Spring Term 2012 Reminders

12th January 2012

 

• Term commences on Monday 9 January 2012 at 08.50 and ends at 12 noon on Friday 30 March 2012.  Half term is week commencing Monday 13 February 2012.

 

• There will be a UNIFORM SALE from 3.45pm – 4.45pm (PROMPT) on Wednesday 11 January 2012 in the school hall.

 

• SPORT for YEAR 1 AND YEAR 2 will commence on TUESDAY 10 January 2012
• SPORT for YEAR 3 AND YEAR 4 will commence on WEDNESDAY 11 January 2012
• SPORT for YEAR 5 AND YEAR 6 will commence on THURSDAY 12 January 2012

 

• SWIMMING for  YEAR 3 AND YEAR 4  will commence on MONDAY 9 January 2012
• SWIMMING for YEAR 1 AND YEAR 2 will commence on WEDNESDAY 11 January 2012
• SWIMMING for YEAR 5 AND YEAR 6 will commence on FRIDAY 13 January 2012

 

• SPORT CLUBS will commence on TUESDAY 10 January 2012
• ART CLUB will commence on MONDAY 16 January 2012    
• SPEECH and DRAMA CLUB will commence on THURSDAY 12 January 2012
• DANCE CLUB will commence on FRIDAY 13 January 2012

 

• EARLY CLUB, LATE CLUB AND TEA TIME CLUB will commence on THE FIRST DAY OF TERM.

 

• INSTRUMENTAL MUSIC AND SINGING LESSONS – Pupils will be advised by their teachers when individual lessons will commence.

Spring Term 2012 Events

12th January 2012

**Update 6 February**

Cross-Country - Gloucestershire County Championships at The Katherine Lady Berkeley School, Dursley - moved to Saturday 24 March 10am  - Participation still to be confirmed

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**Update 19 January**

Monday 26 March, Swim Gala, Years 3-6 - 1:30-3:00pm at the Cheltenham Ladies' College Pool - All parents welcome

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Wednesday 11 January	Second-hand uniform sale 3:45pm in the hall
Saturday 14 January	Pre-booked Art Workshop with Carolyn King 1-4pm in the hall
Thursday 19 January	Forest Meetings
Monday 23 January	Ash outing to @Bristol
Wednesday 25 January	Mr Roland Martin (Rendcomb Head) and Mrs Kerri Martin in Prayers Netball v Malvern St James 3:40pm (H)
Tuesday 31 January	Cross Country Mixed Sixes U11 team – Dean Close 3:40pm
Wednesday 1 February	Netball v Berkhampstead U11 (H) 3:40pm
Monday 6 February	Rev Tim Mayfield in Prayers (provisional)
Thursday 9 February	Forest Meetings Hockey (boys) v St Edward’s (H) 2 teams

 

Monday 13 – Friday 17 February 2012 – HALF TERM HOLIDAY

 

Thursday 23 February	Cross Country Race 3 – Cheltenham College 4:15pm
Friday 24 February	Netball v CLC U11 (CLC Wells Court) 2:30pm
Thursday 1 March	Forest Meetings Cross Country Race 4 – Dean Close 4:15pm
Friday 2 March	Hockey v King’s Gloucester (A) Plock Court 3:15pm
Thursday 8 March	Cross Country Race 5 - St Edward’s Junior School 4:15pm start
Friday 9 March	Hockey v King’s Gloucester (A) Plock Court 3:15pm
Tuesday 13 March	Cedar outing to ThinkTank Birmingham
Wednesday 14 March	Hockey v St Edward’s (A) 2 boys’ teams
Friday 16 March	Netball v CLC U12 (Wells Place Courts) 2:30pm
Saturday 17 March	Glos County Cross Country Championships at The Katherine Lady Berkeley School, Dursley.  Participation to be confirmed.
Thursday 22 March	Forest Meetings
Tuesday 27 March	Parents’ Evening
Wednesday 28 March	Optional visit to Cinderella on Ice, Everyman Theatre – Yrs 5 and 6

 

Friday 30 March	Term ends at 12:00 noon
Tuesday 24 April	Summer term begins at 8:50am

 

SCHOOL POLICIES

02nd January 2012

 

• - Academic Performance in the Previous School Year
• - Anti-bullying Policy
• - Child Protection (Safeguarding)
• - Policy Code of Conduct for Internet Acceptable Use
• - Complaints’ Procedure
• - Curriculum and Learning Policy
• - Drugs Education Policy
• - Education and Welfare Provision for Pupils with Statements of Special Educational Needs and Pupils with English as an Additional Language
• - Gifted and Talented (very able) Policy
• - Educational Visits Policy (including the Policy for Health and Safety on School Visits)
• - Marking Policy
• - Arrangements for Admissions, Discipline and Exclusions
• - Policy to Promote Good Behaviour (including rewards and sanctions)
• - Sex and Relationship Education

 

Please see below for our policies on Child Protection (Safeguarding), Sex Education and Anti-Bullying.

