their employer. This could include
phasing retirement by working flexibly.
BARRED LISTS CHECK
DBS checks can be ‘portable’ from maintained schools as well as other
independent schools. However, we are still required to undertake a Barred
Lists check when accepting a portable DBS (DBS) check under the threemonth rule, plus the other required pre-appointment checks.
Supervision will occur from a variety of sources:
The Line Manager will keep the new employee in sight as much as is
practically possible. Teachers will be asked to visit the classroom or area
of the new employee as part of their normal discharge of duties around
our school. Senior members of staff will pay ad hoc courtesy visits to the
classroom or workstation of the new employee.
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In addition, it is likely that teachers, technicians or learning support
assistants (LSAs) or other members of staff will already be deployed in
some of the areas where new employees are working. It is vitally important
that the above actions are carried out in the spirit of, and viewed as
supportive mechanisms for the new employee as much as a safeguarding
procedure for children. It is an offence for anyone to work in our school
without clearance against the Barred lists (but note that ‘Enhanced’ DBS
checks include checks of the Barred Lists). A DBS Barred Lists check applies
not only as part of the DBS ‘disclosure’ but is also needed for people who
work in Our school without any contact with children, such as out-of-hours
cleaners.
EQUAL OPPORTUNITIES (SINGLE EQUALITIES ACT)
Our school does not discriminate between candidates on the basis of race,
disability, gender, religion and beliefs, age or sexual orientation. Our school
is mindful of the requirements relating to the recruitment of ex-offenders.
QUERIES
If an applicant has any queries on how to complete the application form or
any other matter contact should be made with the Head.
COMPLEMENTARY SELECTION METHODS
Interviews are only one way of gathering evidence about a candidate’s
suitability for a particular post. Interviews are ideally supported by
other means of assessment which can provide the selection panel with
information that they may not be able to ascertain from an interview alone.
Complementary selection techniques also provide direct evidence about
specific skills/aptitudes which could only be assessed indirectly through
interviews. The following complementary selection techniques all provide
invaluable information to support an interview.
Occupational Personality Questionnaires (OPQs)
These are self-report questionnaires, not tests which can be used to
highlight personality traits, preferred thinking styles and certain skills and
characteristics possessed by candidates. Employers can use OPQs as part
of their selection process to add value to the process and support other
evidence obtained.
OPQs develop a picture of how a candidate is likely to relate to others, how
they deal with their own and other people’s emotions, what motivates them,
their working style and their general outlook on life. They are a useful tool
to gauge a candidate’s personality traits, for example identifying whether
a candidate is likely to remain calm under pressure or not, whether they
are logical or illogical and whether they are meticulous or lack attention to
detail.
Presentations
Allow candidates to perform, use their creativity and express their own
beliefs about particular topics with little or no influence from the selections
panel. Allowing a candidate time to prepare a presentation often highlights
their ability to plan, prepare, research and utilise IT technology while asking
a candidate to give a presentation with little or no time for preparation
allows an employer to assess their ability to think on their feet, be creative
and make maximum use of immediately available resources.
Structured References
Provide consistent information on each candidate against defined criteria
allowing like with like comparisons to be made. Care is taken to request
the reference in a way that keeps the information objective and specifically
related to the requirements of the post.
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Aptitude/Ability Tests
WHAT AFFECTS OUR ABILITY TO ASSESS ACCURATELY?
Assess skills and abilities in relation to specific tasks such as a financial
analysis or verbal reasoning. These can be designed to be relevant to a key
accountability of the job description.
Assessment is all about making judgments and decisions about people. The
aims of assessment in selection and interviewing is to make the optimum
decision about who is best suited to the vacancy when presented with
a great deal of complex and sometimes conflicting data. Our minds can
often play tricks on us during assessment which can lead us to make the
wrong decisions. Being aware of potential tricks of the mind can help us to
overcome this and remain fully objective.
Practical Exercises
Allow candidates to demonstrate a specific skill/ability in a real situation
such as leading an assembly or teaching a particular lesson.
In-tray Exercises
Assess how potential candidates would prioritise and respond to a range
of typical issues. These can also be designed to be relevant to a key
accountability of the job description.
Written Tasks
Assess written communication skills, expertise, knowledge and relevance of
thought. These can be incorporated as part of the application procedure,
in conjunction with a supporting statement, or as a separate exercise.
Managed Tours
Provide candidates with information about the school and the post upon
which they can match and demonstrate their skills during the selection
process. It is essential, however, that all candidates have access to exactly
the same amount and quality of information.
Labels
We all have a natural disposition to assign labels to people. These are often
based on limited information and can be inaccurate.
Categories
In order to reduce the amount of information our brain is having to
process, we tend to use various “clues” to put people into pre-determined
categories.
Stereotypes
Stereotypes are largely related to our own perception or experience of a
particular group and will be influence by how much information we have,
where we got it and how long ago it this was. Stereotyping, whether in a
negative or positive way, very often leads us to reach inaccurate conclusions.
Self-image/similarity:
Identifying a similarity between yourself and another person tends to lead
us to project other attributes to that person. Research has shown that
interviewers weigh information differently depending on how easily they
can relate it to themselves or their own experiences and how importantly
they view that particular attribute.
POLICY:
SAFER RECRUITMENT
First impressions
Research shows that people make decisions about others within the first
four minutes of meeting them. People usually spend the rest of the time
looking for information to confirm this. It is particularly important for
assessors to be aware of this and to hold back from making their mind up
about a person within the first few minutes.
Horn effect
The opposite of the halo effect where candidates who come across poorly
in one aspect are assumed to be poor in other areas of the requirements.
Sequence effect
Our brains will automatically compare this person with the last person that
we assessed. Somebody who is mediocre will shine if we have seen a string
of poor candidates. Similarly, a person can appear poor if seen with a string
of good people.
Over-influence of negative information
We have a tendency to be over-influenced by negative information. We
may have a lot of possible information about a person but one piece of
negative information can change our view completely.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
Applies to: Whole School including all other activities provided by the school, inclusive of those outside of the normal school hours;
All staff (teaching and support staff), students on placement, the proprietor and volunteers working in the school.
This policy is made available to staff via the School Office.
LEGAL STATUS
Part 4 of the Education (Independent School Standards) (England) (Amendment) Regulations, currently in force with reference to the appointment of Trustees (Proprietors) all staff, external providers and volunteers inclusive of
completion of the Single Central Record (otherwise referred to as the Centralised Register);
The Equality Act 2010 along with further implementation and amendments as they occur.
The school complies with Section 3(2) of the Safeguarding Vulnerable Groups Act 2006 and any direction made under section 142 of the 2002 Act (d).
Keeping Children Safe in Education Statutory guidance for schools and colleges (KCSIE) (DfE: 2015)
Section 157/175, Education Act (2002)
This policy is consistent with the requirements of Working Together to Safeguard Children (WTSC) (HM government: 2015.)
RELATED DOCUMENTS
Safer Recruitment Manual, Equalities Policy , Whistleblowing Policy • Independent School Governor’s Handbook 2015 (3rd Edition)
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head of School and the Head of Boarding.
The Proprietor undertakes a formal review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged.
This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
SINGLE EQUALITIES
POLICY:
SINGLE EQUALITIES
SINGLE EQUALITIES POLICY
Aims
The policy exists in order to ensure that all the provisions of relevant
equality laws, and the recommendations of associated codes of practice,
are fully observed throughout all areas of The National Mathematics and
Science College School.
Our duties under the Equality Act 2010 include dealing with issues related
to pupils with special educational needs/disabilities, and making reasonable
adjustments for these pupils. This has implications for the School’s
Admission Policy. We aim to create and protect a learning environment
free from any forms of discrimination, victimisation or harassment.
The National Mathematics and Science College School celebrates every
individual, supporting them to meet their full potential, regardless of age,
gender, social or ethnic background, nationality, colour, religious affiliation,
physical disability or sexual orientation. Our key objective is to reduce and
eliminate barriers to accessing the curriculum and to full participation in
the school community for pupils, prospective pupils and adult users with a
disability. Our aims and objectives reflect the requirements of the Duty and
that is to have due regard to do the following:
• to continually aim to improve the inclusivity of the curriculum;
• promote equality of opportunity between Disabled People and nonDisabled People;
• eliminate discrimination that is unlawful under the Disability
Discrimination Act;
• eliminate harassment of Disabled People that is related to their
impairment;
• promote positive attitudes towards Disabled People;
• encourage participation by Disabled People in public life;
• to support the ethos of the School as a community which respects the
rights of disabled pupils to have equal access to the curriculum, extracurricular and other services;
• to equally value and encourage all pupils;
• to foster positive attitudes towards disability within our community;
• to take steps to meet disabled people’s needs, even if this requires more
favourable treatment.
Schedule 10 of the Equality Act 2010
Schedule 10 of the Equality Act 2010 requires the Directors of The National
Mathematics and Science College to have an Accessibility Plan, in writing,
which is kept over a prescribed period (currently 1st April 2015 to 31st
March 2018).
• increasing the extent to which disabled pupils can participate in the
school’s curriculum,
• improving the physical environment of the school for the purpose of
increasing the extent to which disabled pupils are able to take advantage
of education and benefits, facilities or services provided or offered by
the school, and
• Improving the delivery to disabled pupils of information which is readily
accessible to pupils who are not disabled. The delivery must be within a
reasonable time and in ways which are determined after taking account
of the pupils’ disabilities and any preferences expressed by them or
their parents.
The Accessibility Plan must be implemented by the Directors, who must
have regard to the need to allocate adequate resources for implementing
the plan. The plan must be kept under review during the period, and, if
necessary, revise it.
POLICY:
SINGLE EQUALITIES
Definition of Disability
“A person has a disability if he or she has a physical or mental
impairment that has a substantial and long term adverse effect on
his or her ability to carry out normal day to day activities.”
Special Educational Needs and Disability (SEND) Policy
The The National Mathematics and Science College SEND Policy includes:
• an explanation of how the individual needs of all children will be met
(including how children who are disabled or have special educational
needs (SEN) will be included, valued and supported, and how reasonable
adjustments will be made for them);
• the name of the special educational needs co-ordinator (SENCO);
• arrangements for reviewing, monitoring and evaluating the effectiveness
of inclusive practices that promote and value diversity and difference;
• how inappropriate attitudes and practices are challenged; and
• how the provision encourages children to value and respect others.
The Proprietor of The National Mathematics and Science College has
a proactive approach in ensuring that there is no discrimination against
disabled pupils and prospective pupils in the provision of education and
associated services in The National Mathematics and Science College and
in respect of admissions and exclusions. Improving access to education and
educational achievement by disabled pupils is essential to the Proprietor’s
policy of ensuring equality of opportunity, full participation in society and
the economy.
We are committed to Disability Equality and understand the need to
embrace the spirit of the Disability Equality Duty detailed in the Disability
Discrimination Act 2006 (DDA), the Equality Act 2010 and the Public Sector
Equality Duty 2011. Through a positive approach we actively work towards
disability equality, with our pupils, parents/guardians and staff.
We note that the Duty is grounded in the Social Model of Disability and
undertake to understand the implications of this and ensure it is embedded
in the school culture and informs the way we apply the Duty. The school’s
ethos of love and care and its commitment to justice are the foundation
of its aims in educating the whole school community to make its proper
contribution to society. This policy and the Accessibility Plan contribute to
the review and revision of related school policies
GUIDING PRINCIPLES
The National Mathematics and Science College is committed to a policy
of equality of opportunity in respect of all its members. To this end, we
take steps to ensure that pupils appreciate racial and cultural diversity,
and avoid and resist racism. Fundamental to its life as a school community
is the belief that all individuals, regardless of age, gender, social or ethnic
background, nationality, colour, religious affiliation, physical disability or
sexual orientation are of equal value.
In order to ensure that our school community is one in which these
values flourish, The National Mathematics and Science College is guided
by the following principles in relation to Equality. Personal, Social, Health,
Economic Education (PSHEE), including Social, Moral, Spiritual, Cultural
(SMSC) Education, instructs all aspects of school life.
Staff and pupils will be aware of disability and understand its effects and
accept and support disabled pupils as part of School life. Appropriate staff
Inset will be provided to enhance understanding of disability, the need for
making reasonable adjustments in compliance with our legal duties and to
improve our educational provision.
POLICY:
SINGLE EQUALITIES
Other relevant policies of the School such as the Equal Opportunities
Policy, Bullying Policy, Codes of Behaviour, pupil and staff handbooks,
reflect inclusiveness and the difficulties faced by disabled pupils to
improve understanding and integration The School will agree with parents
appropriate regular means of communication with regard to any disabled
pupil’s progress, behavioural issues and the effects of any medication.
concern and are not biased in respect of any religion, denomination or
gender. Just as cultural and religious diversity within the School community
is to be valued, so it is important that the life and direction of individual
religious groups should be supported within the context of The National
Mathematics and Science College.
PRINCIPLE 2
PRINCIPLE 1
All learners are valued, and their contributions recognised.
Learners are supported and encouraged to maximise their potential and
to contribute fully in all areas of school life. Contributions are regularly
recognised: on a small scale, through regular verbal and written feedback
by teaching staff; on a larger scale, through end-of-term prizes which
include academic, theatrical, dramatic, and sporting achievement, as well
as dedication to the school qualities of Excellence, Respect, Courage and
Perseverance.
Diversity is recognised and respected.
Treating people with respect and consideration, in accordance with
Principle 1, does not necessarily mean that everyone should be treated
identically. We aim to treat members of our school community with the
utmost consideration and respect, and in doing so will approach their life
situations, experiences and problems with a personalised and differentiated
response in accordance with their particular needs. We will also recognise
and respond to problems that people may face, and will recognise and
work to eliminate discrimination, in relation to:
We aim to give every pupil a sense of achievement and fulfilment regardless
of disability, ethnicity, culture, national origin, national status, sex, gender,
religious or non-religious affiliation, sexual orientation or gender identity.
• Disability
• Religion, belief or faith background
• Ethnicity
• Sexual Orientation
• Sex
• Gender identity
Mindful of our tradition within the Christian community of the British Isles,
we are also fully committed to the fundamental ethical principles of:
• Gender
• Consideration for others
• Awareness of the importance and celebration of each and every
individual within the School community
• The need to respond generously to the needs of those less economically
fortunate than ourselves.
School assemblies which can, at times, be taken by visiting religious
leaders of various denominations and faiths, will cover themes of shared
And as relevant:
• Pregnancy/maternity
And in relation to employment:
• Age
• Marriage/civil partnership
The Directors will avoid unlawful discrimination in all aspects of
employment including recruitment, promotion, opportunities for training,
POLICY:
SINGLE EQUALITIES
pay and benefits, discipline and selection for redundancy. Person and
job specifications will be limited to those requirements that are necessary
for the effective performance of the job. Candidates for employment or
promotion will be assessed objectively against the requirements for the
job, taking account of any reasonable adjustments that may be required for
candidates with a disability. Disability and personal or home commitments
will not form the basis of employment decisions except where necessary.
