Active School Travel Policy
We have six Year 5 Junior Travel Ambassadors (JTAs) made up of keen pupils whose job it is to make travelling to school safer and more active. They help organise and run associated events as well as carry out surveys and report back to our Star Squad, other members of the school community and TfL.
This school travel policy explains how we encourage active travel to school. For pupils unable to come by foot, scooter or bike, we like to encourage use of public transport, car-share or use of the 5 or 10 minute walk zone.
Some of the benefits of active travel:
- Improving both mental and physical health through physical activity
- Establishing positive active travel behaviour
- Promoting independence and improving safety awareness
- Reducing congestion, noise and pollution in the community
- Reducing the environmental impact of the journey to school.
To encourage pupils to cycle, scoot or walk to school frequently the school will:
- Actively promote cycling, scooting and walking as a positive way of travelling
- Celebrate the achievements of those who cycle, scoot and walk to school
- Provide cycle and scooter storage on the school site
- Provide high quality cycle training to all Year 6 pupils who wish to participate.
To make cycling, scooting and walking to and from school a positive experience for everybody concerned, we expect our pupils to:
- Wear a cycle helmet
- Ride and walk sensibly and safely and to follow the Highway Code and Green Cross Code using patrol personnel, zebra crossings etc when available
- Check that their bicycle or scooter is roadworthy and regularly maintained
- Behave in a manner which shows them and the school in the best possible light and to consider the needs of others when cycling or scooting
- Ensure they can be seen by other road users, by using lights and wearing high-visibility clothing, as appropriate
- Dismount bicycles and scooters at the school gate and walk inside the school grounds.
For the well-being of our pupils, we expect parents and carers to:
- Encourage their child to walk, cycle or scoot to school whenever possible
- Encourage their child to take up opportunities to develop their competence and confidence in cycling or scooting
- Consider cycling, scooting and walking with their child on the school run; possibly joining with other families as a ‘cycle train’
- Provide their child with equipment such as high-visibility clothing, lights, a lock and essentially a cycle helmet as appropriate
- Ensure that the bicycles and scooters ridden to school are roadworthy and regularly maintained.
Please note: The decision as to whether a child is competent to cycle, scoot or walk safely to and from school rests with the parent(s)/carer(s). The school has no liability for any consequences of that decision. Parents are advised to take out appropriate insurance cover for bikes (check home insurance) as the school’s insurance does not cover any loss or damage to bicycles and scooters. They are left entirely at the owner’s risk. We therefore recommend that bikes and scooters are padlocked appropriately and collected at the end of each day.
Statement of Intent
At Coldfall we are committed to providing a caring, friendly and safe environment for all of our pupils so they can learn in a relaxed and secure atmosphere. Bullying of any kind is unacceptable at our school. If bullying does occur, all pupils should be able to tell and know that incidents will be dealt with promptly and effectively. We are a TELLING school. This means that anyone who knows that bullying is happening is expected to let someone know so that the bullying will stop.
What Is Bullying?
Bullying is the use of aggressive behaviour, name-calling or intimidation with the intention of hurting another person. Bullying results in pain and distress to the victim.
Bullying can be short term or continuous over long periods of time.
Bullying can be:
• Emotional being unfriendly, excluding, tormenting (e.g. hiding books, threatening gestures)
• Physical pushing, kicking, hitting, punching or any use of violence
• Racist racial taunts, graffiti, gestures
• Sexual unwanted physical contact or sexually abusive comments
• Homophobic because of, or focussing on the issue of sexuality
• Verbal name-calling, sarcasm, spreading rumours, teasing
• Cyber All areas of internet , such as email & internet chat room misuse
Mobile threats by text messaging & calls
Misuse of associated technology i.e. camera & video facilities
To a child bullying is:
• Deliberately hurtful
• Difficult to counteract by the victim
• Different from random acts
Why is it Important to Respond to Bullying?
Bullying hurts. No one deserves to be a victim of bullying. Everybody has the right to be treated with respect. Pupils who are bullying need to learn different ways of behaving.
Schools have a responsibility to respond promptly and effectively to issues of bullying.
Objectives of this Policy
• All governors, teaching and non-teaching staff, pupils and parents should have an understanding of what bullying is.
• All governors and teaching and non-teaching staff should know what the school policy is on bullying, and follow it when bullying is reported.
• All pupils and parents should know what the school policy is on bullying, and
what they should do if bullying arises.
• As a school we take bullying seriously. Pupils and parents should be assured that they will be supported when bullying is reported.
• Bullying will not be tolerated.
Signs and Symptoms
A child may indicate by signs or behaviour that he or she is being bullied. Adults should be aware of these possible signs and that they should investigate if a child:
• is frightened of walking to or from school
• changes their usual routine
• is unwilling to go to school (school phobic)
• becomes withdrawn anxious, or lacking in confidence
• starts stammering
• attempts or threatens suicide or runs away
• cries themselves to sleep at night or has nightmares
• feels ill in the morning
• begins to do poorly in school work
• comes home with clothes torn or books damaged
• has possessions which are damaged or ” go missing”
• asks for money or starts stealing money (to pay bully)
• has dinner or other monies continually “lost”
• has unexplained cuts or bruises
• comes home starving (money / lunch has been stolen)
• becomes aggressive, disruptive or unreasonable
• is bullying other children or siblings
• stops eating
• is frightened to say what’s wrong
• gives improbable excuses for any of the above
• is afraid to use the internet or mobile phone
• is nervous and jumpy when a cyber message is received
These signs and behaviours could indicate other problems, but bullying should be considered a possibility and should be investigated.