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AIRTHRIE SCHOOL

CHILD PROTECTION (SAFEGUARDING) POLICY

 

The protection and welfare of pupils at Airthrie School is of paramount importance.  Children and parents have a right to expect the school to provide a safe and secure environment and the school has a general duty for children’s welfare as part of its role ‘in loco parentis’.

 

This policy has been written in accordance with locally agreed inter-agency procedures and is available on the school website.  It also applies to the EYFS (see below).

 

This policy applies to the head, all staff and volunteers working in the school.  There are five main elements.

 

• Ensuring safe recruitment in checking the suitability of staff and volunteers to work with children.
• Raising awareness of child protection issues and equipping children with the skills needed to keep them safe.
• Developing and then implementing procedures for identifying and reporting cases, or suspected cases, of abuse.
• Establishing a safe environment in which children can learn and develop.
• In accordance with his/her agreed child protection plan, supporting pupils should any become subjects of abuse.

 

Airthrie School undertakes to:

 

• Have regard to the safeguarding procedures as outlined in the DFE Guidance Safeguarding Children and Safer Recruitment in Education (1 Jan 2007).
• Ensure all staff and volunteers in positions of responsibility understand their duties in being alert to the signs of abuse and the procedures for referring any concerns to the Designated Person responsible for child protection.
• Develop effective links with relevant agencies and co-operate as required with their enquiries regarding child protection matters, including attending case conferences, should this ever be required.
• Ensure safe recruitment practices are always followed.
• Ensure that all fears or allegations of abuse are reported to the Designated Person and that policy procedures are subsequently followed.  Also, that reports be referred to the Local Authority Designated Officer (LADO).
• Keep written records of concerns about children, even where there is no need to refer the matter immediately, and ensure all records are kept securely in confidential files, separate from the main pupil file, and in locked locations.  (This duty falls to the Designated Person).
• Provide immunity from retribution or disciplinary action against staff for ‘whistle blowing’ in good faith.
• See that this policy, the school’s procedures and the efficiency with which related duties have been discharged, is reviewed at least annually by Senior Management.

 

Safe Recruitment

The school carries out the required checks on staff as outlined in the guidance Safeguarding Children and Safer Recruitment in Education.

Airthrie School must be assured that any staff employed by another organisation and working with Airthrie School pupils outside of school premises, e.g. PGL at Osmington, have undergone relevant safeguarding checks.

 

Arrangements for dealing with allegations of abuse

School staff, because of their daily contact with children in a variety of situations including the wider caring role, are particularly vulnerable to accusations of abuse.  Their relationships with pupils may lead to allegations being made against them by pupils or adults with parental responsibilities.  Procedures to be followed, including when the alleged abuser is a volunteer or a pupil, are as follows:

 

1. Always stop and listen straight away to someone who wants to tell you about incidents or suspicions of abuse.  If the time and place is inappropriate arrange a suitable time and place as soon as possible.
2. If you can, write brief notes of what they are telling you while they are speaking (these may help later if you have to remember exactly what was said; keep your original notes, however rough.
3. Never make a promise that you will keep what is said confidential or secret.  If you are told about abuse you have a responsibility to report is so that action can be taken.  Give reassurance that only those who need to know will be told.
4. Do not ask leading questions that might give your own ideas of what might have happened (e.g. ‘Did he do X to you?’ – just ask,  ‘What do you want to tell me?’ or ‘Is there anything else that you want to say?’
5. Immediately tell the Designated Person – a member of staff must make a detailed written note of allegations of abuse, and pass this directly to the Designated Person as quickly as possible and certainly within 24 hours, since any reports to the LADO will be required by then. The Designated Person will consult with other colleagues as appropriate and a course of action will be decided upon.  If an allegation is made against the Designated Person (The Principal) then a Senior Manager must be told without first informing the Principal.