The National Mathematics and Science College fully acknowledges its moral
duty (as related to the United Kingdom’s Race Relations Act, 1976, Section 1)
to promote equality of opportunity and good relations between members
of different racial groups and it positively welcomes any communal or
educational opportunities afforded by the school’s cultural and religious
diversity.
All members of the School (whether of the pupil body, teaching or support
staff) deserve to be treated with dignity and respect and with a sensitive
understanding of their religious, cultural and racial differences and of
the consequences thereof. Racially abusive language by children and
young people or staff will not be tolerated. If racial, religious or cultural
elements are discovered to be present in incidents of bullying, these must
be acknowledged and challenged. Racially abusive language by staff or
children and young people will be a matter for disciplinary action.
Special leave for religious reasons will not be unreasonably refused by the
School. Applications for such leave should be made in writing to the Head,
giving at least a month’s notice. Any special leave granted will be treated as
unpaid leave; part-time employees may be given the option of making up
lost time if this would benefit the School.
School lists are organised chronologically or alphabetically, rather than
by gender (unless this is required by an outside agency for a particular
purpose). Equal opportunities will be considered when grouping children
for activities. This may involve specific grouping to ensure that every child
participates fully (e.g. by attainment). Each child will be given opportunities
to exercise responsibility within the classroom or the school, with care
taken regarding stereotyping of roles. We see boys and girls as both carers
and leaders. When lining up, boys and girls are mixed (within their own
class). A quiet area in the Library and LRC is provided for those who prefer
less boisterous activities at break times.
PRINCIPLE 3
Everyone is welcomed and made to feel comfortable within our school
community
Our policies and practices should work to ensure that relations between
different individuals and identity groups within school are positive, cordial
and tolerant.
This includes the promotion of:
• Positive attitudes, knowledge and understanding towards disability.
• Positive attitudes, knowledge and understanding of different ethnicities,
cultures, religions, races and nationalities.
• Positive attitudes and mutual respect between boys and girls; women
and men; and an intolerance of any sexual, homophobic or genderbased prejudice.
We welcome all applicants to join the school, whatever the background
or physical disability of a child. We also seek to ensure that people with
disabilities are not discriminated against when applying for jobs at our
school. We take all reasonable steps to ensure that the school environment
gives access to people with disabilities. So, for example, all children have
access to the full range of the curriculum, and regulations regarding school
uniform will be applied equally to boys and girls. If a child’s religion affects
the school uniform, then the school will deal with each case sensitively and
with respect for the child’s cultural traditions.
POLICY:
SINGLE EQUALITIES
We celebrate the cultural diversity of our community and show respect for
all minority groups. We are aware that prejudice and stereotyping is caused
by low self-image and ignorance. Through positive educational experiences
and support for each individual’s point of view, we aim to promote positive
social attitudes and respect for all.
PRINCIPLE 4
The National Mathematics and Science College follows best practice
in staff recruitment, retention, Continuing Professional Development
(CPD), and cessation of employment.
All policies and practices adopted by The National Mathematics and Science
College should be of benefit to employees and potential employees, in all
areas of recruitment, promotion, retention, CPD, discipline, dismissal and
redundancy. Employees and potential employees should receive equal
opportunities in these areas, regardless of age, gender, social or ethnic
background, nationality, colour, religious affiliation, physical disability or
sexual orientation. As relevant, employees and potential employees should
be given equal opportunities regardless of pregnancy, maternity, marriage/
civil partnerships.
Being a committed equal opportunities employer, the School will take every
possible step to ensure that employees are treated equally and fairly in
respect of these matters, be they staff or pupil, and the School challenges
stereotyping and prejudice whenever it occurs.
All pupils have equal access to the full range of educational opportunities
provided by the school, and we are always striving to remove all forms of
indirect discrimination that may form barriers to learning. All policies and
practices will conform to the principle of equal opportunities in terms of
recruitment, selection, training, promotion, career development, discipline
and dismissal, and redundancy.
PRINCIPLE 5
We will recognise and address inequalities and barriers that already
exist.
The National Mathematics and Science College aims to foster an environment
in which inequalities in any form are not manifest in our community. We
will, however, commit to recognising any forms of inequality that do arise,
and will work to combat these in the most effective manner possible.
Anti-Racism:
It is the right of all pupils to receive the best education the school can
provide, with access to all educational activities organised by the school.
We do not tolerate any forms of racism or racist behaviour. Should a racist
incident occur, we will act immediately to prevent any repetition of the
incident.
We endeavour to make our school welcoming to all minority groups. We
promote an understanding of different cultures through the topics studied
by the children, and we reflect this in the displays of work shown around
the school. Our curriculum reflects the attitudes, values and respect that
we have for minority ethnic groups. Should anyone at our school be a
victim of racism, we will do all we can to support that person in overcoming
any difficulties they may have.
The following are some ideas on how racism can be combatted:
• Pupils’ names should be pronounced correctly and nicknames should
be the prerogative of the nicknamed.
• Attention should be paid to spelling names correctly at all times.
• Literature in school should include names from a wide variety of cultures.
POLICY:
SINGLE EQUALITIES
• Racist language must be categorically rejected.
• Racial stereotypes should never be used or allowed. Those in classical
literature must be made explicit to pupils and contextualised.
• Bi-lingual pupils and parents must be allowed to nominate an interpreter
when necessary.
• Lack of fluency in the English language should not be used as an
indication of academic potential.
We aim to encourage the active participation of all individuals and groups
in society and in public life, regardless of age, gender, social or ethnic
background, nationality, colour, religious affiliation, physical disability or
sexual orientation. We intend to promote a society in which discrimination,
victimisation and harassment on the basis of any perceived ‘difference’ is
not tolerated.
PRINCIPLE 7
Sex:
On-going review and appraisal
• No pupil should be excluded from receiving the curriculum on the basis
of their sex.
The National Mathematics and Science College is committed to regular
review of its equalities policy, which will be evaluated and edited in the light of
public research; individual comments and/or complaints; quantitative and
qualitative information gathered by the school. The National Mathematics
and Science College is open to feedback and response on all matters
related to its equalities policy from all stakeholders, including pupils, staff,
parents, and Directors.
• No privileges must be reserved for pupils on the basis of their sex.
Class:
• Assumptions should not be made about pupils’ home circumstances or
potential based on social class.
• Pupils must be allowed to talk in their natural dialect as and when they
need to.
• Direct speech in children’s work may reflect dialect, particularly in the
lower school before punctuation differentiates speech in written work.
PRINCIPLE 6
The wider community and society should benefit from our policies and
practices.
We intend that our policies and practices contribute to the creation and
maintenance of a diverse, tolerant and socially cohesive community. We
view The National Mathematics and Science College as playing a part in the
creation of such communities at a school, local, regional and national level.
PROCEDURES FOR ADDRESSING DISCRIMINATORY
BEHAVIOUR
Definitions
Discrimination: treating one person less favourably than another on the
grounds of age, gender, social or ethnic background, nationality, colour,
religious affiliation, physical disability, marital status or sexual orientation.
Harassment: any unwanted conduct which has the purpose or effect of
violating an individual’s dignity or creating an intimidating, hostile, degrading,
humiliating or offensive environment. It can be persistent or isolated and
includes behaviour which induces anger, stress, anxiety, fear or sickness
on the part of the person being harassed. It can be physical, verbal, direct
POLICY:
SINGLE EQUALITIES
or indirect and can include gestures, intimidation, unwelcome remarks,
suggestions, propositions, malicious gossip, jokes and ‘banter’.
In addition, non-verbal harassment can include offensive literature, pictures,
graffiti, isolation, non-co-operation or unwelcome physical conduct. The
school will not tolerate any form of harassment or bullying: such behaviour
is totally unacceptable and the School looks to support any employee
who is suffering from harassment. The School strives to provide a neutral
working environment in which no-one feels threatened or intimidated.
Victimisation: treating one person less favourably than another on the
grounds that that he or she has brought discrimination proceedings, given
evidence or information regarding discrimination proceedings or alleged
discrimination or because he or she intends to do any of these acts.
Unwanted Behaviour: If you feel that you have been discriminated against,
harassed or victimised in breach of the principle of equal opportunities
set out above, you are entitled to complain using the procedures set out
below.
Informal Resolution
Stage 1: You should speak or write to the individual concerned informing
him or her that their behaviour is unwelcome.
Stage 2: If the unwanted behaviour continues, you should ask the Head to
speak to the person concerned. If the person concerned is the Head, you
should ask the Directors to speak to the Head.
Stage 3: If the unwanted behaviour continues, you should keep a record of
any relevant incidents and consider taking formal action as set out below.
Formal Procedure
Formal notification: If you feel that the informal procedure has not
stopped the unwanted behaviour or that the behaviour is too serious to
be resolved by using that procedure, you should follow the formal parts
of the School’s Grievance Procedure. You will be entitled to an appeal
against any decision in accordance with the Grievance Procedure. Under
the Grievance Procedure, any grievance will be investigated thoroughly by
an impartial member of management. Where possible, the member of staff
complaining of harassment or discrimination will be kept anonymous. Any
mischievous, vexatious or malicious claims of harassment of any nature will
be regarded as gross misconduct.
Roles and Responsibilities
All staff and stakeholders should recognise that they have a specific role
and responsibility in their day-to-day work to:
• promote equality, inclusion and good community relations;
• challenge inappropriate language and behaviour;
• tackle bias and stereotyping;
• respond appropriately to incidents of discrimination and harassment
and report these;
• highlight to the senior leadership team any staff training or development
that they require to carry out the above role and responsibilities;
• promote equality, inclusion and good community relations;
• challenge inappropriate language and behaviour;
• tackle bias and stereotyping;
• work to promote anti-bullying strategies; and
• respond appropriately to incidents of discrimination and harassment
and understand the action needed to report these.
POLICY:
SINGLE EQUALITIES
Your Responsibilities
The Role of the Class Teacher and Boarding House Wardens
• Every employee is required to assist the Directors and the whole school
to meet its commitment to provide equal opportunities in employment
and avoid unlawful discrimination.
The class teacher ensures that all pupils are treated fairly, equally and with
respect. We do not discriminate against any child. When selecting classroom
material, the class teacher should pay due regard to the sensitivities of all
members of the class and do not provide material that is racist or sexist
in nature. Teachers strive to provide material that gives positive images
of ethnic minorities and that challenges stereotypical images of minority
groups.
• Employees should be aware that they can be held personally liable as
well as, or instead of, the Directors for any act of unlawful discrimination.
Employees who commit serious acts of harassment may also be guilty
of a criminal offence.
• Acts of discrimination, harassment, bullying or victimisation against
employees or parents and their families are disciplinary offences and will
be dealt with under the school’s disciplinary procedure. Discrimination,
harassment, bullying or victimisation may constitute gross misconduct
and could lead to dismissal without notice.
The Role of the Head of School and the Head of Boarding
• It is the Head’s role to implement the school’s equal opportunities and
anti-racist policy.
• It is the Head’s role to ensure that all staff are aware of the school policy
on equal opportunities, and that teachers apply these guidelines fairly
in all situations.
• The Head ensures that all recruitment and selection processes give due
regard to this policy, so that no-one is discriminated against when it
comes to employment or training opportunities.
• The Head promotes the principle of equal opportunity when developing
the curriculum, and promotes respect for other people in all aspects of
school life, for example, in the assembly, where respect for other people
is a regular theme, and in displays shown around the school.
• The Head treats all incidents of unfair treatment and any racist incidents
with due seriousness.
When designing schemes of work, we use this policy to guide us, both in
our choice of topics to study, and in how to approach sensitive issues. So,
for example, History topics in our school include examples of the significant
contributions women have made to developments in this country’s history.
In Geography topics the teacher attempts to counter stereotypical images
of Africa and Asia and to show the true diversity of development in different
parts of the world. All our teachers challenge any incidents of prejudice or
racism. We record any serious incidents in the school Behaviour Book, and
draw them to the attention of the Head.
Equality of Opportunity: Employment Code of Practice
The National Mathematics and Science College School is an equal
opportunities employer, and aims to implement best practice in this area.
Recruitment
All newly created posts will normally be advertised externally in the national
press, and/or in local press, and/or in specialist journals as appropriate to
the position in question. Our aim in doing this is to encourage suitable
applicants from a broad range of backgrounds. In observing equal
opportunities practice, The National Mathematics and Science College will
also make clear in employment advertisements and application packs our
POLICY:
SINGLE EQUALITIES
exemption under the Rehabilitation of Offenders Act as part of our Child
Protection commitments.
Employee Training and Development
Selection of Candidates
The National Mathematics and Science College is committed to equality of
opportunity in terms of access to CPD and training to increase employees’
knowledge, skills and professional awareness in order that they are more
readily able to fulfil their full professional potential.
We will clearly define requirements for selection in the job descriptions sent
to candidates as part of the employment application process. Selection
criteria for employment will be objective, job-specific and carefully assessed
as necessary to the fulfilment of the position. Interviewing and short-listing
will be carried out in a consistent and fair manner across all positions and
departments within the school, in order to ensure an equitable and nondiscriminatory practice. Selection methods for interviewing and shortlisting will be objective and directly relevant to the nature of the vacant
position. Interviewing must only be carried out by suitably qualified and
prepared panels of staff.
Existing Workforce
The school will monitor the ethnic, gender and age composition of the
existing workforce and of applicants for jobs (including promotion), and the
number of people with disabilities within these groups, and will consider
and take any appropriate action to address any problems that may be
identified as a result of the monitoring process.
Job Applicants Equality Profile
The National Mathematics and Science College will regularly monitor the
ethnic/gender/age/disability profile of job applicants applying to the school
throughout the main stages of recruitment (application, short-listing, and
interview) using the information voluntarily provided by applicants in
the personal information section of the job application form. This is the
responsibility of the HR Manager.
Grievances Following Termination of Your Employment
Procedure: If you wish to raise a grievance in writing following the
termination of your employment, you should follow the relevant provisions
of the School’s Grievance Procedure.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This Policy subsumes policy in the following areas: Disability; Race Equality; Equal Opportunities; and Equality and Diversity. Applies to: The whole School along with out of school care including extra-curricular activities and all other
activities provided by the school, inclusive of those outside of the normal school hours. All staff (teaching and support),pupils, visitors within the school, volunteers, executive and non-executive directors of Warwick International
College, the college board, external contractors and providers hired by the school. In our school the term ‘staff’, in the context of safeguarding, is inclusive of all staff and is also inclusive of students on placement, contractors, agency
staff, volunteers and proprietor. This Policy is made available to parents, staff and pupils in the following ways: via the school Website, within the Parent Policies Folder in the reception area, and on request a copy may be obtained
from the School Office.
