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| 1 | Smestow School Assessment Policy
What follows is an interim statement on Assessment which seeks to update the existing statement and follows from the work of the Assessment Working Group between September 2003 and July 2004. The DFES Key stage Three strand on Assessment for Learning was released in May 2004 and as this will form an important element of any future Assessment policy the production of a new full policy has been deferred until March 2005 following appropriate staff training and discussion.This policy should be read in conjunction with any relevant school policies on Marking, Target Setting and Data Management. | 
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| 2 |
Attendance policy
Staffs, students, parents/carers and the L .E.A. all have a role to play in promoting and improving attendance. It is important that there is a whole school approach which reinforces good attendance plus teaching and learning to encourage all students to attend and achieve.
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| 3 |
Whole school statement on bullying
1. At Smestow we can hope to raise everybody’s expectations about the climate in which we live and the way we treat one and another. We need to educate people not to turn a blind eye when they see others being bullied and to consider that this is a problem that everyone can do something about. 2. We recognise that bullying exists but we endeavour to create the conditions in which the chances of being bullied are minimised. Through both an effective behaviour policy and personal and social education, we foster a caring and co-operative ethos. 3. We deplore hurtful and unkind behaviour towards others and take firm action against bullying, victimisation and physical, racial and sexual harassment 4. We will work to ensure that no student should be made to feel humiliated or undervalued 5. There is a procedure to follow when bullying occurs and this is made explicit to all teachers, students and parents. |
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| 4 |
Charges and remissions statement
- Charges for examinations
- Technology materials
- Charges for Musical Tuition
- Trips off site
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| 5 |
Child Protection Policy
Keeping children safe is paramount and all staff have a role to play. School seeks to adopt an open and accepting attitude towards young people as part of their general responsibility for pastoral care and hope that parents and students will feel free to talk about any concerns or worries which may affect educational progress and that they will see school as a safe place. Children will be taken seriously if they seek help from a member of staff.Parents will normally be consulted before any referral is made to an outside agency. However, staff cannot guarantee to consult parents first, or keep children’s concerns confidential, if referral must be made to the appropriate agencies in order to safeguard the child’s welfare.All staff must be familiar with the school’s safeguarding young person’s policy.
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| 6 |
Citizenship Policy
At Smestow School, citizenship education is recognised as a necessary part of a young person’s full education entitlement.
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| 7 | Complaints Policy
If you have a concern or a complaint…….We encourage parents to contact the school if they have concerns or are unhappy about how incidents are dealt with in school. Your views and opinions are important to us and help us improve standards within school. |
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| 8 | Staff / Student Confidentiality Policy
Confidentiality is anything that is disclosed to someone in trust and should only be passed on to a third party with the agreement of the young person disclosing except
- In cases of child protection
- Terrorism
- Where there is significant threat to life
- Where a young person needs urgent medical treatment
- Where potential or serious crime is involved (e.g. rape)
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| 9 | Curriculum Policy
The curriculum consists of all those activities in a school, which have an effect on students’ learning and development as individuals. The curriculum therefore includes:• The formal programme of timetabled lessons – both their content and the way in which they are taught• Extra-curricular activities• The way students and teachers interact with each other• The organisation and management of the schoolSince students learn from all these things, they must all be consistent in the aims they set out to achieve and the values on which they are based. |
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| 10 |
Drugs Policy
Smestow School is a mixed multi-cultural 11-18 comprehensive situated on the West side of Wolverhampton. There are approximately 1100 students on roll with 195 in the sixth form. The intake spans the full ability range but in socio-economic terms the intake is predominantly from middle class and affluent working class backgrounds. The school also has a Resource base for eighteen visual impaired students.The school recognises that in a society where drugs are used the school has a responsibility for promoting a balanced view on drug related issues. The school, therefore, has this policy on drug education and the handling of drug related incidents. This policy applies to students, teachers and visitors to the site. It also applies to students on their way to and from school and at organised school events. It should be read in conjunction with the school’s behaviour and anti-bullying policy.The policy has been developed in full consultation with: students, staff, parents and governors. The implementation of the policy is overseen by a member of SMT: Mrs Walker and a named governor: Mrs Welstead.
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| 11 | Equal Opportunities at Smestow
At Smestow we believe that every person is equally important and equally entitled to be treated with fairness and consideration. |
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| 12 | Freedom of Information Policy
One of the aims of the Freedom of Information Act 2000 (which is referred to as FOIA in therest of this document) is that public authorities, including all maintained schools, should beclear and proactive about the information they will make public.To do this we must produce a publication scheme, setting out:• The classes of information which we publish or intend to publish;• The manner in which the information will be published; and• Whether the information is available free of charge or on payment.The scheme covers information already published and information which is to be published inthe future. All information in our publication scheme is available in paper form.Some information which we hold may not be made public, for example personal information.This publication scheme conforms to the model scheme for schools approved by theInformation Commissioner. |
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| 13 |
Gifted and Talented Students Policy
AIMS1. To recognise that gifted, talented and more able students have specific educational needs which must be met in order for such young people to fulfil their potential.2. To develop an appropriate curriculum for these students which is suitably challenging?3. To meet the personal, intellectual, emotional and social needs of this group of students.4. To ensure that the educational programme for gifted, talented and more able students is a worthwhile and purposeful experience.5. To develop opportunities outside the mainstream curriculum to enhance out-of-hours provision for students.6. To further develop understanding of the learning process and pedagogy and in doing so, raise standards of teaching and learning.