If the allegation is not against the Designated Person but the Designated Person is not available, then the member of staff should first try to contact the Director of Studies or Senior Manager.

6. Discuss with the Designated Person whether any steps need to be taken to protect the person who has told you about the abuse.
7. Never attempt to carry out an investigation of suspected or alleged abuse by interviewing people.  Social services and police staff are the people trained to do this.  You could cause more damage and interfere with possible criminal proceedings.
8. If the complaint is considered to be sufficiently serious (e.g. sexual or physical abuse, criminal acts or gross misconduct) the Designated Person should refer the matter to LADO as soon as possible (and certainly within 24 hours – see Appendix 1 for contact details – their guidance is followed next.  Airthrie School will make it clear that this report is being made under the school’s child protection procedures and the report will be confirmed within 48 hours.  Information regarding the child’s developmental needs and the ability of the parent/carer to respond to those may be requested.  (NB with the child’s safety being of paramount importance, there are some circumstances in which it will be inadvisable to interview a child before due consultation is made with either the relevant local authority or the police.)

 

Investigations by police or the local authority are external to, separate from and take priority over any internal investigation by the school.

 

Suspension of the staff member in question may be appropriate where:

• A child or children are at risk
• Allegations are so serious that dismissal for gross misconduct is considered
• Suspension will allow the investigation to proceed unimpeded

 

If the member of staff is a teacher, the Head should advise him/her to seek assistance from their teacher organisation or legal representative.  At the end of the investigation into the complaints, the complainant, the member of staff involved will be informed of the outcome.  A confidential written report will be kept in the member of staff’s personnel file.

 

Designated responsible persons

It is the responsibility of Airthrie School to ensure there is at least one Designated Person to take responsibility for child protection matters.  The Designated Person shall have status and authority and receive appropriate training (including protection and inter-agency working) and support for this role.  Such training is to be updated every two years.

 

The Designated Person is Mrs. Beth Sullivan, Principal.

 

The school must ensure that all members of staff (including temporary, part-time and supply staff and volunteers) know the name of the Designated Person and her role.

 

Support for children

In support of all pupils at the school, Airthrie School aims to:

• Establish and maintain an environment where children feel secure, are encouraged to talk, and are listened to
• Ensure children know that there are adults in the school whom they can approach if they are worried
• Include opportunities in the PSHE curriculum for children to develop the skills they need to recognise and stay safe from abuse.

 

The school endeavours to achieve these aims through:-

• The content of the curriculum, particularly in PSHE
• The school ethos which promotes a positive, supportive and secure environment and gives pupils a sense of being valued
• The school behaviour policy which is aimed at supporting vulnerable pupils in the school
• Liaison with other agencies that support the pupil such as Social Services, Child and Adolescent Mental Health Service, Education Welfare Service and Educational Psychology Service.
• Ensuring that, when a pupil on the child protection register leaves, their information is transferred to the new school immediately and that the child’s social worker is informed.
• Enabling a support system where pupils feel that they can go to a member of staff for advice.

 

The school’s behaviour and anti-bullying policies outline acceptable behaviour towards other pupils.  Allegations of abuse made by one or more pupils against another pupil must  be reported to the Designated Person, who will take necessary measures to safeguard the pupil (this may mean involving external agencies).

 

It should be made clear to children by their form teacher at the beginning of the year that if they have any problems or worries these can be taken to a form teacher, a subject teacher or any member of the management team (in particular the deputy head and senior teacher).

 

Support for staff

Airthrie School recognises the need for annual training and updating of the staff with regard to child protection issues.  All staff (including part-time and voluntary staff) are to be made aware of child protection procedures, including who should be contacted with concerns.

 

Staff who have been involved with an abused child may find themselves stressed and upset.  Airthrie School encourages staff to seek support from the Designated Person as needed.

 

Safeguarding within the Early Years Foundation Stage (EYFS)

Airthrie School caters for children of EYFS age and this safeguarding policy also applies to EYFS.

 

PROCEDURES FOR SPECIFIC CASES

 

Sexually active pupils

If a pupil reveals that he or she is sexually active it may be a child protection issue.  The member of staff concerned should report this to the Designated Person.  They will then decide, having due regard to the pupil’s age and maturity, whether this is indeed a child protection issue.  If so, steps should be taken to arrange appropriate support.  The parents and members of the Senior Management Team will be consulted where appropriate.