LEGAL STATUS
Prepared with regard to the Equality Act 2010 (inclusive of Schedule 10), the Public Sector Equality Duty 2011, Race Relations Act 1976, Race Relations Amendment Act 2000, Sex Discrimination Act 1986, Children’s Act 1989, the Special
Educational Needs and Disability Act 2001 and the Education (independent School Standards) (England) (Amendment) Regulations 2014 currently in force.
RELATED DOCUMENTS
Accessibility Plan, Admissions Policy, Anti-Bullying Policy, Behaviour Management, Discipline and Exclusions Policy, Curriculum: Teaching and learning Policy, Educational visits and off-site activities, First Aid and Special Medical
Conditions, Health, Safety and Welfare Policy and Procedures and Risk Assessment Policy, Special Education Needs and Disabilities (SEND) and Inclusion Policy, Personal, Social, Health, Economic Education (PSHEE) Spiritual, Moral,
Social and Cultural (SMSC) Development, Safeguarding Children - Child protection including E Safety and Safer Recruitment and Staff Code of Conduct, Accessibility Plan, Accessibility Audit
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head to judge its effectiveness and will be updated in accordance with changes in the law. A particular focus will be given during the monitoring of the
ethnic and gender composition of the existing workforce and of applicants for jobs (including promotion) and the number of people with disabilities within these groups, and the policy will be reviewed in accordance with the results
shown by the monitoring.
The Directors will undertake a formal annual review of this policy for the purpose of monitoring and of the efficiency with which the related duties have been discharged, by no later than one year from the date shown below, or earlier
if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice guidelines so require. If changes are required, the school will implement them. Information provided by job
applicants and employees for monitoring purposes will be used only for these purposes and will be dealt with in accordance with The Data Protection Act 1998.
This policy will be reviewed no later than April 2017, or earlier if changes in legislation, regulatory requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
S TA F F CO D E O F CO N D U C T
POLICY:
STAFF CODE OF CONDUCT
STAFF CODE OF CONDUCT
All staff at The National Mathematics and Science College have an
overriding responsibility to act and to conduct themselves at all times in a
manner which makes a positive and active contribution to the education
and welfare of the children in our Colleges and in our care. All staff must
have proper and professional regard for the ethos, policies and practices
of the College in which they teach, and maintain high standards in their
own presentation, attendance and punctuality. Also they must have an
understanding of, and always act within, the statutory frameworks which
set out their professional duties and responsibilities. Our Staff Code of
Conduct covers staff behaviour, student relationships and communications
including the use of social media.
Definitions used in this Code of Conduct are as follows:
• ‘Fundamental British values’ is taken from the definition of extremism
as articulated in the new Prevent Strategy, which was launched in June
2011. It includes ‘democracy, the rule of law, individual liberty and mutual
respect and tolerance of different faiths and beliefs’.
• ‘Parents’ is intended to include carers, guardians and other adults acting
in loco parentis.
• ‘Students’ is used throughout the standards, but should be taken to
include references to children of all ages who are taught by qualified
teachers, including those in post-16 education.
• ‘College’ means whatever educational and boarding accommodation
setting the standards are applied in. The standards are required to
be used by teachers in maintained Colleges and non-maintained
special Colleges. Use of the standards in academies and free Colleges
depends on the specific establishment arrangements of those Colleges.
Independent Colleges are not required to use the standards, but may
do so if they wish.
• ‘Special educational needs and Disabilities’, as defined by the Department
for Education.
• ‘Statutory frameworks’ includes all legal requirements, including but
not limited to the requirement to promote equal opportunities and to
provide reasonable adjustments for those with disabilities, as provided
for in the Equality Act 2010.
PREAMBLE
Teachers make the education of their students their first concern, and
are accountable for achieving the highest possible standards in work and
conduct. Teachers act with honesty and integrity; have strong subject
knowledge, keep their knowledge and skills as teachers up-to-date and are
self-critical; forge positive professional relationships; and work with parents
in the best interests of their students.
Discussion of the procedures set out in that document forms a vital part
of our induction procedures. We make it clear in induction and other
training, and in guidance provided for staff that they have a responsibility
to speak up about safeguarding and welfare matters within the College and
to external agencies where necessary. This is one part of our establishing
a positive safeguarding culture in the College. The model code of conduct
provides guidance for teachers and other members of staff when faced
with handling any issue relating to child abuse. It is not intended to be
a substitute for proper training. The Head should always be informed if
a member of staff has any concerns in order to ensure the activation of
appropriate procedures.
All adults who come into contact with pupils in their work have a duty of care
to safeguard and promote their welfare. The Children Act 2004, through
the Stay Safe outcome of the Every Child Matters Change for Children
programme, places a duty on schools/ services to safeguard and promote
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the well-being of pupils. This includes the need to ensure that all adults
who work with or on behalf of pupils are competent, confident and safe to
do so. The vast majority of adults who work with children act professionally
and aim to provide a safe and supportive environment which secures the
well-being and very best outcomes for pupils in their care. However, it is
recognised that in this area of work tensions and misunderstandings can
occur. It is here that the behaviour of adults can give rise to allegations of
abuse being made against them. Allegations may be malicious or misplaced.
They may arise from differing perceptions of the same event, but when they
occur, they are inevitably distressing and difficult for all concerned. Equally,
it must be recognised that some allegations will be genuine and there are
adults who will deliberately seek out, create or exploit opportunities to
abuse children. It is therefore essential that all possible steps are taken to
safeguard pupils and ensure that the adults working with them are safe to
do so.
• It is important that all adults working with children understand that the
nature of their work and the responsibilities related to it, place them
in a position of trust. This practice guidance provides clear advice on
appropriate and safe behaviours for all adults working with children in
paid or unpaid capacities, in all settings and in all contexts. The guidance
aims to:
• keep children safe by clarifying which behaviours constitute safe practice
and which behaviours should be avoided;
• assist adults working with children to work safely and responsibly and to
monitor their own standards and practice;
• support managers and employers in setting clear expectations of
behaviour and/or codes of practice relevant to the services being
provided;
• support employers in giving a clear message that unlawful or unsafe
behaviour is unacceptable and that, where appropriate, disciplinary or
legal action will be taken;
• support safer recruitment practice;
• minimise the risk of misplaced or malicious allegations made against
adults who work with pupils and
• reduce the incidence of positions of trust being abused or misused.
Employers should be familiar with, and know how to access, their Local
Safeguarding Children Board’s policy and procedures for managing
allegations against staff. ‘UNSUITABILITY’
The guidance contained in this document is an attempt to identify
what behaviours are expected of adults who work with pupils. Adults
whose practice deviates from this guidance and/or their professional
or employment- related code of conduct may bring into question their
suitability to work with pupils or children and young people in any capacity.
THIS MEANS THAT ADULTS SHOULD:
• have a clear understanding about the nature and content of this
document;
• discuss any uncertainties or confusion with their Headteacher or line
manager and
• understand what behaviours may call into question their suitability to
continue to work with children and young people.
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ADDITIONAL COMMENTS FOR BOARDING STAFF.
WE MUST:
The WIC’s Staff Code of Conduct applies to all employees and volunteers;
however, within the boarding conduct context the following areas (taken
from the whole staff code of conduct) are highlighted as being of particular
significance:
Set high expectations which inspire, motivate and challenge students:
• Boarding staff have a responsibility to WIC to fulfil their duties as outlined
in their job specifications in addition to any other reasonable requests
made to them by the Head of Boarding and the Matron.
• Boarding staff should conduct themselves as a role model to the
students under their care and approach their duties and responsibilities
in a positive and friendly manner.
• Boarding staff must be aware that students may be particularly
vulnerable in a residential setting.
• Boarding staff have a professional obligation to highlight and investigate
concerns raised by students of the School regardless of whether their
concerns seem unlikely or outlandish.
• Boarding staff have a professional obligation to raise legitimate
concerns about the conduct of colleagues or managers. In the case of
raising legitimate concerns about the conduct of colleagues on senior
staff, the School will seek to respect the confidentiality and anonymity
of the whistle-blower and will as far as possible protect him/her from
reprisals. WIC will not tolerate any attempt to victimise the whistleblower or attempts to prevent concerns being raised and will consider
any necessary disciplinary or corrective action appropriate to the
circumstances.
• establish a safe and stimulating environment for students, rooted in
mutual respect;
• set goals that stretch and challenge students of all backgrounds, abilities
and dispositions and
• demonstrate consistently the positive attitudes, values and behaviour
which are expected of students.
Promote good progress and outcomes by students:
• be accountable for students’ attainment, progress and outcomes;
• be aware of students’ capabilities and their prior knowledge, and plan
teaching to build on these;
• guide students to reflect on the progress they have made and their
emerging needs;
• demonstrate knowledge and understanding of how students learn and
how this impacts on teaching and
• encourage students to take a responsible and conscientious attitude to
their own work and study.
Demonstrate good subject and curriculum knowledge:
• have a secure knowledge of the relevant subject(s) and curriculum
areas, foster and maintain students’ interest in the subject, and address
misunderstandings;
• demonstrate a critical understanding of developments in the subject
and curriculum areas, and promote the value of scholarship;
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• demonstrate an understanding of and take responsibility for promoting
high standards of literacy, articulacy and the correct use of standard
English, whatever the teacher’s specialist subject;
• if teaching early reading, demonstrate a clear understanding of
systematic synthetic phonics and
• if teaching early mathematics, demonstrate a clear understanding of
appropriate teaching strategies.
Plan and teach well-structured lessons
• impart knowledge and develop understanding through effective use of
lesson time;
• promote a love of learning and children’s intellectual curiosity;
• set homework and plan other out-of-class activities to consolidate and
extend the knowledge and understanding students have acquired;
• reflect systematically on the effectiveness of lessons and approaches to
teaching and
• contribute to the design and provision of an engaging curriculum within
the relevant subject area(s).
• have a clear understanding of the needs of all students, including those
with special educational needs and disabilities; those of high ability;
those with English as an additional language; those with disabilities; and
be able to use and evaluate distinctive teaching approaches to engage
and support them.
Make accurate and productive use of assessment
• knowing and understanding how to assess the relevant subject, therapy
and curriculum areas, including statutory assessment requirements;
• making use of formative and summative assessment to secure students’
progress;
• using relevant data to monitor progress, set targets, and plan subsequent
lessons and
• giving students regular feedback, both orally and through accurate
marking, and encourage students to respond to the feedback.
Manage behaviour effectively to ensure a good and safe learning
environment
Adapt the teaching to respond to the strengths and needs of all
students
• having clear rules and routines for behaviour in classrooms, and take
responsibility for promoting good and courteous behaviour both in
classrooms and around the College, in accordance with the College’s
behaviour policy; praise, sanctions and rewards consistently and fairly;
• know when and how to differentiate appropriately, using approaches
which enable students to be taught effectively;
• managing classes effectively, using approaches which are appropriate
to students’ needs in order to involve and motivate them and
• have a secure understanding of how a range of factors can inhibit
students’ ability to learn, and how best to overcome these;
• maintaining good relationships with students, exercise appropriate
authority, and act decisively when necessary.
• demonstrate an awareness of the physical, social and intellectual
development of children, and know how to adapt teaching to support
students’ education at different stages of development and
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PERSONAL AND PROFESSIONAL CONDUCT FOR ALL
TEACHING AND SUPPORT STAFF
At The National Mathematics and Science College it is incumbent on all
staff including volunteers to comply with the following Professional Code of
Conduct inclusive of implementing the anti-bullying, supervision of children
and behavioural policies inclusive of their associated documents. All staff
are required to demonstrate consistently high standards of personal and
professional conduct.
The following statements define the behaviour and attitudes which set
the required standard for conduct throughout their time at The National
Mathematics and Science College. We have a duty to uphold public trust in
us as professionals and maintain high standards of ethics and behaviour,
within and outside College, by:
• treating students with dignity, building relationships rooted in mutual
respect, and at all times observing proper boundaries appropriate to a
teacher’s professional position;
• having regard for the need to safeguard students’ well-being, in
accordance with statutory provisions showing tolerance of and respect
for the rights of others;
• not undermining fundamental British values, including democracy, the
rule of law, individual liberty and mutual respect, and tolerance of those
with different faiths and beliefs and
• ensuring that personal beliefs are not expressed in ways which exploit
students’ vulnerability or might lead them to break the law.
GENERAL CONDUCT
College property
Staff must take proper care when using College property and must not use
College property for any unauthorised use or for private gain.
Use of premises
Staff must not carry out on College premises any work or activity other than
pursuant to the terms and conditions of employment without the prior
permission of the Head of School.
Behaviour of others
staff should be aware that their behaviour may raise concerns if deemed
inappropriate. Such concerns will be given careful consideration as to
whether they constitute a potential risk to students at the College.
Alcohol and drugs
No member of Staff should drive a College vehicle or be on duty supervising
students whilst under the influence of alcohol, drugs or any other substance
which may impair judgment. Additionally, Staff must not have used any
of these within the previous 24 hours if driving students or any College
vehicle.
Alcohol and drug testing
The College reserves the right to ask members of Staff to undertake an
appropriate test if there is reason to believe that they are under the
influence of alcohol, drugs and/or any other substance which may impair
judgment. Any unreasonable refusal by a member of Staff to undergo the
appropriate test is likely to lead to disciplinary action.
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WHISTLEBLOWING
The term ‘whistleblowing’ is considered as the confidential raising of
problems or concerns within an organisation by a member of staff. This is
not “leaking” information but refers to matters of impropriety e.g. a breach
of law, College procedures or ethics. Nor is whistleblowing the raising of
a grievance within the College (which would be dealt with under the staff
grievance procedures). All staff are required to report their own wrongdoing,
or any wrongdoing or proposed wrongdoing of any other member of staff
to the Head of School.
Safeguarding is the responsibility of all who work, volunteer or learn in our
College and are required to report instances of actual or suspected child
abuse or neglect to the Designated Safeguarding Lead (DSL) who is Dr Philip
Limbert (Head of School), or Deputy Designated Safeguarding Lead (Deputy
DSL) Mr Gaopeng Sun (Head of Boarding. The National Mathematics and
Science College recognises it is an agent of referral and not of investigation.
Any person may make a referral including whistle blowing) to external
agencies such as the Coventry Local Safeguarding Children Board Single
Point of Access (SPA) or Local Authority Designated Officer (LADO) and the
police, if necessary.
We make it clear both in induction and other training and in guidance
provided for staff that they have a responsibility to speak up about
safeguarding and welfare matters within our College and to external
agencies where necessary. This is one part of the way in which we establish
in our College, a positive safeguarding culture. The College provides
immunity from retribution or disciplinary action against such staff for
“Whistleblowing” in good faith. At all levels, including newly appointed
and ancillary staff, have been given briefing or training on responding to
suspicions or allegations of abuse and know what action they should take
in response to such suspicions or allegations.