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| 14 | Governor involvement Policy
Governors need to have a clear understanding of issues that affect the smooth running, operation and development of the school. As part of this process, they need to be able to observe aspects of the work of the school, particularly teaching and learning, first hand. This will then help them to discharge their strategic functions effectively. It is in the interests of both governors and staff that there are agreed protocols for governor observation when in school. The protocols should ensure that there is mutual understanding, respect and co-operation between both parties.This policy should not in any way constrain the duties, rights and responsibilities of individual governors. Teacher Governors, by virtue of their dual role, will not normally exercise their rights as governors in respect of this policy. |
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| 15 | Guidance for school staff on safe practice in relation to email, text-messaging and contact with students via the Internet.
1. The vast majority of adults who work with children and young people in education settings act professionally. They seek to provide a safe and supportive environment which secures the very best outcomes for those in their care. However, interactions between staff and students can become complex and issues may need to be actively managed rather than just left to drift. There is potential for conflict, misunderstanding, deliberate misrepresentation and for the abuse of the “relationship of trust” in which the teacher or other adult is placed. This may include misplaced and even malicious actions by students or their parents as well as the possibility that an adult may exploit their relationship with students for inappropriate or even illegal reasons. |
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| 16 | Guidance for Schools on the Use of Student Images
Background Headteachers are sometimes faced with requests from parents not to allow their child’s image to be photographed or published or, conversely, complaints if photography or videoing of school events is not permitted when individual parents are in agreement with it. This can be a difficult balancing act and this guidance gives some general indicators on how headteachers and governors may best proceed in such circumstances. |
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| 17 | Health and Safety Policy
Policy StatementSmestow School’s Health and Safety Policy acknowledges the Health and Safety Policies of the LA and the Education Service of Wolverhampton. All employees have a copy of this statement. This means that the policy recognises and accepts the obligations imposed upon it by the Health and Safety at Work Act, 1974.All staff should be committed to complying fully with health and safety requirements and recognise that all of us, the Head, Governors, staff and students have a responsibility to act in a way that does not compromise the health and safety of anyone else.All activity in school must comply with current legislative requirements, advice and guidance provided by the LA, DfEE or other specialist bodies such as CLEAPPS.All procedures and practices should be safe and risk should be minimised by the completion of risk assessments. The main requirement for carrying our risk assessments I set out in the Management of Health and Safety at Work Regulations 1999 (the Management Regulations). Other legislation requiring risk assessments to be carried out include:• Control of Substances Hazardous to Health Regulations 1999 (COSHH).• Personal Protective Equipment at Work Regulations 1992.• Health and Safety (Display Screen Equipment) Regulations 1992.• Manual Handling Operations Regulations 1992.• Noise at Work Regulations 1989.• Fire Precautions (Workplace) Regulations 1997. |
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| 18 | Hierarchy of behaviours
The following is a guide to three broad categories of behaviour difficulties with suggestions of how they should be managed. The majority of behaviour difficulties are of a low level but high frequency and the already issued document ‘Inside Information: the way to good order; a booklet for staff’ suggests many of the agreed preferred practices to seek to prevent these behaviours. |
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| 19 |
Homework Policy
Homework is a key tool in helping to raise achievement in school. It is used to emphasise the important link between self-discipline and high achievement since students of similar abilities will often have different levels of attainment as a direct result of their approach to homework.