 

Self harming

It is recognised that some young people have a problem with self harming and that this may be as a result of unhappiness in some aspect of their life (which may, in the worst case scenario, be linked to a child protection issue).  Staff (especially those in positions of pastoral responsibility) should be vigilant and aware of the causes and symptoms of self harming and should refer any cases to the Principal as soon as possible.  Where there is thought to be a child protection issue, the Designated Person should be informed.

 

Unexplained absences of pupils on the child protection register

The Designated Person must notify the LADO if there is an unexplained absence of more than two days of a pupil who is on the child protection register.  In all cases where the child is not at morning registration and no advice about this has been given, then contact is made as soon as possible to find out what explanation is given for absence.  Depending on the response received, a referral will be made more urgently.

 

When suspicion falls on colleagues

Any staff member who suspects that a colleague is acting in a way that may jeopardise child protection should inform the Designated Person or their line manger immediately.  This will ensure that an investigation (where necessary) can be carried out to ascertain the full facts and a pupil can be removed from a potential source of harm or neglect.  Pupils should be encouraged to have the confidence to talk frankly should they feel that a member of staff has acted inappropriately.

 

Photographs of children

The use of photographic images of pupils in publications and on the school website is covered under the Date Protection Policy.

 

The school will not publish photographs of individual pupils with their names without the express agreement of the parent or guardian.  Permission is sought and gained from parents when the pupil enters the school.  This is collated and recorded by the Admissions Registrar.

 

Staff recognised as unsuitable to work with children

Any person who is released from the school’s services because he or she has been deemed unsuitable to work with children must be reported to the Independent Safeguarding Authority (ISA).  Reports must be made within one month of the person’s leaving the school and provide as much detailed evidence of the case as possible.  Reports could be made in (but are not limited to) the following cases: dismissal; non-renewal of a fixed-term contract; refusal to employ or discontinued use of a member of staff employed by a contractor, a supply teacher from an employment agency, or a volunteer; placement termination of a student teacher or other trainee; or resignation (and voluntary withdrawal) from supply teaching, contract working, a course of initial teacher training, or volunteering.  Relevant legislation can be found in The Education (Provision of Information by Independent Schools) (England) Regulations 2003.

 

Independent Safeguarding Authority

PO Box 181 

Darlington DL1 9FA

0300 123 1111

 

Guidance for making referrals can be found on the ISA website (www.isa-gov.org.uk).  Failure to report to the ISA constitutes an offence and the school may be removed from the DFE register of independent schools.

 

Review

This policy is reviewed as part of the termly policy checks by the Senior Management Team and any deficiencies in these arrangements are to be addressed at once.  Review and update may take place more frequently where necessary, and changes will be highlighted to staff, parents and pupils as appropriate.

 

Links with other policies

Child Protection issues may overlap with issues addressed in other policies.  Please sea the relevant school’s policies on anti-bullying, educational visits, behaviour, ICT use and PSHE for further guidance and procedures concerning these areas.

 

Any deficiencies in these arrangements are to be addressed at once.  The Senior Management Team is to review this policy regularly.  It is the responsibility of the Senior Management Team to confirm efficient enforcement.  Review and update may take place more frequently where necessary, and changes will be highlighted to staff, parents and pupils as appropriate.

 

Reviewed by Sarah Harrison January 2011

Reviewed by Beth Sullivan August 2011

 

DESIGNATED PERSONS RESPONSIBLE FOR CHILD PROTECTION:-

 

Beth Sullivan, Principal – 01242 512837 – beth@airthrie-school.co.uk

 

(Sarah Harrison has also completed the appropriate Safeguarding training and the Safer Recruitment training provided by the Gloucestershire Safeguarding Children Board)

 

Appendix 1

 

For UK pupils the local authority in which the pupil is resident is the appropriate one to contact:

Gloucestershire LEA: 01452 425000

Worcestershire Safeguarding Children Board: 0845 607 2000

 

LADO for Gloucestershire:

Jane Bee: 01452 426994

 

Safeguarding Children Manager - Gloucestershire:

Judith Williams: 01452 583621

  

Appendix 2 – Categories of abuse

 

The following (from Working Together to Safeguard Children, HM Government, 2006) are different types of abuse for which to be vigilant:

 

Physical abuse – 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.