The staff and proprietor of the College seek to run all aspects of College
business and activity with full regard for high standards of conduct and
integrity. If members of College staff, parents, proprietor or the College
community at large become aware of activities which give cause for concern,
the College has this whistleblowing policy, which acts as a framework to
allow concerns to be raised confidentially and provides for a thorough
and appropriate investigation of the matter to bring it to a satisfactory
conclusion, under the College’s disciplinary procedure. The College is
committed to tackling fraud and other forms of malpractice and treats
these issues seriously. The College recognises that some concerns may
be extremely sensitive and has therefore developed a system which allows
for the confidential raising of concerns within the College environment but
also has recourse to an external party outside the management structure
of the College.
PUNISHMENTS THAT ARE HUMILIATING OR DEGRADING
WILL NOT BE USED
The following sanctions / punishments will never be used:
• Any form of hitting of a child (including hitting a child in anger or
retaliation)
• Deprivation of food or drink.
• Enforced eating or drinking.
• Prevention of contact by telephone parents or any appropriate
independent listener or helpline.
• Requirement to wear distinctive clothing or the wearing of nightclothes
by day.
• Withholding of any aids or equipment needed by a child.
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CORPORAL PUNISHMENT
Please note that Corporal Punishment is not allowed or deemed to be
acceptable at any time in The National Mathematics and Science College.
However, teachers and other College staff are entitled to use reasonable
force to control or restrain students in certain circumstances including
disruptive behaviour when safety is paramount. Further guidance is
available and can be found in the College’s Physical Restraint Policy.
Under section 131 of the College Standards and Framework 1998, corporal
punishment is prohibited for all students in independent and maintained
Colleges. The prohibition includes the administration of corporal punishment
to a student during any activity whether or not within the College premises.
The prohibition applies to all ‘members of staff’. These include all those
acting in loco parentis, such as unpaid, volunteer supervisors.
Under subsection 548(5) of the Education Act 1996, teachers may use
‘physical intervention’ to avert ‘an immediate danger of personal injury to,
or an immediate danger to the property of, a person (including the child
himself)’. Teachers’ powers under section 4 of the 1997 Act to restrain
students from engaging in certain activities remain.
The College policy is that under no circumstances will corporal punishment
ever be used. Guidance is given to all ‘members of staff’ (as defined above)
on the circumstances in which ‘physical intervention’ is allowable.
PHYSICAL RESTRAINT
All members of staff are aware of the regulations regarding the use of force
by teachers, as set out in DfE Circular 10/98, relating to section 550A of
the Education Act 1996: The Use of Force to Control or Restrain Children.
Teachers in The National Mathematics and Science College do not hit, push
or slap children.
Staff only intervene with physical restraint, such as holding, to prevent
physical injury to the child, other children or adults and/or serious damage
to property. The actions that we take are in line with government guidelines
on the restraint of children.
Details of such an event (what happened, what action was taken and by
whom, and the names of witnesses) are brought to the attention of the
Head and recorded in the child’s personal file. The child’s parents are
informed on the same day
Action taken in self-defence or in an emergency: The law allows anyone to
defend themselves against an attack provided they do not use more force
than is necessary. Similarly, where a student is at risk of immediate injury
or on the point of inflicting injury on someone else, any member of Staff
(whether authorised or not) would be entitled to intervene.
THIS MEANS THAT ADULTS SHOULD:
• be aware that even well
intentioned physical contact may be
misconstrued by the child, an observer or by anyone to whom this
action is described;
• never touch a child in a way which may be considered indecent;
• always be prepared to report and explain actions and accept that all
physical contact be open to scrutiny;
• not indulge in horseplay;
• always encourage children, where possible, to undertake self-care tasks
independently;
• work within Health and Safety regulations;
• be aware of cultural or religious views about touching and always be
sensitive to issues of gender and
• understand that physical contact in some circumstances can be easily
misinterpreted.
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TRUST AND ETHICAL CONDUCT
As a result of our knowledge, position, and/or the authority invested in
their role, all our staff are in positions of trust. A member of staff can be
described as in a position of power or influence because of their role. It
is vital for all staff to understand the power this can give them over those
they care for and the responsibility they must exercise as a consequence
of this relationship. Staff are expected to ensure that while there is an
unequal balance of power, staff have a responsibility to ensure that this is
not used for personal advantage or gratification. Staff will always maintain
appropriate professional boundaries and avoid behaviour which could
be misinterpreted by others. We expect all staff to report and record any
incident with this potential.
RELATIONSHIPS WITH STUDENTS AND PARENTS
Staff must clearly understand the need to maintain appropriate boundaries
in their contact with children. Allowing or encouraging a relationship to
develop in a way which might lead to a sexual relationship is unacceptable
conduct. Staff should not establish or seek to establish social contact with
students for the purpose of pursuing friendship or a relationship.
constantly conferring inappropriate special attention and favour upon a
child can be construed as being part of grooming behaviour as to which
the disciplinary procedure will be considered accordingly.
Where a member of staff develops a relationship with a student who is over
16, whilst it may not an offence, the member of staff is still in a position of
trust and therefore this is considered unacceptable conduct and in breach
of our profession’s Code of Conduct, even if the relationship is consensual.
Such behaviour tends to bring the College into disrepute and gives rise to
concern that the Staff involved cannot be trusted to maintain professional
boundaries with students at the College. Whilst not necessarily a criminal
offence, the College considers it inappropriate for Staff to form inappropriate
relationships with a student over the age of 16 who is not in their trust.
Where a member of staff develops a relationship with a parent of a student
on role at the College, whilst this is not an offence, staff need to recognise
the implications this has upon the College and the risk of reputation damage
to the College. If a student or parent seeks to establish social contact, or
if this occurs coincidentally, the member of staff should exercise her/ his
professional judgement in making a response.
Working Together to Safeguard Children defines sexual abuse as forcing or
enticing a child or young person to take part in sexual activities, whether or
not the child is aware of what is happening. It is an offence for a member of
staff in a position of trust with a child under 18 to engage in sexual activity
with, or in the presence of that child, to cause or incite that child to engage
in or watch sexual activity regardless of consent.
There will be occasions when there are social contacts between students
and staff, where for example the parent and teacher are part of the same
social circle. These contacts however, will be easily recognised and openly
acknowledged. Nevertheless, there must be awareness on the part of
those working with children and young people that some social contacts,
especially where these are not common knowledge can be misconstrued
as being part a grooming process.
Any sexual activity between a member of staff and a child or young person
under the age of 16 is regarded as a criminal offence and will always be
a matter for disciplinary action. Grooming embodies the sole purpose
of gaining the trust of a child or young person and manipulating that
relationship so that sexual abuse can take place. Staff are aware that
This can also apply to social contacts made through outside interests
or through the staff member’s own family. It is recognised that staff can
support a parent who may be in particular difficulty. Care needs to be
exercised in those situations where the parent comes to depend upon
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the staff member for support outside their professional role. This situation
should be discussed with senior management and where necessary
referrals made to the appropriate support agency.
FRIENDSHIPS WITH PARENTS, GUARDIANS OR CARERS OF
STUDENTS
Members of Staff who are friends with parents, guardians or carers of
students or who, for example, are voluntary workers in youth organisations
attended by students, will of course have contact with those students
outside College. However, members of Staff should still respect the above
advice wherever possible and should keep the Head of School informed of
such relationships.
SCOPE OF APPLICATION OF CODE ON CONTACT OUTSIDE
COLLEGE
The same guidelines should be applied to after College clubs, College
trips, and especially trips that involve an overnight stay away from the
College. There are separate, more detailed guidelines for College trips in
the Educational Visits Policy. The principles of this guidance also apply to
contact with children or young people who are students at another College.
GUIDANCE FOR STAFF ON CONDUCT WITH STUDENTS
These guidelines are designed to encourage an atmosphere of trust in
which all colleagues can conduct their professional lives with confidence.
The College recognises the need for, and the desirability of, friendly and
respectful social and professional rapport between staff and children.
Happy relations in the College are essential. Staff must conduct themselves
professionally in their relationships with students, parents and staff and
must not behave in a way that could bring the College into disrepute or risk
allegations being made. Members of staff and volunteers need to be aware
that unwary actions can be misconstrued as unprofessional conduct, with
a potentially damaging effect on careers.
To avoid misunderstandings the following should be adhered to
carefully:
• Members of staff should exercise particular caution and sensitivity
before visiting lavatories or changing areas. Male members of staff
should never be in girls’ changing areas unless accompanied by a female
member of staff and likewise for female staff and boys changing rooms;
• No member of staff should ever be behind a locked door with a child;
• Ensure that unnecessary contact with children is avoided (e.g. children
sitting on laps or hair stroking ect) and that outward displays of affection
are only appropriate in the case of comforting a distressed child, and
should never occur unless there is another adult present;
• Whilst it would be unrealistic and undesirable to preclude all physical
contact between adults and children, staff are expected to exercise
caution and avoid placing themselves in a position where their actions
might be open to criticism or misinterpretation.
• Staff should take great care that relationships with individual children
are kept on a professional level. It is important that all children are
treated the same and that discipline is fair, consistent and impartial.
Staff should take care that “joking comments” cannot be misconstrued
to give offence;
• Staff must not be party to gossip about colleagues or children;
• Personal or academic Information on children should be kept confidential
and away from other children or parents;
• The highest level of confidentiality should be maintained at all times
in relationships with both adults and children. Staff, however, should
make it clear that there are certain circumstances (e.g. where a child is
suffering or is likely to suffer harm) when other people will need to be
told so that the community or the child can be protected. If a child asks
to tell a member of staff something in confidence, they should always
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be told that this will depend upon the circumstances and absolute
confidence cannot be guaranteed and
• If a child behaves inappropriately or makes an inappropriate advance to
a member of staff, it is essential that the child is immediately informed
that the language or behaviour is unacceptable. The incident, and
what has been done and said, should be recorded, and reported to the
Designated Safeguarding Lead immediately.
WORKING ALONE WITH STUDENTS
For their own safety and protection, staff should exercise caution in
situations where they are alone with students. These may include: musical
instrument tuition, 1:1 coaching, student counselling, conveying a student
by car, engaging in inappropriate electronic communication with a student
and so on. In a 1:1 situation staff should ensure that they:
• One‑to‑one meetings should, wherever possible, take place in public
or semi‑public places such as classrooms or offices. If in classrooms,
ensure you are seated so that you and the child can be seen through
the visibility panel in the door;
• When in a private meeting with a child or one-to-one session as occurs
with Therapists, ensure furniture is positioned to allow easy access into
or out of the room and that the glass panel in the door is not obscured
so that you can be seen clearly;
• Staff will at no time travel unaccompanied outside of the College with
children;
• avoid sitting or standing in close proximity to the student, except as
necessary to check work;
• avoid using “engaged” or equivalent signs on doors or windows;
• avoid idle discussion;
• avoid all unnecessary physical contact and apologise straight away if
there is accidental physical contact;
• avoid any conduct that could be taken as a sexual advance;
• report any incident that causes you concern to the Designated
Safeguarding Lead in accordance with the College’s Child Protection
Policy, and make a written record (signed and dated); and
• report any situation where a student becomes distressed or angry to
the Designated Safeguarding Lead.
PERSONAL LIVING SPACE
No child will be invited into the home of an adult, unless the reason has been
firmly established and agreed with parent/carer(s) and senior managers. It
is not appropriate for other organisations to expect or request that private
living space is used for work with children, including for counselling. Under
no circumstances will children or young people help with chores of tasks
in the home of staff. Nor will they be asked to do so by the friends of family
of the staff member.
This means that adults should:
• inform another adult of where they are and that they are meeting a
student;
• be vigilant in maintaining their privacy and mindful of the need to avoid
placing themselves in vulnerable situations;
• staff should ensure that a meeting is arranged during normal College
hours when there are plenty of other people about;
• challenge any request for their accommodation to be used as an
additional resource for the school or school/service;
• do not continue the meeting for any longer than is necessary to achieve
its purpose;
• be mindful of the need to maintain professional boundaries and
• refrain from asking pupils/students to undertake personal jobs or
errands.
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SEXUAL CONTACT
All adults should clearly understand the need to maintain appropriate
boundaries in their contacts with pupils. Intimate or sexual relationships
between children/ young people and the adults who work with them will be
regarded as a grave breach of trust. Allowing or encouraging a relationship
to develop in a way which might lead to a sexual relationship is also
unacceptable.
This Means That Adults Should Not:
• have sexual relationships with pupils;
• have any form of communication with a child or young person which
could be interpreted as sexually suggestive or provocative i.e. verbal
comments, letters, notes, electronic mail, phone calls, texts, physical
contact;
• make sexual remarks to, or about, a child/young person and
• discuss their own sexual relationships with or in the presence of pupils.
Any sexual activity between an adult and the child or young person with
whom they work may be regarded as a criminal offence and will always be a
matter for disciplinary action. All children and young people are protected
by specific legal provisions in this respect regardless of whether the child or
young person consents or not. The sexual activity referred to does not just
involve physical contact including penetrative and non-penetrative acts. It
may also include non-contact activities, such as causing children to engage
in or watch sexual activity or the production of pornographic material.
‘Working Together to Safeguard Children’, defines sexual abuse as “forcing
or enticing a child or young person to take part in sexual activities, whether
or not the child is aware of what is happening”. There are occasions when
adults embark on a course of behaviour known as ‘grooming’ where the
sole purpose is to gain the trust of a child, and manipulate that relationship
so sexual abuse can take place. Adults should be aware that consistently
conferring inappropriate special attention and favour upon a child might
be construed as being part of a ‘grooming’ process and as such will give rise
to concerns about their behaviour.
This Means That Adults Should Not:
• ensure that their relationships with pupils clearly take place within the
boundaries of a respectful professional relationship;
• take care that their language
or conduct does not give rise to comment
or speculation. Attitudes, demeanour and language
all require care and
thought, particularly when members of staff are dealing with adolescent
boys and girls.
GIFTS, REWARDS OR FAVOURITISM
All giving of gifts or rewards are part of our behaviour policy for supporting
positive behaviour or recognising particular achievements. There may be
specific occasions when staff may wish to give a child a personal gift. This
is only acceptable practice where, in line with the agreed policy, senior
manager and parent/carer(s) have discussed the reasons for it and the
action is recorded. Any gift should be openly given and not based on
favouritism. Staff remain alert at all times to the fact that the giving of gifts
can be misconstrued as a gesture to either bribe or groom a child. Staff
should apply the same professional standards, regardless of gender or
sexuality or any other protected characteristic under the Equality Act 2010.
Staff will take care in selecting children for specific activities or privileges
to avoid perceptions of favouritism or unfairness. Methods and criteria for
selection will always be transparent and subject to scrutiny. Care is taken to
ensure that no member of staff accepts any gifts that might be construed
as a bribe by others, or lead the giver to expect preferential treatment.
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There are always occasions in College when children or parents wish to
pass on a small token of appreciation such as a thank you. However, it is
unacceptable to receive gifts on a regular basis, or of any significant value.
