March 12, 2007
Child Protection Policy
Whole School Curriculum Policy
March 9, 2007
Gifted & Talented Policy
August 13, 2006
Inclusion Policy
The mission statement of our school talks of valuing the individuality of all of our children. We are committed to giving all our children every opportunity to achieve the highest of standards. This policy help to ensure that this happens for all the children in our school – regardless of their age, gender, ethnicity, attainment or background. This policy should be read in conjunction with policies on S.E.N., Equal Opportunities, E.A.L. and gifted and talented children.
August 11, 2006
Health and Safety Policy
This is a health and safety policy for Brandling Primary School. This does not replace the council’s safety policy for the Education Department’s safety policy but is in addition to them for the benefit of teaching and non-teaching staff and pupils. Copies of these documents, along with other Codes of Practice and information on health and safety matters will be found in the school’s health and safety file.
This policy deals with those aspects over which the Governing Body and the headteacher have control and covers safety associated with the building structure, plant, fixed equipment and services for which other officers of the authority also have responsibility; it describes how the headteacher is discharging their responsibilities in respect of pupils, visitors and other employees who are present on school premises in the internal organisation, management and discipline of the school in accordance with the Articles of Government.
August 9, 2006
Attendance Policy and Guidelines
Since compulsory schooling became law through those Early Education Acts, schools and Inspectors have emphasised the importance of good attendance. We at Brandling Primary School realise the contribution which good attendance makes to our educational aims and the quality of provision we offer, therefore, we encourage each child’s full attendance and punctuality right from his/her earliest days in school. Where a concern about punctuality or attendance is expressed we deal with it as quickly as possible through the systems outlined in this policy.
August 6, 2006
Medicines Policy
There is a need for a clear policy dealing with the issue of medicines and children with medical needs in school. This should be understood and accepted by staff, parents and children so that problems and queries can be dealt with quickly, efficiently and with no misunderstandings.
August 3, 2006
Marking Policy
Marking of children’s work is a fundamental part of the process of teaching and learning in school and is an important part of the assessment process. Marking demonstrates a respect for the work produced, gives feedback and indicates the ways in which the individual child can improve. Marking will also encourage the child to look at errors in a positive manner. This is in line with the school’s positive approach to self-assessment.
This policy belongs with the set of policies on Assessment, Record Keeping and Reporting. It also takes into account the school’s policy on Equal Opportunities. This policy has whole school agreement and parents and children were consulted when developing this policy.
August 2, 2006
Gifted and Talented Policy
In our school we aim to provide a curriculum that is appropriate to the needs and abilities of all our children. We plan our teaching and learning in such a way that we enable each child to reach for the highest level of personal achievement. This policy helps to ensure that we recognise and support the needs of those children in our school who have been identified as ‘gifted’ and ‘talented’ according to national guidelines.
July 29, 2006
Care and Supervision Policy
Above all other considerations the safety of pupils must be an over-riding concern.
Children should be under supervision at all times during the school day. From time to time it may be desirable that children are allowed to exercise some personal responsibility e.g. individual use of the library, delivering a message elsewhere, carrying out a survey or investigation. Nevertheless, each teacher has a responsibility to ensure the safety and good conduct of all children under his/her care at any particular time and should always be aware of the whereabouts of each child.
July 20, 2006
Communications Policy
Good communication between the school and the home is essential. Children achieve more when schools and parents work together. Parents can help more if they know what the school is trying to achieve, and how they can help.
In our school we aim to have clear and effective communications with parents and the wider community. Effective communications enable us to share our aims and values through keeping parents well informed about school life. This reinforces the importance of the role that parents play in supporting the school in educating their children.
We communicate with parents through a range of different strategies. Some of our communications are the result of a statutory requirement; others reflect what we believe is important to our school.
July 13, 2006
Collective Worship Policy
Collective Worship has been a requirement of county and other schools since passing of the 1944 Education Act. The Education Reform Act of 1988 re-affirmed the need for daily acts of worship in schools.
This document establishes the policy of the head teacher and governors of Brandling Primary School in both the educational and practical aspects of the organisation of collective worship.
July 11, 2006
International Dimension
The governors and staff of Brandling Primary School are keen to promote and value an international dimension in the school curriculum for the wider experience of it’s pupils. We wish to prepare our pupils so that with confidence in themselves and respect for others they can live and work in a changing world.
The school has a vital role in preparing pupils for International citizenship. The promotion of the International dimension in all aspects of the curriculum will assist in removing barriers between cultures, encourage openness and positive communication between individuals and groups and thus combat racism.
July 9, 2006
Behaviour and Discipline Policy
Effective care in school begins with vitally important work of every class teacher. The most effective method of maintaining good order is for the class teacher to foster a positive relationship with children, based on mutual respect and the willingness to listen and empathise.
Teachers show children that they care for their educational progress and social welfare through the quality of their teaching and in the way they handle personal relationships, both inside and outside the classroom. Teachers should recognise and apply the principles of good classroom management. When both classrooms and lessons are well planned and organised, children’s interests are kept and the opportunities for disruption are minimised.