 

Emotional abuse – is the persistent emotional maltreatment of a child such as to cause severe and persistent adverse effects on the child’s emotional development.  It may involve conveying to children that they are worthless or unloved, inadequate, or valued only insofar as they meet the needs of another person.  It may feature age or developmentally inappropriate expectations being imposed on children.  These may include interactions that are beyond the child’s developmental capability, as well as overprotection and limitation of exploration and learning, or preventing the child participating in normal social interaction.  It may involve seeing or hearing the ill-treatment of another.  It may involve serious bullying, 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, though it may occur alone.

 

Sexual abuse – involves forcing or enticing a child or young person t take part in sexual activities, including prostitution, whether or not the child is aware of what is happening.  The activities may involve physical contact, including penetrative (e.g. rape, buggery or oral sex) or non-penetrative acts.  They may include non-contact activities, such as involving children in looking at, or in the production of, sexual online images, watching sexual activities, or encouraging children to behave in sexually inappropriate ways.

 

Neglect – is 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)
• Ensure access to appropriate medical care or treatment.

It may also include neglect of, or unresponsiveness to, a child’s basic emotional needs.

 

Appendix 3: Signs of abuse

As part of training staff are also provided with the following guidance for recognising the signs of abuse:

 

Physical abuse

 

Physical indicators:

• Unexplained bruises and welts on the face, throat, upper arms, buttocks, thighs or lower back in unusual patterns or shapes which suggests the use of an instrument on an infant in various stages of healing that are seen after absences, weekends, or vacations.
• Unexplained burns, cigarette burns, especially burns found on palms, soles of feet, abdomen, buttocks; immersion burns producing ‘stocking’ or ‘glove’ marks on hands and feet; ‘doughnut shaped’ on buttocks or genital area
• Rope burns
• Infected burns indicating delay in treatment; burns in the shape of common household utensils or appliances.

 

Behavioural indicators:

• Behavioural extremes (withdrawal, aggression, regression, depression)
• Inappropriate or excessive fear of parent or caretaker
• Antisocial behaviour such as substance abuse, truancy, running away, fear of going home
• Unbelievable or inconsistent explanation for injuries
• Lies unusually still while surveying surroundings (for infants)
• Unusual shyness, wariness of physical contact

 

Emotional abuse

 

Physical indicators:

• Eating disorders, including obesity or anorexia
• Speech disorders (stuttering, stammering)
• Developmental delays in the acquisition of speech or motor skills
• Weight or height level substantially below norm
• Flat or bald spots on head (infants)
• Nervous disorders (rashes, hives, facial tics, stomach aches)

 

Behavioural indicators:

• Habit disorders (biting, rocking, head-banging)
• Cruel behaviour, seeming to get pleasure from hurting children, adults or animals; seeming to get pleasure from being mis-treated
• Age-inappropriate behaviours (bedwetting, wetting, soiling)
• Behavioural extremes, such as overly compliant-demanding; withdrawn-aggressive; listless-excitable

 

Sexual abuse

Physical indicators

• Torn, stained or bloody underclothes 
• Frequent, unexplained sore throats, yeast or urinary infections 
• Somatic complaints, including pain and irritation of the genitals 
• Sexually transmitted diseases 
• Bruises or bleeding from external genitalia, vagina or anal region 
• Pregnancy 

 

Behavioural indicators

• The victim’s disclosure of sexual abuse
• Regressive behaviours (thumb-sucking, bedwetting, fear of the dark)
• Promiscuity or seductive behaviours
• Disturbed sleep patterns (recurrent nightmares)
• Unusual and age-inappropriate interest in sexual matters
• Avoidance of undressing or wearing extra layers of clothes
• Sudden decline in school performance, truancy
• Difficulty in walking or sitting

 

Neglect

Physical indicators

• Poor hygiene, including lice, scabies, severe or untreated nappy rash, bedsores, body odour
• Squinting
• Unsuitable clothing; missing key articles of clothing (underwear, socks, shoes); overdressed or underdressed for climate conditions
• Untreated injury or illness
• Lace of immunisations
• Indicators of prolonged exposure to elements (excessive sunburn, insect bites, colds)
• Height and weight significantly below age level

 

Behavioural indicators

• Unusual school attendance
• Chronic absenteeism
• Chronic hunger, tiredness, or lethargy
• Begging for or collecting leftovers
• Assuming adult responsibilities
• Reporting no caretaker at home

 

No list of abuse or neglect indicators can include all signs, and staff are advised to use their best judgement.

 

Further guidance is contained in the Gloucestershire Safeguarding Children Board’s Handbook, a copy of which is kept in the Staff Room or is downloadable from the GSCB’s website.