All giving of gifts or rewards are part of our behaviour policy for supporting
positive behaviour or recognising particular achievements. There may be
specific occasions when staff may wish to give a child a personal gift. This
is only acceptable practice where, in line with the agreed policy, senior
manager and parent/carer(s) have discussed the reasons for it and the
action is recorded. Any gift should be openly given and not based on
favouritism.
This Means That Adults Should Not:
• be aware of their school//service’s policy on the giving and receiving of
gifts;
• ensure that gifts received or given in situations which may be
misconstrued are declared;
• generally, only give gifts to an individual young person as part of an
agreed reward system;
to deal sensitively with these situations and to maintain the dignity and
safety of all concerned. Such situations carry a high risk of words or actions
being misinterpreted and they must ensure that their own behaviour is
beyond reproach. A member of staff who becomes aware that a child or
young person is developing an infatuation must discuss this with their senior
manager and alert the Head at the earliest opportunity so that appropriate
action can be taken to avoid any hurt, distress or embarrassment from the
child, family or staff’s perspective. If staff have similar concerns regarding
parents then this should also be passed onto the Head of School. Concerns
about the welfare of colleagues or children should be communicated to
the Head immediately.
This Means That Adults Should Not:
• report and record any incidents
or indications (verbal, written or
physical) that suggest a child or young person may have developed an
infatuation with a member of staff and
• always acknowledge and maintain professional boundaries.
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• where giving gifts other than as above, ensure that these are of
insignificant value and
To the children
• ensure that all selection processes which concern pupils are fair and
that wherever practicable these are undertaken and agreed by more
than one member of staff.
Be clear in our instructions, information, grammar, politeness and being
authoritative within the College rules and the College behaviour and
discipline policies. We have a duty to be supportive of the children and
promote their welfare. We must offer support to vulnerable children while
at all times maintaining an appropriate professional relationship and
distance from them.
INFATUATIONS
Any unplanned contact of this nature or suspected infatuations or “crushes”
will be reported to the Head of College and the Head of Boarding. Staff
are not to disclose their personal telephone numbers, email address and
so on to students. Occasionally a child or young person may develop an
infatuation with a member of staff who works with them. Staff are required
At all times staff must be aware of and act within the professional boundaries
that are normal for teachers and staff working in Colleges in the UK and
which are detailed within this document. Specifically, staff should at all
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times recognise that self-restraint and checking with your Head or another
senior member of staff (Deputy Head, the two Senior Teachers and the
SENDCO) should be the norm if you are uncertain of how to act.
BEHAVIOUR GIVING PARTICULAR CAUSE FOR CONCERN
Staff should take particular care when dealing with a student who:
• appears to be emotionally distressed, or generally vulnerable and / or
who is seeking expressions of affection;
• appears to hold a grudge against staff members;
• acts in a sexually provocative way, or who is inclined to make exaggerated
claims about themselves and others, or to fantasise, or one whose
manner with adults is over-familiar; and
• may have reason to make up an allegation to cover the fact that he or
she has not worked hard enough for public examinations.
It is important that the College encourages openness so that staff, children
and parents can communicate effectively and clearly. We must listen to
children’s concerns and worries especially when they are upset and hurt.
Staff must all be aware of the College’s Child Protection Policy and act in
accordance with it, especially if a child discloses something of relevance in
this regard.
All staff should ensure not to use any language to the children which may be
offensive. Absolutely no swear words or words with a sexual connotation
may ever be used. Any incidents of this will be treated as a disciplinary
matter and action will be taken. Staff should avoid the use of sarcasm or
derogatory words towards children.
To each other as staff
Staff should be polite and professional, supportive and co-operative to
each other. We expect our staff to work as a team. This means we need
staff to be able to share information and ideas, be ready to be thoughtful
and reflective about the education we provide, and readily responsive to
instruction from the senior staff. We expect staff to refrain from any actions
which may undermine another staff member’s confidence or professional
abilities, including bullying one another.
At all times, staff should remember that we are all working with the best
interests of the children in mind. Staff should conduct themselves in public
at all times as a professional, whether at a College social occasion outside
College hours or in College. At College social occasions, staff should be
moderate in their behaviour, language and at external College related
functions, in their consumption of alcohol.
They should act as if on duty at all times when in contact with College
parents, students and staff, remembering to address each other as Miss/
Mr/Mrs etc when within earshot of parents and/or children. Whatever
the occasion staff are expected to keep the academic and professional
procedures and processes of the College confidential as required by the
Head at all times unless given clear and unequivocal permission to do
otherwise.
To the Parents
Staff must be polite to parents at all times. We expect staff to be ready to
listen and help our parents and treat them as very important partners in
our work of educating our students and their children. Parents must be
treated with courtesy and respect and we should expect that back from
them. Parents should be spoken to quietly about their children, and given
the opportunity to speak in private, especially when anything of a sensitive
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nature is to be discussed. Parents should not be treated as personal friends
and should be addressed by their title i.e. Mr/Mrs/Miss and not by their
first names. This courtesy should be extended back to staff by the parents
and anything else should be discouraged by example. They should not be
told any professional confidences about the College, its staff or children.
Any incident of inappropriate behaviour by a parent should be responded
to with a quiet statement to the parent that you will refer the issue to the
Head of College for discussion. Staff should never engage in private or
public heated discussion with parents, particularly if they are angry. In this
case, remove yourself physically from the situation and state you will refer
this to the Head.
This Means That Adults Should Not:
DRESS AND APPEARANCE
A person’s dress and appearance are matters of personal choice and selfexpression. However adults should dress in ways which are appropriate
to their role and this may need to be different to how they dress when
not at work. Adults who work with pupils should ensure they are dressed
appropriately for the tasks and the work they undertake. Those who dress
in a manner which could be considered as inappropriate could render
themselves vulnerable to criticism or allegations.
This means that adults should wear clothing which:
• is appropriate to their role;
• is not likely to be viewed as offensive, revealing, or sexually provocative;
• not use force as a form of punishment;
• does not distract, cause embarrassment or give rise to misunderstanding;
• try to defuse situations before they escalate;
• is absent for any political or otherwise contentious slogan and
• inform parents of any behaviour management techniques used;
• is not considered to be discriminatory and is culturally sensitive.
• adhere to the school/service’s behaviour management policy and
• be mindful of factors which may impact upon a child or young person’s
behaviour e.g. bullying, abuse and where necessary take appropriate
action.
This means that schools/services should:
• have in place appropriate behaviour management policies and
• where appropriate, develop positive handling plans in respect of an
individual child or young person.
CONFIDENTIALITY
Members of staff may have access to confidential information about pupils
in order to undertake their everyday responsibilities. In some circumstances
staff may be given highly sensitive or private information. They should never
use confidential or personal information about a pupil or her/his family for
their own, or others’ advantage (including that of partners, friends, relatives
or other schools/services). Information must never be used to intimidate,
humiliate, or embarrass the pupil. Confidential information about a child
or young person should never be used casually in conversation or shared
with any person other than on a need-to-know basis. In circumstances
where the child’s identity does not need to be disclosed the information
should be used anonymously. There are some circumstances in which a
member of staff may be expected to share information about a child, for
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example when abuse is alleged or suspected. In such cases, individuals
have a duty to pass information on without delay, but only to those with
designated child protection responsibilities. If a member of staff is in any
doubt about whether to share information or keep it confidential he or
she should seek guidance from a senior member of staff. Any media or
legal enquiries should be passed to senior management. The storing
and processing of personal information about pupils is governed by the
Data Protection Act 1998. Employers should provide clear advice to staff
about their responsibilities under this legislation. The booklet “What To Do
If You’re Worried A Child Is Being Abused” contains further guidance on
sharing information to protect children.
This means that adults should:
• be clear about when information can be shared and in what circumstances
it is appropriate to do so;
• are expected to treat information they receive about pupils in a discreet
and confidential manner;
• seek advice from a senior member of staff if they are in any doubt about
sharing information they hold or which has been requested of them and
• need to know to who any concerns or allegations should be reported.
WHAT TO DO IF YOU ARE WORRIED A CHILD IS BEING
ABUSED
Everyone working with pupils should be familiar with local procedures
and protocols for safeguarding the welfare of pupils. Adults have a duty to
report any child protection or welfare concerns to a designated member of
staff in their school/service and/or report any concerns to the local social
care office. Anyone who has concerns or is in doubt should refer to the
document “What To Do If You’re Worried a Child Is Being Abused” and
follow that guidance.
USE OF ELECTRONIC EQUIPMENT INCLUDING PERSONAL
MOBILE PHONES AND CAMERAS
Personal cameras belonging to staff and volunteers are not to be used
on the College premises or College grounds at any time. Cameras on
staff-owned mobile phones should not be used on College premises or
College grounds at any time. No images may be taken of the College or any
students using mobile phones or personal cameras. Instead, only College
cameras may be used for official photographs under the direction of the
Head. These photographs must only be downloaded using the College’s
computers and not onto a personal, private computer.
Personal mobile phones may be used in dedicated staff areas or in class and
teaching rooms ONLY when the children are not present. Staff should not
accept mobile phone calls during a lesson or when they are with children.
The only exception to this is if the Head calls a staff member (usually only
on Sports Days or on College trips, or if the College Office calls in similar
circumstances). These calls will only be made in unusual or emergency
situations.
Phones brought to College should be left in an individual’s own bag and
should be turned off or on silent. Staff should not contact student or parents
of students from their personal mobile phone, or give their mobile phone
number to students or parents of students. Instead, a College telephone
should be used.
Also, staff should avoid storing students’ or parents of students’ telephone
numbers on their mobile phones, send to or accept from colleagues,
students or parents of student’s texts or images that could be viewed as
inappropriate. The College staff should also be alert to the possible risks
that might arise from social contact with students outside of The National
Mathematics and Science College.
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APPROPRIATE MATERIAL
staff must ensure students are students are not exposed to inappropriate
or indecent images. Inappropriate material, such as pornography, should
not be brought to work and staff must not use College property or the
College network to access such material.
You should not allow unauthorised access to College equipment and
should keep your computer passwords safe. If you discover material on
either staff or student electronic equipment that is potentially illegal or
inappropriate, you must immediately isolate the equipment and contact
the Designated Safeguarding Lead in accordance with the College’s Child
Protection Policy. Adults should not attempt to investigate the matter
or evaluate the material themselves, as this may lead to evidence being
contaminated which in itself can lead to a criminal prosecution.
Students must not be exposed to unsuitable material on the internet and
Staff should ensure that any film or material shown is age appropriate.
There are no circumstances that will justify adults possessing indecent
images of children. Adults who access and possess links to such websites
will be viewed as a significant and potential threat to children. Accessing,
making and storing indecent images of children is illegal. This will lead to
criminal investigation and the individual being barred from working with
students, if proven.
COMMUNICATION WITH PUPILS (INCLUDING THE USE OF
TECHNOLOGY)
Facebook and other social networking sites
Staff must not have any images of College children or parents on their
personal pages on social networking sites. Staff must not accept children
as “friends” or “contacts” on these sites and must ensure the highest
privacy controls are used at all times on their personal pages on such
sites, checking regularly for updates. Staff should not make reference to
the College on any personal electronic communications or social network
including ‘job status’. Staff should only engage in electronic communication
via the College email network and not through other inappropriate methods
such as networking sites, blogging, chat rooms and private email. Failure to
do so is a disciplinary matter. Inappropriate adult behaviour which must be
avoided also includes:
• Talking about sex lives particularly in front of children
• Being alone with children in a group setting for unusually long periods
of time without good reason
• Showing unusual interest in one specific child
• Inappropriate use of mobile phones where phone calls or texts take
attention away from supervising children
• Staff should not use social networking pages at College on either College
or personal devices.
This means that schools/services should:
• have in place an Acceptable Use policy (AUP);
• continually self-review e-safety policies in the light of new and emerging
technologies and
• have a communication policy which specifies acceptable and permissible
modes of communication.
PHYSICAL CONTACT WITH STUDENTS
There are occasions when it is entirely appropriate and proper for staff
to have physical contact with students, but it is crucial that they only do
so in ways appropriate to their professional role. A ‘no touch’ approach is
impractical for most staff and will in some circumstances be inappropriate.
When physical contact is made with students this should be in response
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to their needs at the time, of limited duration and appropriate to their age,
stage of development, gender, ethnicity and background. It is not possible
to be specific about the appropriateness of each physical contact, since
an action that is appropriate with one child in one set of circumstances
may be inappropriate in another, or with a different child. Staff should
therefore, use their professional judgement at all times recognising that
inappropriate contact could be considered a safeguarding issue.
known that a child has suffered previous abuse or neglect. In the student’s
view, physical contact might be associated with such experiences and lead
to some actions being misinterpreted. In all circumstances where a student
initiates inappropriate physical contact, it is the responsibility of the staff
member to sensitively deter the student and help them understand the
importance of personal boundaries. Such circumstances must always be
reported and discussed with a senior manager and the parent/ carer.
Physical contact should never be secretive, or for the gratification of the
adult, or represent a misuse of authority. If a member of staff believes
that an action could be misinterpreted, the incident and circumstances
should be recorded as soon as possible in the College’s incident book and,
if appropriate, a copy placed on the child’s file.
ADDITIONAL ACTIVITIES THAT REQUIRE PHYSICAL CONTACT
Physical contact, which occurs regularly with an individual child or young
person, is likely to raise questions unless the justification for this is part
of a formally agreed plan (for example in relation to students with SEN or
physical disabilities). Any such contact should be the subject of an agreed
and open school policy and subject to review. Where feasible, staff should
seek the child’s permission before initiating contact.
Staff should listen, observe and take note of the child’s reaction or
feelings and – so far as is possible - use a level of contact and/or form
of communication which is acceptable to the child for the minimum time
necessary. The general culture of ‘limited touch’ should be adapted, where
appropriate, to the individual requirements of each student.
Students with special needs may require more physical contact to assist
their everyday learning. The arrangements should be understood and
agreed by all concerned, justified in terms of the child’s needs, consistently
applied and open to scrutiny.
It is recognised that some students may seek inappropriate physical
contact. Staff should be particularly aware of this especially when it is
Some staff working in certain settings, for example sports, drama or
outdoor activities or teach specific subjects such as PE or music, will have
to initiate some physical contact with students, for example to demonstrate
technique in the use of a particular piece of equipment, adjust posture,
or perhaps to support a student so they can perform an activity safely or
prevent injury. Such activities should be carried out in accordance with
existing codes of conduct, regulations and best practice.
Physical contact should take place only when it is necessary in relation to a
particular activity. It should take place in a safe and open environment i.e.
one easily observed by others and last for the minimum time necessary.
The extent of the contact should be made clear to the parent/ carer and
once agreed, should be undertaken with the permission of the student.
Contact should be relevant to their age or understanding and adults should
remain sensitive to any discomfort expressed verbally or non-verbally by
the student. Keeping parents/carers of students informed of the extent and
nature of any physical contact may also prevent allegations of misconduct
or abuse arising.