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| 20 | Initial Teacher Training Policy
Aim: To provide high quality Initial Teacher Training that will give trainees the experiences necessary to meet the professional standard set out in qualifying to teach.To create an opportunity for all trainee teachers and staff to pursue their Continuing Professional Development (CPD) through reflection on teaching and learning strategies. |
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| 21 | Learning and Teaching Policy
Towards a definition of learning(With thanks to John West Burnham)Neurological definitions describe learning scientifically but are not as useful to teachers as attempts at definitions which provide insights into the process of learning.Learning is constructive:The student and the teacher build together the knowledge that the student takes to herself and makes her own. Experience, knowledge, emotions and intrapersonal awareness combine to sift and resift what she needs so that learning becomes a continuum, a never ending adaption to the encountered world.Teachers need to take into account previous learning and also areas such as experiences, interests and areas about which the students is curious; emotional predispositions and learning styles also have to be taken into account. |
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| 22 | Management of Absence Policy
Philosophy• Smestow has had some long term absences over the last year or so which have been managed in an ad-hoc/knee jerk manner• We need a consistent fair and transparent approach. We also need to ensure that custom and practice that we build up is done so under the umbrella of a policy• Introducing a policy for long term absence immediately raises the issue of frequent short term absence. No-one at Smestow falls into this category but should we wait until we appoint someone who does?• The unions are uncomfortable with the LEA policy but say we should have one. The LEA will not support us in court if we use a policy which is not theirs. |
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| 23 |
Marking Policy
This policy should be read in conjunction with the schools ASSESSMENT/RECORDING/REPORTING POLICY and the other associated policy documents on target setting and reporting to parents.Smestow School needs to have a common, manageable policy on marking that is implemented by all teachers. The main purpose of marking is as a major and effective practical means of establishing suitably high expectations both of and for each student. Most students want to please and believe the marking of their work to be important. Thorough and effective marking can improve student motivation whilst ineffective erratic marking may have the opposite effect. The policy should also allow individual departments some flexibility to develop appropriate strategies that agree with the underpinning principles of this policy statement. This may include the use of stickers, praise, rewards, levels, percentages, grades/marks, comments, etc. or any combination of these.
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| 24 | Physical Activity Policy
Context: “Healthy Living is not just about what we eat it also encompasses exercise. Government want schools to take every opportunity to ensure that pupils are physically active. They want children’s experiences in school to lay the foundation for an active adult lifestyle” (www.teachernet.gov.uk)Rationale: Regular physical activity can improve quality of life, improve health, promote social inclusion, raise individual self-esteem and confidence and counter anti-social behaviour. Schools play a key role in promoting active lifestyles to young people through developing their attitudes, knowledge, confidence and competence to help encourage a lifelong commitment to physical activity. This is supported in and through our status as a Specialist Sports College. |
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| 25 |
Performance Management Policy
1. This policy applies to the head teacher and to all teachers employed by the school (authority) except: i. teachers on contracts of less than one term; ii. those undergoing induction (NQTs), or iii. those who are the subject of capability procedures.Purpose2. This policy sets out the framework for the application of the performance management of teachers and the head teacher in respect of the objectives agreed between reviewers and reviewees. The policy supports the development of teachers and the head teacher within the context of the school’s improvement plan and the identified professional needs of teachers and the head teacher. 3. Where teachers are eligible for pay progression, the assessment of their performance, against the agreed objectives and criteria, will be the basis on which the recommendation is made by the reviewer.4. The governing body has agreed the pay policy of the school and has considered the implications of the Performance Management policy with respect to the arrangements relating to teachers’ pay in accordance with the School Teachers’ Pay and Conditions Document.
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| 26 | Continuous Professional Development Policy Smestow School is a ‘learning community’ where all are involved in a continuous process of improvement and enrichment. The school is committed to fostering a positive climate for continuous learning amongst its community. CPD is the means by which the school is able to motivate and develop its community. It does so at a variety of levels – individual, team, whole school and through wider networks with an emphasis on collaborative learning. It conforms closely to the GTC’s Professional Learning Framework. |
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| 27 | Race Equality Policy
Smestow School is a multi-cultural school, taking youngsters from across many areas of the city as well as the immediate neighbourhood in which it is situated. It is oversubscribed and is fully comprehensive in its academic, socio-economic and ethnic intake. |
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| 28 | SEN Policy
The SEN code of practice, the National Curriculum Documentation, Accessible schools documentation and the Every child matters Agenda provides guidance for the development of an inclusive environment in school. All inclusive curriculums are based on the principles of:• Setting suitable learning challenges• Responding to student’s diverse learning needs• Overcoming potential barriers to learning. |
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| 29 |
Sex And Relationship Education Policy
Smestow is a multi-cultural school situated on the West side of Wolverhampton. It has 1100 students on role with 195 in the sixth form. The intake spans the full ability range but in socio-economic terms the intake is predominantly from middle class and affluent working class backgrounds. The school also includes a Resource base for eighteen visually impaired children. Smestow is situated in the Black Country where there is a high rate of teenage pregnancies.
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| 30 | Work Related Learning at Key Stage 4
A policy statement
What follows is a policy statement about WRL in light of recent government legislation. The full policy will be developed through 2004/5 academic year and will include a review of current roles and the management structure of WRL in school with specific reference to the workforce reform initiative. The review will also include an audit of current WRL provision using the broad definition given below. |
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| 31 | Policy on Provision for Newly Arrived Students at Smestow School
The Policy on Provision for Newly Arrived Students aims to fit in with other school policies, e.g. Race Equality, Language or EAL policy, Inclusion policy, and with the school’s core values and ethos. Smestow School is committed to inclusion and as such aims to provide a high quality education for all children within the local area. All EAL students including new arrivals may be defined as vulnerable. Nevertheless they have a common entitlement to a broad academic and social curriculum. |
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| 32 | Whistleblowing/Public Disclosure Policy
Wolverhampton LA is committed to promoting the highest standards of integrity and accountability for all its employees/workers. |
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