Appendix 4: Guidance to staff on appropriate behaviour

The following guidance is given to all staff to avoid putting themselves or pupils at risk of harm or allegations of harm to a pupil.

 

• One-on-one tuition or coaching should be approved by a senior member of staff and last-minute or informal arrangements for such tuition should be avoided.  If you are on your own with a pupil in a classroom, ensure the door is always open (so visibility into the room is clear) and that, where possible, there is another member of staff nearby.
• Inform a senior member of staff if in an emergency situation you must give a pupil a lift; otherwise, avoid offering lifts to pupils.  If you give a lift to a pupil and they are alone, they should sit in the back of the car.  Male members of staff should not give lifts to unaccompanied individual girls and female staff should not give lifts to unaccompanied individual boys.  Staff must ensure that appropriate car insurances are in place to carry pupils for the purposes of work and parents must give consent.
• Ensure that parents, carers and/or a senior member of staff authorises all out of school contact with pupils
• Seek advice from the Designated Person or another member of staff if you don’t feel comfortable with a pupil’s request to speak to you.  Speak to a senior member of staff if you are concerned a pupil might be getting a crush on you
• Recognise that bullying can develop into abuse (sexual, physical and emotional); also be generally vigilant for early warning signs of abuse or neglect
• Physical contact with pupils should always be avoided.  Innocent gestures can sometimes be misconstrued.  This applies to all aspects of school life, whether in the classroom or during sporting or other extra-curricular activities.  There are some exceptions to this, with regard to ensuring health and safety of pupils, or preventing damage to equipment (see behaviour policy for guidance on the use of restraint in extreme circumstances)
• At events where alcohol is present, staff should drink sparingly and pupils and staff must adhere to the school’s alcohol policy
• Members of staff should not be party to gossip about colleagues or pupils

 

Electronic Communication

 

DO NOT

• Give personal contact details, including e-mail, home or mobile telephone numbers, unless the need to do so is agreed with senior management and parents
• Share or store personal mobile numbers of pupils and staff on personal mobile phones
• View photographs on an electronic device you have confiscated from a pupil.  If you mush confiscate a device, hand it over to SMT after you have asked the child to switch it off

 

DO

• Keep phone contact and e-communication formal and copy in another member of staff if communication is not related to school work
• Use pupil email addresses and mobile telephones (rather than personal ones) when making contact with pupils.  Use school communication systems to send texts, school equipment for taking photographs and school forums (instead of public) for online discussion groups
• When using a social networking site, ensure that details are not shared with children and young people and that privacy settings are set at maximum. (Do not, for example, be friends with a pupil on Facebook).  Think carefully before ‘friending’ former pupils, especially those with friends/siblings who are current pupils.

 

Updated Sept 2011 – SJH – next update due Sept 2012

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AIRTHRIE SCHOOL

SEX AND RELATIONSHIP EDUCATION POLICY 

 

1         Introduction

 

1.1      Our school’s policy on sex and relationship education is based on the DfES document Sex and Relationship Education Guidance (DfES 0116/2000).

 

1.2       In the DfES document, sex education is defined as ‘learning about physical, moral and emotional development’. The guidance states, ‘It is about understanding the importance of marriage for family life, stable and loving relationships, respect, love and care. It is also about the teaching of sex, sexuality, and sexual health’.

 

1.3       Sex education is part of the personal, social and health education (PSHE) curriculum in our school. When we inform our pupils through sex education about sexual issues, we do this with regard to morality and individual responsibility, and in a way that allows children to ask and explore moral questions. We do not use sex education as a means of promoting any form of sexual orientation.

 

2         Aims and objectives

 

2.1       We teach children about:

 

• the physical development of their bodies as they grow into adults;
• the way humans reproduce;
• respect for their own bodies and the importance of sexual activity as part of a committed, long-term, and loving relationship;
• the importance of family life;
• moral questions;
• relationship issues;
• respect for the views of other people;
• sex abuse, and what they should do if they are worried about any sexual matters.

 

3         Context

 

3.1       We teach about sex in the context of the school’s aims and values framework (see the values statement in the Curriculum Policy). While sex education in our school means that we give children information about sexual behaviour, we do this with an awareness of the moral code, and of the values which underpin all our work in school. In particular, we teach about sex in the belief that:

 

• sex should be taught about in the context of marriage and family life;
• sex education is part of a wider process of social, personal, spiritual and moral education;
• children should be taught to have respect for their own bodies;
• children should learn about their responsibilities to others, and be aware of the consequences of sexual activity;
• it is important to build positive relationships with others, involving trust and respect;
• children need to learn the importance of self-control.