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This means that adults should:
• treat children with dignity and respect and avoid contact with intimate
parts of the body;
• always explain to a child the reason why contact is necessary and what
form that contact will take;
• seek consent of parents where a child or young person is unable to do
so because of a disability;
• consider alternatives, where it is anticipated that a pupil might
misinterpret any such contact;
• be familiar with and follow recommended guidance and protocols;
• conduct activities where they can be seen by others and
• be aware of gender, cultural or religious issues that may need to be
considered prior to initiating physical contact.
This means that schools/services should:
• have up to date guidance and protocols on appropriate physical contact
in place that promote safe practice and include clear expectations of
behaviour and conduct and
• ensure that staff are made aware of this guidance and that safe practice
is continually promoted through supervision and training.
This means that adults should:
• always have another adult present in out of workplace activities, unless
otherwise agreed with a senior manager;
• undertake risk assessments in line with their school/service’s policy
where applicable;
• have parental consent to the activity;
• ensure that their behaviour remains professional at all times;
• never share beds with a child/pupils and
• not share bedrooms unless it involves a dormitory situation and the
arrangements have been previously discussed with senior manager,
parents and pupils.
INTIMATE CARE
Some job responsibilities necessitate
contact with children on a regular
basis, for example assisting young children with toileting, providing intimate
care for children with disabilities or in the provision of medical care. The
nature, circumstances and context of such contact should comply with
professional codes of practice or guidance and/or be part of a formally
agreed plan, which is regularly reviewed. The additional vulnerabilities that
may arise from a physical or learning disability should be taken into account
and be recorded as part of an agreed care plan.
The emotional responses of any child to intimate care should be carefully
and sensitively observed, and where necessary, any concerns passed to
Headteacher or senior managers and parents/carers. All children have a
right to safety, privacy and dignity when contact of a physical or intimate
nature is required and depending on their abilities, age and maturity should
be encouraged to act as independently as possible.
The views of the child should be actively sought, wherever possible, when
drawing up and reviewing formal arrangements. As with all individual
arrangements for intimate care needs, agreements between the child,
parents/carers and the school/service must be negotiated and recorded.
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This means that adults should:
• adhere to the school/service’s intimate care guidelines or code of
practice;
• make other staff aware of the task being undertaken;
• explain to the child what is happening;
• consult with senior managers and parents/carers where any variation
from agreed procedure/care plan is necessary;
• record the justification for
any variations to the agreed procedure/care
plan and share this information with parents and
• ensure that any changes to the agreed care plan are discussed, agreed
and recorded.
Where adults transport children in a vehicle which requires a specialist
license/insurance e.g. PCV or LGV- staff should ensure that they have an
appropriate licence and insurance to drive such a vehicle. It is inappropriate
for adults to offer lifts to a child or young person outside their normal
working duties, unless this has been brought to the attention of the
line manager and has been agreed with the parents/carers. There may
be occasions where the child or young person requires transport in an
emergency situation or where not to give a lift may place a child at risk.
Such circumstances must always be recorded and reported to a senior
manager and parents/carers.
This means that all school/service:
• should have appropriate policies for transporting pupils.
TRANSPORTING PUPILS
This means that adults should:
In certain situations e.g. out of school activities, staff or volunteers may
agree to transport children. A designated member of staff should be
appointed to plan and provide oversight of all transporting arrangements
and respond to any difficulties that may arise. Wherever possible and
practicable it is advisable that transport is undertaken other than in private
vehicles, with at least one adult additional to the driver acting as an escort.
There will be occasions when adults are expected or asked to transport
children as part of their duties.
• ensure they are fit to drive and free from any drugs, alcohol or medicine
which is likely to impair judgement and/ or ability to drive;
Adults, who are expected to use their own vehicles for transporting children
should ensure that the vehicle is roadworthy, appropriately insured and
that the maximum capacity is not exceeded. It is a legal requirement that
all passengers should wear seat belts and it is the responsibility of the
staff member to ensure that this requirement is met. Adults should also be
aware of current legislation and adhere to the use of car seats for younger
children.
• be aware that the safety and welfare of the child is their responsibility
until they are safely passed over to a parent/carer;
• record details of the journey in accordance with agreed procedures;
• ensure that their behaviour is appropriate at all times;
• ensure that there are proper arrangements in place to ensure vehicle,
passenger and driver safety. This includes having proper and appropriate
insurance for the type of vehicle being driven and
• ensure that any impromptu or emergency arrangements of lifts are
recorded and can be justified if questioned.
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OVERNIGHT SUPERVISION AND EXAMINATIONS
SHARING CONCERNS AND RECORDING INCIDENTS
There are occasions during exam periods when timetables clash and
arrangements need to be made to preserve the integrity of the examination
process. In these circumstances, staff may be asked to volunteer to
supervise students perhaps in their own homes. Most Local Authorities,
professional bodies and teaching unions do not endorse this practice.
Where there are no staff volunteers, the examination awarding bodies
allow for alternative supervisory arrangements to be made.
Individuals should be aware of their school/service’s child protection
procedures, including procedures for dealing with allegations against
adults. All allegations must be taken seriously and properly investigated in
accordance with local procedures and statutory guidance.
This means that:
• a full health and safety risk assessment should have been undertaken;
• all members of the household should have the appropriate checks
made;
• all arrangements should be made in partnership and agreement with
the student and parents/carers;
• arrangements involving one to one supervision should be avoided
wherever possible;
• staff should have regard to any guidance that exists;
• as much choice, flexibility and contact with ‘the outside world’, should
be incorporated into any arrangement so far as is consistent with
appropriate supervision;
• whenever possible, independent oversight of arrangements should be
made;
• any situation which gives rise to complaint, disagreement or
misunderstanding should be reported and
• LEAs and schools should ensure that all arrangements reflect a duty of
care towards pupils and staff.
Adults who are the subject of allegations are advised to contact their
professional association. In the event of any allegation being made, to
someone other than a manager, information should be clearly and promptly
recorded and reported to a senior manager without delay.
Adults should always feel able to discuss with their line manager any
difficulties or problems that may affect their relationship with pupils so that
appropriate support can be provided or action can be taken. It is essential
that accurate and comprehensive records are maintained wherever
concerns are raised about the conduct or actions of adults working with or
on behalf of pupils.
This means that adults:
• should be familiar with their school/ service’s system for recording
concerns and
• should take responsibility for recording any incident, and passing on
that information where they have concerns about any matter pertaining
to the welfare of an individual in the workplace.
This means that schools/services:
• should have an effective, transparent and accessible system for recording
and managing concerns raised by any individual in the workplace.
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FIRST AID AND ADMINISTRATION OF MEDICATION
This means that adults should:
Health and safety legislation places duties on all employers to ensure
appropriate health and safety polices and equipment are in place and an
appropriate person is appointed to take charge of first-aid arrangements.
Any employee may volunteer to undertake this task but it is not a contractual
requirement and appropriate training should be given before an individual
takes on a role which may require administering first aid or medication.
• adhere to the school/service’s policy for administering first aid or
medication;
This means that schools/services should:
• ensure staff understand the extent and limitations of their role in applying
basic care and hygiene tasks for minor abrasions and understand where
an injury requires more experienced intervention;
• ensure there are trained and named individuals to undertake first aid
responsibilities;
• ensure training is regularly monitored and updated and
• always ensure that arrangements are in place to obtain parental consent
for the administration of first aid or medication.
Some pupils may need medication during school hours. In circumstances
where children need medication regularly a health care plan should be
drawn up to ensure the safety and protection of pupils and staff. With the
permission of parents, children should be encouraged to self administer
medication or treatment including, for example any ointment, sun cream
or use of inhalers.
If a member of staff is concerned or uncertain about the amount or
type of medication being given to a pupil, this should be discussed with
the appropriate senior colleague at the earliest opportunity. When
administering first aid, wherever possible, staff should ensure that another
adult is present, or aware of the action being taken. Parents should always
be informed when first aid has been administered.
• comply with the necessary reporting requirements;
• make other adults aware of the task being undertaken;
• explain to the child what is happening;
• always act and be seen to act in the child’s best interests;
• report and record any administration of first aid or medication;
• have regard to any health plan which is in place and
• always ensure that an appropriate health/risk assessment is undertaken
prior to undertaking certain activities.
HOME VISITS
When this instance occurs, the purpose of any visit must be discussed
with a member of the senior leadership team and wherever possible,
two members of staff College should visit. Ensure that the home visit is
planned and discussed with the parent of the student so as to not arrive
unannounced. Staff should inform another member of staff and keep a
clear record of the time, location and expected of their visit, ensuring there
are clear themselves on the location and where deemed appropriate,
inform a member of staff when the home visit is finished.
Where any behaviour or situation gives rise to a concern, that it is reported
and actioned. If no adult is at home when staff arrive, do not enter the
house. Instead consider whether there is a safeguarding concern and take
appropriate action. Staff should, wherever possible, meet with parents at
Colle
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SAFEGUARDING CHILDREN’S WELFARE
THE PREVENT INITIATIVE
Staff must report any concerns about a child or a member of staff as
soon as possible to the Designated Safeguarding Lead or, if unavailable,
the Deputy Designated Safeguarding Lead. Concerns about the welfare of
colleagues or children should be communicated to the Head immediately.
All adults who work with children and young people must be familiar
with the Prevent Initiative and with the terms intolerance, extremism,
fundamentalism and radicalisation. All adults who work with children and
young people must be alert to them displaying racial or religious intolerance,
homophobia and misogyny particularly when linked to expressions of
religious belief.
Remember, these guidelines will protect you, the children and the College.
Failure to comply may well be interpreted by the College as misconduct.
Please be aware of the importance of these measures and adhere to them
at all times. Failure to comply is likely to result in a disciplinary action or in
certain cases a child protection allegation.
POLITICAL INFLUENCE
All adults who work with children and young people must be alert to the
position they are in to influence young people politically. However, they
have an important and necessary responsibility to assist them to become
politically aware and respect a set of attitudes which can be referred to
as British Values. Moreover all adults who work with young people must
consciously refrain from aiming to influence them in any particular political
or religious ideology or mind set.
This means that adults should:
• avoid aiming to influence young people in any one political viewpoint
and
• recognise, support and encourage young people to be aware of and
respect British Values (see our curriculum planning document).
This means that adults should:
• be aware of the governments Prevent Initiative;
• discuss with the Headteacher if they are concerned in any way about an
individual pupil showing signs of political or religious radicalisation or of
being influenced by others in this way and
• discuss with the Headteacher if they are concerned in any way about
an
individual pupil showing signs of religious or racial intolerance, misogyny
or homophobic views.
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APPENDIX A
Lone Worker and Working Alone with Children Policy
Lone working is defined as working with no other person within visual
or normal audible range. The availability within range need not be on a
continuous basis, but the adequacy of non-continuous coverage must be
assessed in relation to the hazards of the work concerned, in determining
if the work should be considered as ‘lone-working’. Whilst employees have
responsibilities to take reasonable care of themselves, it is the duty of the
Headteacher to organise and control working patterns.
Safe systems of work should be instigated after the identification of hazards
and the assessment of risk.
STATEMENT OF POLICY
Our School will ensure, so far as is reasonably practicable:
• the health, safety and welfare of persons working alone and working
away from the school’s location.
• that suitable arrangements are in place in relation to lone working by
employees.
• that all staff are aware of their roles and responsibilities in relation lone
working.
The following procedures conform to the school ‘Policy for Lone Working’
and ‘General Guidance for Lone Working Arrangements’. It is the
responsibility of managers and all staff to comply with these procedures
and to ensure that their whereabouts are known whenever they are away
from their normal workplace. This will assist in the provision of safe systems
for staff which work alone, work away from the school and for emergency
evacuations. Specifically, the school must identify and assess the risks to
all employees who work alone and take steps to avoid or control the risks
identified. Suitable arrangements must be in place in order to monitor the
effectiveness of this lone working policy and review whenever necessary.
Our school will ensure that:
• Adequate resources are made available for the implementation of this
policy.
• This policy and procedure are effectively communicated.
• A risk assessment is made of all lone working activities and effective
controls implemented.
• Lone working activities will require the authorisation of the employee’s
line manager.
• Emergency procedures are in place for all lone working activities.
• Adequate information, instruction and training will be provided.
• Arrangements will be made for the periodic monitoring of performance
against these standards.
• This policy and associated procedure will be reviewed and revised as
necessary at least once every two years.
Who does this apply to?
This procedure applies to employees who carry out lone working activities
including the following:
• Shift work where only one person is left working on a floor or in the
building.
• People working separately from others, e.g. in control rooms, plant
rooms, roofs, service yards and offices.
• Maintenance employees who work alone outside normal hours.
POLICY:
STAFF CODE OF CONDUCT
Who is responsible for implementing this procedure?
The Chief Operating Officer has overall responsibility for management of
health and safety.
Registered Managers/School Headteachers will be responsible for ensuring
that lone working assessments are completed in relation to the work of
relevant employees.
What needs to be done?
Prohibit employees from the following high-risk lone working activities:
• Work in confined spaces.
• Work on high voltage electrical systems.
• Work in extreme weather conditions.
• Work at height, e.g. portable ladders, elevating platforms, cradles,
mobile scaffold towers, using harness and safety line systems, work on
unguarded roofs
• Work using high-risk equipment, e.g. cutting tools, welding etc.
Use the Lone Working Risk Assessment template attached. Ensure the risk
assessment takes account of:
• The hazards and risks.
• Individual capabilities e.g. diabetes, tendency to faint, epilepsy and their
reaction to stressful situations.
• The competence of the employee to carry out the work safely alone and
the ability to follow emergency procedures.
Ensure that additional risk controls identified are implemented. Remember
that physical controls should take precedent over management. Issue
the individual employee with a copy of the completed Lone Working Risk
Assessment Form. Ensure the employee is aware of the need to inform
their line manager of any subsequent health problems that may require
the risk assessment to be reviewed. Ensure they sign the form to confirm
they understand the contents. Completed risk assessments should be
systematically filed and kept for a minimum of three years. The assessments
should be reviewed following any significant incidents which suggest that
the existing controls may not be adequate.
Responsibilities for Conducting Risk Assessments on Employees
Working Alone or Away from the school
All Health & Safety officer is responsible for ensuring that assessment of
the risks a lone worker faces are carried out within their area and suitable
control measures introduced. They must ensure that employees working
in their areas are given adequate information, instruction and training in
dealing with risks associated with lone working and that they are made
aware of, and use, the control measures introduced by the school to
reduce the risks. The Deputy Headteacher must establish adequate
arrangements for monitoring the effectiveness of any control measures
introduced. This is essential in situations where a member of the staff at
the school is responding to alarm systems at the school. Employees have a
duty to take reasonable care of themselves and of other people affected by
their work activities. Their responsibilities include the need to co-operate
with the school arrangements which have been established in meeting its
obligations under this lone working policy.
It is the responsibility of the Deputy Headteacher to know the whereabouts
of employees under their control and of any foreseeable risks to their
health and safety. The Office Manager is responsible for implementing and
monitoring the school procedures for recording absences and for ensuring
that appropriate follow-up action is taken where concerns arise over the
whereabouts or well-being of absent employees.
POLICY:
STAFF CODE OF CONDUCT
IMPLEMENTING CONTROL MEASURES
Decide the most appropriate means of communication based on the
hazard and the work activity:
• Preferred Method;
• Buddy system – where a second person is present at all times.
• This person does not necessarily have to be by the individual’s side but
is to be in close proximity to ensure that help may be quickly summoned
in the event of an emergency.
• Ensure the ‘buddy’ is not exposed to the same hazard simultaneously
and that they have sufficient knowledge of the activity being undertaken.
Secondary to Preferred Method;
• Physical checks by another person – check on an individual on a regular
basis.
• Determine the frequency of checks through the risk assessment e.g.
the activity will be considered to be higher risk if maintenance work is
involved.
• Periodic telephone contact – make telephone contact at regular intervals.
• Prominently display emergency contact numbers.
• Constant or intermittent surveillance – use personal pagers, two–way
radios, emergency sounding devices or visual monitoring systems,
e.g. working in control rooms, operating machinery, maintenance staff
carrying out electrical work.
Ensure that where employees are working within buildings, there are
adequate security systems in place to protect them from physical attack,
e.g. locked doors, access control, CCTV. Provide appropriate instruction to
each employee on the risks and control measures associated with any lone
working situations. Maintain all monitoring devices used for lone worker’s
protection in accordance with the manufacturers’ recommendations.
Consult regularly with employees undertaking lone working activities to
ensure the controls remain effective and are achieving the desired level of
protection.
Office Employees Recording Absences from the school premises
The Office manager will monitor absences from the workplace. It is the
responsibility of individual employees to ensure that a record or suitable
notification to an appropriate individual is undertaken each day for any
periods they spend away from the school taking into consideration normal
work situations and the level of risk. If it becomes apparent to an employee
that they will be more than an hour later than their expected return time,
they must inform the Deputy Headteacher or point of contact by telephone.
The form/record must be amended on their behalf accordingly. Employees
must normally return to base before the end of the working day. If they will
not be returning, they must inform the School office (or point of contact) by
telephone. The form must be amended on their behalf accordingly.
Office Employees Missing Persons Procedure
The Office Manager is responsible for checking the Offsite and Absence
Recording Form held at Reception at regular intervals throughout the
day to ensure that no-one has failed to return within a reasonable period
after their expected return time. If an employee is found to be absent and
unaccounted for, the Office Manager must inform the appropriate person.
The manager will be responsible for checking the whereabouts of the
missing employee by telephoning their mobile number, their destination
or their home, as applicable and making enquiries of colleagues.
The times at which these actions are carried out for any particular incident
or individual will be at the discretion of the manager concerned, taking all
relevant factors into account and giving adequate regard to the possible
POLICY:
STAFF CODE OF CONDUCT
risks to safety of the missing person(s). A written record must be made of
all follow-up actions taken. No employees are to be unaccounted for at the
end of any working day. The Office Manager at the school will be responsible
for maintaining a list of employees’ descriptions, home telephone, mobile
phone, car registration and other applicable contact numbers to be readily
available in the event of a search being required.
Emergency Evacuation Procedure
An Offsite & Absence Recording Form must be kept updated throughout
each day and readily available for the Fire Marshal to take it for checking
the Roll Call in the event of an emergency evacuation of the building.
Workplace Operatives, Recording Absences, Out of Hours Working
Employees who are required to respond to out of hour’s calls/alarms are
required to be briefed on the school’s procedures and policies covering
alarm responses.
POTENTIAL HAZARDS OF LONE WORKING
People who work alone will of course face the same risks in their work as
others doing similar tasks. However, additionally they may encounter the
following:
• Violence or the threat of violence.
• Accidents or sudden illnesses may happen when there is no-one to
summon help or first aid.
Steps can be taken to reduce the risks of all these events. The perception
of these hazards or the actual risks may be different for different people.
For example the inexperienced or young workers may underestimate the
risks of an activity; some workers may feel particularly vulnerable to violence
away from the workplace or after dark; or a medical condition may make it
unsafe for an individual to work alone. These factors must be considered
when doing risk assessments. If there are lone workers within an area the
manager must undertake risk assessments and take appropriate steps
to reduce the risk, particularly for frequent lone workers or lone workers
engaged in high-risk activities. They should consider:
Does the workplace present any special risk to a lone worker?
Can all the equipment, substances and goods used on the premises be
safely handled by one person? Is any manual handling involved safe for a
single person?
SAFE SYSTEMS OF WORK
• When the work to be undertaken consists solely of work such as office
administration, no special action is required, but if outside normal
working hours the notifications relating to such work must be given.
• Safety auditing should be conducted for hazard identification and risk
assessment.
• All lone working must be formally notified to and authorised by the
Deputy Headteacher.
• Fire.
• If the three conditions given below can be assured, these specified tasks
could be allowed for unspecified occasions.
• Attempting tasks which cannot safely be done by one person alone, e.g.
heavy lifting, or use of certain equipment.
• However, when the work is to be done outside normal hours, approval
may be given only for specific occasions.
• Lack of safe way in or out of a building (e.g. danger of being accidentally
locked in).
POLICY:
STAFF CODE OF CONDUCT
In giving approval for lone working, the HSM should identify any hazards by
completing a suitable and sufficient risk assessment and ensure that:
• Finally, if none of the above work, and the individual has not been in
touch within the specified timescales, contact the local police.
• All equipment (whether this be laboratory apparatus, machinery, hand
tools or even a pair of steps) to be used is in safe working order.
WORKING ALONE WITH STUDENTS
• Safe working procedures are available and are known to the staff
concerned, they have the training and competence to use the equipment
and to follow the procedures, and will not improvise or take potentially
dangerous short-cuts.
All adults who come into contact with students in their work have a duty
of care to safeguard and promote their welfare. The vast majority of adults
who work with our students act professionally and aim to provide a safe
and supportive environment which secures the well-being and very best
outcomes for students in their care.
• When the work involves the use of equipment for which the hazard is
significant, even though the working procedures ensure that the risk is
small, either the work should not be undertaken outside normal working
hours or arrangements must be made for another member of staff to
be present
EMERGENCY ARRANGEMENTS
Ensure that emergency arrangements are completed for each lone
working. In addition to the measures identified above, the lone working
assessment should detail the names and contact numbers of at least two
individuals who can be contacted in the event that the lone worker cannot
be contacted. To comply with data protection, the completed assessment
should be kept in line with our school’s current policies.
If a lone worker cannot be contacted the following action should be taken:
• As per the completed lone worker assessment form, use the agreed
method of monitoring to contact the individual, eg nominated ‘buddy’.
• If this does not work, then contact the individual directly using their
work number of mobile phone and leave a message explaining why and
asking them to contact you.
• If this does not work, then use the emergency contact details to identify
if the individual has been in contact or when they were last in contact.
However, it is recognised that in this area of work tensions and
misunderstandings can occur. It is here that the behaviour of adults can
give rise to allegations of abuse being made against them. Allegations may
be malicious or misplaced. They may arise from differing perceptions of
the same event, but when they occur, they are inevitably distressing and
difficult for all concerned.
Equally, it must be recognised that some allegations will be genuine
and there are adults who will deliberately seek out, create or exploit
opportunities to abuse children. It is therefore essential that all possible
steps are taken to safeguard students and ensure that the adults working
with them are safe to do so.
Staff must conduct themselves professionally in their relationships with
students, parents and staff and must not behave in a way that could bring
the College into disrepute or risk allegations being made. Members of staff
and volunteers need to be aware that unwary actions can be misconstrued
as unprofessional conduct, with a potentially damaging effect on careers.
POLICY:
STAFF CODE OF CONDUCT
To avoid misunderstandings the following should be adhered to
carefully:
• Members of staff should exercise particular caution and sensitivity
before visiting lavatories or changing areas. Male members of staff
should never be in girls’ changing areas unless accompanied by a female
member of staff and likewise for female staff and boys changing rooms;
• No member of staff should ever be behind a locked door with a child;
• Ensure that unnecessary contact with children is avoided (e.g. children
sitting on laps or hair stroking ect) and that outward displays of affection
are only appropriate in the case of comforting a distressed child, and
should never occur unless there is another adult present;
• Whilst it would be unrealistic and undesirable to preclude all physical
contact between adults and children, staff are expected to exercise
caution and avoid placing themselves in a position where their actions
might be open to criticism or misinterpretation.
• Staff should take great care that relationships with individual children
are kept on a professional level. It is important that all children are
treated the same and that discipline is fair, consistent and impartial.
Staff should take care that “joking comments” cannot be misconstrued
to give offence;
• Staff must not be party to gossip about colleagues or children;
• Personal or academic Information on children should be kept confidential
and away from other children or parents;
• The highest level of confidentiality should be maintained at all times
in relationships with both adults and children. Staff, however, should
make it clear that there are certain circumstances (e.g. where a child is
suffering or is likely to suffer harm) when other people will need to be
told so that the community or the child can be protected. If a child asks
to tell a member of staff something in confidence, they should always
be told that this will depend upon the circumstances and absolute
confidence cannot be guaranteed and
• If a child behaves inappropriately or makes an inappropriate advance to
a member of staff, it is essential that the child is immediately informed
that the language or behaviour is unacceptable. The incident, and
what has been done and said, should be recorded, and reported to the
Designated Safeguarding Lead immediately.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy is provided to staff on confirmation of their appointment and is available, on request, from the College office. Applies to: the whole College, out of College care and all other activities provided by the College, inclusive of
those outside of the normal College hours; all staff (teaching and support staff), the proprietor and volunteers working in the College. This includes designating a practitioner to take lead responsibility for safeguarding children and
liaising with the local authority children’s agencies as appropriate. In our College the term ‘staff’, in the context of safeguarding, is inclusive of all staff and is also inclusive of students on placement, contractors, agency staff, volunteers
and proprietors.
LEGAL STATUS
Contract of Employment
This policy complies with Regulation 3 paragraphs 7(a) and (b) and 8 (a) and (b) of The Education (Independent School Standards) (England) (Amendment) Regulations, the National Minimum Standards for Boarding Schools, and other
relevant and current regulations and any other guidance concerning safeguarding children to which Schools are obliged to have regard.
This document has regard to Keeping Children Safe in Education Statutory guidance for schools and Schools (KCSIE) (DfE: 2016) and Working Together to Safeguard Children (WT) (HM Government, 2015).
The Children Act 1989 and 2004 along with Section 157/175, Education Act (2002)
Contract of Employment, Teachers’ Standards (Guidance for school leaders, School staff and governing bodies)
RELATED DOCUMENTS
Contract of Employment; Employment Policies; Whistleblowing Policy, Safeguarding Children – Child Protection Policy, Safer Recruitment and Selection of Staff Policy, Anti-Bullying; Supervision of Children; Behaviour and Discipline
Policies; Preventing Extremism and Radicalisation Policy
MONITORING AND REVIEW
This policy is subject to continuous monitoring, refinement and audit by the Head of School who is the Designated Safeguarding Lead (DSL) and the Head of Boarding who is Deputy DSL (DDSL). The Proprietor will undertake a full
annual review of this policy and procedures, inclusive of its implementation and the efficiency with which the related duties have been discharged. This discussion will be formally documented in writing. Any deficiencies or weaknesses
recognised in arrangements or procedures will be remedied immediately and without delay. All staff will be informed of the update/reviewed policy and it is made available to them in either a hard copy or electronically. This policy was
last reviewed agreed by the Proprietor of the College in September2016 and will next be reviewed no later than September 2017 or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory
requirements or best practice guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
Ms Margot Veronique Robinson • The Proprietor’s Nominee for Safeguarding
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
STUDENT MISSING
POLICY:
STUDENT MISSING
STUDENT MISSING PROCEDURE
Aims
Through the operation of this policy we aim to:
• protect the health and safety of all students at the College;
• ensure that College staff know how to respond if a student goes missing.
RESPONSIBILITY
The College Board delegates appropriate responsibilities for the day to
day management of the Boarding House to the Head of Boarding HoB.
In practice, all members of staff contribute to the safety of the students
by providing appropriate supervision in accordance with the directions of
the HoB. Colleges are under a general duty to supervise students to the
standard of a prudent or careful parent. Any member of staff who notices
a student is missing or sees a student in a place where the student should
not be has a duty to inform the HoB without delay.
PROCEDURE FOR STUDENT MISSING DURING THE DAY
In the event of a member of staff suspecting a student is unaccounted for,
member of staff should contact the HoB who will normally take over the
procedure.
An initial search will be organised by the HoB. This will include:
If the student is found on site or in the vicinity, the College staff will make a
concerted effort to persuade the student to return to the College or Study
Inn. If the student refuses to do so, staff members at the scene will attempt
to continue to monitor the student’s whereabouts. Staff should consider
contacting the parents in such circumstances.
If the student is not found after the initial search, the will contact the
student’s parents at this point and the situation must be reported to the
SLT along with the relevant details. If the parents are abroad, there may
need to be a delay in contacting them. All decisions on contacting parents
should be made by the HoB.
If the initial search is unsuccessful, the HoB will contact the police after
consultation with the parents (where appropriate) and provide the police
with information reasonably requested by the police. A decision will be taken
in accordance with the College’s child protection policy and procedures as
to whether the College should also contact children’s social care in line with
local procedures.
PROCEDURE FOR BOARDER MISSING AFTER COLLEGE
HOURS (LESSON TIME) OR DURING THE NIGHT
When the HoB or house Warden discovers that a boarder is missing after
College hours (lesson time) or during the night, he/she will:
• check with other boarders (if awake) and ask them if they have any
knowledge of the missing boarder’s whereabouts
• checking the student’s timetable and whether he/she could be in the
library or in a music lesson
• conduct an initial search of the House and immediate surroundings of
the House
• checking with the Matron to see whether the student has reported sick
or has an appointment
• Contact the Security Officers to inform them that the boarder is missing
• calling the student’s mobile telephone number (HoB has a list)
• contact the student’s friends
• contact staff i/c last activity
• where appropriate, contact the parents to inform them that the boarder
is missing. If parents are abroad this step may need to be delayed. All
decisions on contact with parents should be made by the HoB.
POLICY:
STUDENT MISSING
• contact other available members of staff and prefects on site to conduct
an initial search.
• the student’s home address and telephone number and details of his/
her parents/guardians
• contact the Police after consultation with the parents (where appropriate).
A decision will be taken in accordance with the College’s child protection
policy and procedures as to whether the College should also contact
children’s social care in line with local procedures.