 

 

4         Organisation

 

4.1       We teach about sex through different aspects of the curriculum. While we carry out the main sex education in our personal, social and health education (PSHE) curriculum, we also do some sex education through other subject areas (for example, science) which we believe contribute significantly to children’s knowledge and understanding of their own bodies, and how they are changing and developing.

 

4.2       In PSHE we teach children about relationships, and we encourage children to discuss issues. We teach about the parts of the body, and how these work, and we explain to the children what will happen to their bodies during puberty. For example, we teach the children that boys’ voices will change during puberty, and we explain menstruation to both boys and girls. We encourage the children to ask for help if they need it.

 

4.3       In science lessons, in both key stages, teachers inform children about puberty and how a baby is born. For this aspect of our teaching we follow the guidance material in the national scheme of work for science. In Key Stage 1 we teach children about how animals, including humans, move, feed, grow and reproduce, and we also teach them about the main parts of the body. Children learn to appreciate the fact that people are not all the same, and that we need to respect each other. In Key Stage 2 we teach about life processes, and the main stages of the human life cycle, in greater depth.

 

4.4       In Year 6 we place a particular emphasis on health education, as many children experience puberty at this age. Teachers do their best to answer all questions with sensitivity and care. By the end of Key Stage 2, we ensure that both boys and girls know how babies are born, how children’s bodies change during puberty, what menstruation is, and how it affects women. We always teach this with due regard for the emotional development of the children.

 

4.5       We inform all parents and carers of children in Year 6 about the programme of sex education lessons within Y6 PSHE.

 

  

5         The role of parents

 

5.1       The school is well aware that the primary role in children’s sex education lies with parents and carers. We therefore wish to build a positive and supporting relationship with the parents of children at our school, through mutual understanding, trust and co-operation. To promote this objective we:

 

• inform parents about the school’s sex education policy and practice;
• answer any questions that parents may have about the sex education of their child;
• take seriously any issue that parents raise with teachers about this policy, or about the arrangements for sex education in the school;

 

We believe that, through this mutual exchange of knowledge and information, children will benefit from being given consistent messages about their changing bodies and their increasing responsibilities.

 

5.2       Parents have the right to withdraw their child from all or part of the sex education programme that we teach in our school. If a parent wishes their child to be withdrawn from sex education lessons, they should discuss this with the principal, and make it clear which aspects of the programme they do not wish their child to participate in. The school always complies with the wishes of parents in this regard.

 

6         The role of other members of the community

 

6.1       We encourage other valued members of the community to work with us to provide advice and support to the children with regard to health education eg nurse, clergy, youth workers.

 

7         Confidentiality

 

7.1       Teachers conduct sex education lessons in a sensitive manner, and in confidence. However, if a child makes a reference to being involved (or being likely to be involved) in sexual activity, then the teacher will take the reference seriously, and deal with it as a matter of child protection. Teachers will respond in a similar way if a child indicates that they may have been a victim of abuse. They will not try to investigate, but will immediately inform the named person for child protection issues about their concerns. The principal will then deal with the matter in consultation with health care professionals (see also our policy on Child Protection).

  

8         The role of the principal

 

8.1       It is the responsibility of the principal to ensure that both staff and parents are informed about our sex education policy, and that the policy is implemented effectively. It is also the principal’s responsibility to ensure that members of staff are given sufficient training, so that they can teach about sex effectively, and handle any difficult issues with sensitivity.

 

8.2       The principal liaises with external agencies regarding the school sex education programme, and ensures that all adults who work with our children on these issues are aware of the school policy, and work within its framework.

  

9         Monitoring and review

 

9.1      The principal monitors and reviews this policy every year.

 

Updated Aug 2011 – SJH – next update due Aug 2012

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AIRTHRIE SCHOOL

ANTI-BULLYING POLICY

 

1         Introduction

 

1.1      DfES guidance (with specific reference to circular on bullying DfES 0064/2000) defines bullying as actions that are meant to be hurtful, and which happen on a regular basis.  Bullying can be direct (either physical or verbal) or indirect (for example, being ignored or not spoken to), Emotional, Homophobic or Cyber bullying.

 

1.2      Bullying includes racist harassment, sexual bullying and bullying of pupils with special educational needs or disabilities. 