• a description of the clothing the student is thought to be wearing
PROCEDURE FOR STUDENT MISSING DURING OR
FOLLOWING A JOURNEY
If a student is missing from a journey or has not arrived at the College
following a journey, the member of staff in charge will:
• attempt to contact the student
• check whether there were any delays or changes to the journey
• check with other students and ask them if they have any knowledge of
the missing student’s whereabouts
• contact the student’s accommodation, if applicable
• contact the venue or the people that the student had visited, if applicable
• contact hospitals and the Police and the student’s parents.
INFORMATION TO BE PROVIDED TO THE POLICE
When the College contacts the Police during the day or night, the following
information should be provided:
• the student’s name
• the student’s age
• an up to date photograph if possible
• the student’s height, physical description and any physical peculiarities
• any disability, learning difficulty or special educational needs that the
student may have
• any relevant comments made by the student
The information will then be passed to the various police stations through
police channels and no further notifications from the College should be
necessary.
MISSING STUDENT RECORDS
The College will keep a full written record of any incident of a missing
student including:
• the student’s name
• relevant dates and times (e.g. when it was first noticed that the student
was missing)
• the action taken to find the student
• whether the Police or Social Services were involved
• outcome or resolution of the incident
• any reasons given by the student for being missing
• any concerns or complaints about the handling of the incident
• a record of the staff involved
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy applies to staff (including volunteers), students and parents at WIC. This policy can be read with the Child Protection Policy and is a mandatory requirement of Keeping Children Safe in Education (DfE July 2015) and the
National Minimum Standards for Boarding Colleges (DfE, 2015). The procedures in this policy may be adapted as necessary. The Head Master and the Deputy Head have a wide discretion in relation to the procedures in this policy. This
policy is provided to all staff in the Staff Handbook. Parents may request a copy from the College office. This policy can be made available in large print or other accessible format if required.
LEGAL STATUS
RELATED DOCUMENTS
MONITORING AND REVIEW
Responsibility for updating this policy: Head of Boarding and Pastoral.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: MAY 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
W H I S T L E B LO W I N G
POLICY:
WHISTLEBLOWING
WHISTLEBLOWING POLICY
The National Mathematics and Science College is committed to the highest
possible standards of openness, probity and accountability. In line with
that commitment, employees and others with serious concerns about
malpractice or wrongdoing in the College’s work are encouraged to come
forward and voice those concerns without fear of victimisation. Whatever
the source the Proprietors are committed to listening to the concerns,
taking them seriously and ensuring that they are dealt with promptly and
fairly.
We explicitly require staff to report to the Head of School of The National
Mathematics and Science College or the Proprietors any concern or
allegation about college practices or the behaviour of colleagues which are
likely to put students at risk of abuse or other serious harm.
The Second Report of the Committee on Standards in Public Life: Local
Public Spending Bodies published by The Nolan Committee used the term
”whistleblowing” to mean the confidential raising of problems or concerns
within an organisation by a member of staff. This is not “leaking” information
but refers to matters of impropriety e.g. a breach of law, college procedures
or ethics. Nor is whistleblowing the raising of a grievance within the college
(which would be dealt with under the staff grievance procedures).
Those external to the College are encouraged to raise any concerns they
have about the way in which the College operates through the College’s
Complaints Procedure. Employees are often the first to realise that there
may be something seriously wrong with an organisation. However, they
may not express their concerns because they feel that speaking up would
be disloyal to their colleagues or to the organisation. They may also fear
harassment or victimisation. Employees are encouraged to raise their
concerns within the College by applying the approach described in this
document, rather than overlooking a problem or blowing the whistle
outside the organisation.
The National Mathematics and Science College provides immunity from
retribution or disciplinary action against such staff for “Whistleblowing” in
good faith. At all levels, including newly appointed and ancillary, staff have
been given briefing or training on responding to suspicions or allegations
of abuse and know what action they should take in response to such
suspicions or allegations.
It should be emphasised that this policy is intended to assist individuals who
believe they have discovered malpractice or impropriety. It is not designed
to question financial or business decisions taken by the College nor should
it be used to reconsider any matters which have already been addressed
under harassment, complaint, disciplinary or other procedures. Once the
“whistleblowing” procedures are in place, it is reasonable to expect staff to
use them rather than air their complaints outside the College.
PURPOSE
The purpose of this policy is to:
• encourage a member of staff to feel confident in raising serious concerns
and to question and act upon concerns and practice;
• provide an avenue for a member of staff to raise those concerns and
receive feedback on any action taken;
• ensure that a member of staff would receive a response to their concerns
and that the member of staff is aware of how to take the matter further
if they are not satisfied with our response;
• reassure the member of staff that they will be protected from reprisals
or victimisation for any disclosure that have been made in good faith;
• the policy is intended to cover any serious concerns that a member
of staff has about any aspect of service provision or the conduct of a
member of staff or others acting on behalf of The National Mathematics
and Science College or major concerns that fall out of the scope of other
procedures.
POLICY:
WHISTLEBLOWING
INTRODUCTION
The staff and proprietors of The National Mathematics and Science College
seek to run all aspects of college business and activity with full regard
for high standards of conduct and integrity. If members of college staff,
parents, proprietors or the college community at large become aware of
activities which give cause for concern, The National Mathematics and
Science College has this whistleblowing policy; this acts as a framework
to allow concerns to be raised confidentially and provides for a thorough
and appropriate investigation of the matter to bring it to a satisfactory
conclusion, under the college’s disciplinary procedure.
The National Mathematics and Science College is committed to tackling
fraud and other forms of malpractice and treats these issues seriously.
The National Mathematics and Science College recognises that some
concerns may be extremely sensitive and has therefore developed a
system which allows for the confidential raising of concerns within the
college environment but also has recourse to an external party outside the
management structure of the college.
POLICY
All Proprietors and employees have a responsibility to carry out their
duties to the highest standards of openness, probity and accountability
and to come forward when they have serious concerns about malpractice
or wrongdoing in the work of the College.
• Reassure employees that they will be protected from reprisals of
victimisation for whistleblowing in good faith;
• There are existing procedures in place (e.g. grievance, harassment
and bullying) which make provision for employees to lodge a concern
relating to their own employment. This whistleblowing policy is intended
to complement those procedures by covering concerns that appear to
fall outside their scope. Staff with serious concerns about malpractice or
wrongdoing should contact the Proprietors.
SCOPE OF POLICY
This policy is designed to enable employees of the College to raise concerns
internally and at a high level and to disclose information which the individual
believes shows malpractice or impropriety. This policy is intended to
cover concerns which are in the public interest and may at least initially
be investigated separately but might then lead to the invocation of other
procedures e.g. disciplinary. These concerns could include
• Financial malpractice or impropriety or fraud
• Failure to comply with a legal obligation or Statutes
• Dangers to Health & Safety or the environment
• Criminal activity
• Improper conduct or unethical behaviour
• Attempts to conceal any of these.
AIMS:
HOW TO RAISE A CONCERN – GENERAL
• Provide avenues for employees to raise concerns and receive feedback
on any action taken;
Employees are encouraged to set out in writing the background and
history of the concern, giving names, dates and places where possible
and the reason why they are particularly concerned about the situation. If
employees do not feel able to put their concern in writing the matter can
be raised by telephone or by way of a meeting with the appropriate person.
• Allow employees to take the matter further if they are dissatisfied with
the College’s response;
POLICY:
WHISTLEBLOWING
In any event, employees should try to make an immediate note of relevant
details, e.g. what was said in a telephone or other conversation.
involvement of other members of college staff, the college’s external
auditors, legal or personnel advisors, the police or the regulatory bodies.
Employees are encouraged to express their concerns at the earliest
opportunity. The earlier a concern is raised, the easier it is normally to
take action. When raising concerns employees must declare any personal
interest they have in the matter. Although employees are not expected to
prove the truth of an allegation, they will need to demonstrate to the person
contacted that there are sufficient grounds for a concern. However, they
should not attempt to investigate a concern or accuse individuals directly.
Employees may invite their trade union or professional association to raise
the matter on their behalf.
The action taken by the College will depend on the nature of the concern.
The matters raised may:
HOW TO RAISE A CONCERN – MAIN STEPS
As a first step an employee should normally raise concerns with her/his
immediate manager. This depends, however, on the seriousness and
sensitivity of the issues involved and who is thought to be involved in the
malpractice. For example, if an employee believes that her/his immediate
line manager is involved, the employee should approach the Head of
School.
In some circumstances, confidential informal advice from the employee’s
trade union or professional association may help an employee who is
unsure of how best to pursue a concern about malpractice.
HOW THE COLLEGE WILL RESPOND
The individual(s) in receipt of the information or allegation (the investigating
officer(s)) will carry out a preliminary investigation on a sensitive and
confidential basis. This will seek to establish the facts of the matter and
assess whether the concern has foundation and can or should be resolved
internally. The initial assessment may identify the need to involve third
parties to provide further information, advice or assistance, for example
• be investigated internally;
• be referred to the Police;
• be referred to an external auditor;
• form the subject of an independent enquiry.
In order to protect individuals and the College, initial enquiries will be made
to decide whether an investigation is appropriate and if so, what form it
should take. Concerns or allegations, which fall within the scope of specific
procedures (e.g. student protection or discrimination issues or financial
irregularities), will normally be referred for consideration under those
procedures. Some concerns may be resolved by action agreed between
the employee raising the concern and the person to whom it is reported
without the need for investigation. The person with whom the concern is
raised will write personally to the employee who has raised the concern
within 10 working days:
• Acknowledging that the concern has been received;
• Indicating how s/he proposes to deal with the matter;
• Giving an estimate of how long it will take to provide a response.
Records will be kept of work undertaken and actions taken throughout
the investigation. The investigating officer(s), possibly in conjunction with
the Proprietors or nominee, will consider how best to report the findings
and what corrective action needs to be considered. This may include some
form of disciplinary action and/or third party referral such as the police.
Employees raising a concern will be informed of the final outcome of any
investigation. In some circumstances, however, it may not be possible to
POLICY:
WHISTLEBLOWING
reveal the full details where this relates to personal issues involving a third
party.
Anonymous Allegations
If the whistle blower is dissatisfied with the conduct of the investigation
or resolution of the matter or has genuine concerns that the matter has
not been handled appropriately, the concerns may be raised with the
Proprietor.
This policy encourages individuals to put their name to any disclosures
they make. Concerns expressed anonymously are much less
credible, but they may be considered at the discretion of the College.
In exercising this discretion, the factors to be taken into account will include:
SAFEGUARDS
Protection
This policy is designed to offer protection to those employees of the College
who disclose such concerns provided the disclosure is made:
• in good faith
• in the reasonable belief of the individual making the disclosure that it
tends to show malpractice or impropriety and if they make the disclosure
to an appropriate person (see below). It is important to note that no
protection from internal disciplinary procedures is offered to those who
choose not to use the procedure. In an extreme case malicious or wild
allegations could give rise to legal action on the part of the persons
complained about.
Confidentiality
The College will treat all such disclosures in a confidential and sensitive
manner. The identity of the individual making the allegation may be kept
confidential so long as it does not hinder or frustrate any investigation.
However, the investigation process may reveal the source of the information
and the individual making the disclosure may need to provide a statement
as part of the evidence required.
• The seriousness of the issues raised
• The credibility of the concern
• The likelihood of confirming the allegation from attributable sources
Untrue Allegations
If an individual makes an allegation in good faith, which is not confirmed
by subsequent investigation, no action will be taken against that individual.
In making a disclosure the individual should exercise due care to ensure
the accuracy of the information. If, however, an individual makes malicious
or vexatious allegations, and particularly if he or she persists with making
them, disciplinary action may be taken against that individual.
Monitoring
All concerns raised under this policy will be recorded in strictest confidence
together with the outcome in a register held by the Proprietors. The
purpose of this record is to ensure that a central record is kept which can
be cross-referenced with other concerns raised in order to monitor any
patterns and to assist in monitoring and reviewing the policy.
Conclusion
Existing good practice within The National Mathematics and Science College
in terms of its systems of internal control, both financial and non-financial,
and the external regulatory environment in which the college operates,
POLICY:
WHISTLEBLOWING
ensures that cases of suspected fraud or impropriety rarely occur. This
whistleblowing policy is provided as a reference document to establish
a framework within which issues can be raised confidentially internally
and if necessary outside the management structure of the college. This
document is a public commitment that concerns are taken seriously and
will be actioned. Any actions arising from allegations/investigation must be
in accord with the college’s disciplinary procedure, which should cover all
of the potential areas of concern.
GUIDANCE ON TERMINOLOGY USED IN THIS POLICY
Harassment
A person is harassed when they are subjected to unwanted physical or
verbal conduct which has the purpose or effect of violating their dignity
or creating an intimidating, hostile, degrading, humiliating or offensive
environment for them
Bullying
A person is bullied when they are subjected to offensive, intimidating,
malicious or insulting behaviour which through the abuse or misuse of
power makes them feel vulnerable, upset, humiliated or threatened.
Such behaviour may include:
• a staff member shouting at, being sarcastic towards, ridiculing or
demeaning a student or colleague;
• making physical or psychological threats;
• overbearing supervision;
• making inappropriately derogatory remarks about a student or
colleague;
• persistent unfair assessment of a student or colleague’s work;
• Unfairly excluding students from classes, projects or events.
Bullying does not include reasonable and constructive criticism of a student
or colleague’s work or behaviour.
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE
This policy, which applies to the whole college, is publicly available on the college website and on request; a copy (which can be made available in large print or other accessible format if required) may be obtained from the College
Office. All employees should read this policy in conjunction with our Safeguarding Policy.
LEGAL STATUS
The key piece of whistleblowing legislation is the Public Interest Disclosure Act 1998 (PIDA) which applies to almost all workers and employees who ordinarily work in Great Britain. The situations covered include criminal offences, risks
to health and safety, failure to comply with a legal obligation, a miscarriage of justice and environmental damage. Employees and workers who make a ‘protected disclosure’ are protected from being treated badly or being dismissed.
For a disclosure to be protected it must be made to an appropriate body. For example, disclosing a health and safety issue to the Health and Safety Executive is likely to be protected, but not if the concern was disclosed to the media. RELATED DOCUMENTS
Safeguarding - Child Protection Policy • Health, Safety and Welfare Policy • Safeguarding – Safer Recruitment Policy and Procedures • Anti-bullying Policy • Behaviour, Discipline, and Sanctions Policy
Staff Code of Conduct • Employment Policies • Equality and Diversity Policy and Implications.
MONITORING AND REVIEW
This policy will be subject to continuous monitoring, refinement and audit by the Head of School. The Proprietor will undertake a formal annual review of this policy for the purpose of monitoring and of the efficiency with which
the related duties have been discharged, by no later than one year from the date shown below, or earlier if significant changes to the systems and arrangements take place, or if legislation, regulatory requirements or best practice
guidelines so require.
Dr Philip Limbert • Head of School
Mr Gaopeng Sun • Head of Boarding
APPROVED: APRIL 2016
THE NATIONAL
MATHEMATICS AND SCIENCE
COLLEGE