 

2         Aims and objectives

 

2.1      Bullying is wrong and damages individual children.  We therefore do all we can to prevent it, by developing a school ethos in which bullying is regarded as unacceptable.

 

2.2      We aim, as a school, to produce a safe and secure environment where all can learn without anxiety, and measures are in place to reduce the likelihood of bullying.

 

2.3      This policy aims to produce a consistent school response to any bullying incidents that may occur.

 

2.4      We aim to make all those connected with the school (Staff, pupils and parents) aware of our opposition to bullying, and we make clear each person’s responsibilities with regard to the eradication of bullying in our school.

 

3         The role of the Principal

 

3.1      It is the responsibility of the Principal to implement the school anti-bullying strategy, and to ensure that all staff (both teaching and non-teaching) are aware of the school policy and know how to identify and deal with bullying.

 

3.2      The Principal ensures that all children know that bullying is wrong, and that it is unacceptable behaviour in this school.  The principal draws the attention of children to this fact at suitable moments.  For example, if an incident occurs, the principal may decide to use an assembly as the forum in which to discuss with other children why this behaviour was wrong, and why a pupil is being punished.

 

3.3      The Principal ensures that all staff, including lunchtime staff, receive sufficient training to be equipped to identify and deal with all incidents of bullying.

 

3.4      The Principal sets the school climate of mutual support and praise for success, so making bullying less likely.  When children feel they are important and belong to a friendly and welcoming school, bullying is far less likely to be part of their behaviour.

 

4         The role of the teacher and support staff

 

4.1      All the staff in our school take all forms of bullying seriously, and seek to prevent it from taking place.

 

4.2      If teachers witness an act of bullying, they will either investigate it themselves or refer it to the principal.  Teachers and support staff do all they can to support the child who is being bullied.  If a child is being bullied over a period of time and parents are unaware of this, the principal will need to inform the parents of both the child bullied and the bully.

 

4.3      When any bullying is taking place between members of a class, the teacher will deal with the issue immediately.  This will involve listening, counselling, support and assertiveness training for the victim of the bullying, and punishment for the child who has carried out the bullying.  Time is spent talking to the child who has bullied: explaining why his/her action was wrong, and that child is encouraged to change his/her behaviour in future.  If a child is repeatedly involved in bullying other children, the Principal is informed and takes over responsibility for dealing with the issue.  We then invite the child’s parents into the school to discuss the situation.  In more extreme cases, for example where these initial discussions have proven ineffective, the principal may contact external support agencies, such as educational psychology counselling services or GP.  If none of the above measures manage to resolve the situation, ultimately sanctions such as temporary or permanent exclusion may have to be employed.

 

4.4      A key member of staff will be assigned to each case of bullying so the situation can be monitored and followed up.

 

4.5      All incidents of bullying, antisocial behaviour or sexual or racist abuse is carefully recorded.  Records are kept of the school’s response to these incidents.

 

4.6      All members of staff attend behaviour management training periodically, which equips them to identify bullying and to follow school policy and procedures with regard to behaviour management.

 

4.7      Teachers use a range of methods to help prevent bullying and to establish a climate of trust and respect for all.  They use Circle Time and PSHE/ Citizenship curriculum time to help pupils understand the feelings of bullied children, and to practise the restraint required to avoid lapsing into bullying behaviour.  Pupils are educated about disabilities, Special Educational Needs, racial and sexual differences.  Role-play scenarios assist in reinforcing this teaching.  Within younger classes, circle time is used to praise, reward and celebrate the success of all children, and thus to help create a positive atmosphere.  

 

5         The role of parents

 

5.1      Parents who are concerned that their child might be being bullied, or who suspect that their child may be the perpetrator of bullying, should contact their child’s class teacher immediately. If they are not satisfied with the response, they should contact the principal.

 

5.2      Parents have a responsibility to support the school’s anti-bullying policy, actively encouraging their child to be a positive member of the school.

 

6         The role of pupils

 

6.1      Pupils are encouraged to tell anybody they trust if they are being bullied, and if the bullying continues, they must keep on letting people know.

 

6.2      Pupils are likewise encouraged to tell a teacher or the principal if they know another child is being bullied.

 

7         Monitoring and review      

 

8.1      This policy is monitored by the principal who reviews it each year.

 

 

Appendices

 

1.         Incident Recording Template

2.         ‘Tackling Bullying in Gloucestershire’ Guidelines

Updated May 2011 – SJH – next update due May 2012