1. Report bullying incidents to the class teacher
2. In cases of serious bullying, the incidents will be recorded by staff.
3. In serious cases parents should be informed and will be asked to come in to a meeting to discuss the problem.
4. If necessary and appropriate, police will be consulted
5. The bullying behaviour or threats of bullying must be investigated and the
bullying stopped quickly
6. An attempt will be made to help the bully (bullies) change their behaviour.
1.The bully (bullies) may be asked to genuinely apologise. Other consequences may take place.
2. If possible, the pupils will be reconciled
3. In serious cases, suspension or even exclusion will be considered.
4. After the incident / incidents have been investigated and dealt with, each case will be monitored to ensure repeated bullying does not take place.
We will use these methods for helping children to prevent bullying. As and when appropriate these may include:
• writing a set of school or class rules
• signing a behaviour contract
• writing stories or poems or drawing pictures about bullying
• reading stories about bullying or having them read to a class or assembly • making up role-plays
• having discussions about bullying and why it matters
Policy to be reviewed April 2018
This policy is based on advice provided by Kidscape.
Advisory Centre for Education (ACE) 0808 800 5793
Children’s Legal Centre 0845 345 4345
KIDSCAPE parent helpline 0845 1205 204
Parentline Plus 0808 800 2222
Youth Access 020 8772 9900
Rationale and Aims: Our aim at Coldfall is to ensure pupils have excellent levels of attendance and punctuality in order that they are able to succeed and thrive at school and maximise their learning time.
In order to do this we aim to:
- Encourage, recognise and reward good attendance and punctuality.
- Teach children the importance of developing good habits of attendance and punctuality.
- Liaise with parents regarding attendance concerns.
- Have clear procedures for recording and monitoring attendance and act quickly where issues arise.
- Set aspirational targets for high levels of attendance, above the national average.
The school must:
- Record attendance of each pupil for both morning and afternoon sessions.
- Follow up absences and identify authorised/unauthorised absences (this is at Head Teacher’s discretion not that of the parent).
- Ensure any safeguarding actions are taken.
The parents must:
- Ensure their children attend school on time each day.
- Inform the school of any reasons for a child’s absence as soon as possible – this can be done on the school’s absence line or in person at the Welcome Desk and then in writing when the child returns to school.
- Avoid taking any holidays in term time.
Attendance procedures at Coldfall
- The school day begins at 8.55am and electronic registers are taken at 9.00am and at the start of the afternoon session each day.
- Any pupils not present at this time will be marked as absent.
- Late pupils need to report to the school office to collect a late token.
- Pupils arriving after 9.30am when registration closes are marked as absent for that session.
- A text message is sent to the parents of any absent pupils who have not notified the school on the morning of their first day of absence, these will be followed up by a phone call if there is no response.
- A log of texts/calls is kept by the attendance officer and any concerns re safeguarding are followed up asap.
- Pupil attendance is monitored each half term and letters are issued to parents of pupils who have had unexplained absences, several absences, or been late on more than three occasions.
- Pupils with persistent absence i.e. 10% or more, or who have a pattern of lateness are carefully monitored and the Learning Mentor will work closely with the pupil and their family to ensure attendance improves.
- Where the school’s actions are deemed to have made limited impact and the attendance or punctuality is concerning, referrals will be made to the schools ESW.
- Fixed penalty notices may be issued to parents where attendance fails to improve.
Staff Roles – all staff in school act as role models to the children and should have excellent attendance and punctuality themselves.
- Attendance Officer ensures registration procedures, monitoring of attendance and punctuality, clear record keeping, parent letters and referrals to appropriate staff/EWO are made.
- Class teachers – promote good habits of attendance and will remind pupils and speak to parents regarding any concerns in the first instance.
- Middle/senior leaders – incorporate teaching about good attendance into regular PHSE lessons and assemblies. In particular our weekly “Golden Book “ assemblies promote good attendance with our attendance teddies awarded to the class with the best attendance of the week.
- Pupil progress review meetings – are held each term with class teachers and senior leaders- any child with attendance concerns is raised at this meeting and appropriate actions put in place.
- The Learning Mentor has a specific role to be in the playground at the start of the day and speak to parents of pupils with attendance concerns. She also works closely with these families to encourage good habits of attendance and plans strategies to motivate/support specific pupils, especially persistent absentee pupils.
- Senior leaders and governors monitor the schools attendance data and look for any specific patterns or concerns so that appropriate actions can be taken.
- Head Teacher signs any requests for leave of absence and makes the decision to authorise absences if there are exceptional circumstances.
Our aims for behaviour are:
- To create a welcoming, caring, respectful and safe learning environment enabling children and staff to be the best that they can be.
- To have a consistent, agreed, comprehensive school wide approach to enabling very positive behaviour and achievement of our vision.
- To explicitly teach and enforce exemplary standards of behaviour, behaviour for learning and character development.
- To build a school based on the principles of “Ubuntu” in which we recognise our interconnectedness and that our actions and words affect each other.
- To empower children to manage their own behaviours and resolve issues, including bullying, successfully.
- To create staff and children who go beyond the norms of just good behaviours, and who actively strive to make a difference
The following document outlines Coldfall’s Behaviour Policy in detail.
Coldfall School Rules
The school has six agreed Golden rules that enable children’s right to learn to be protected and to ensure a safe, happy learning environment.
- Stop, look and listen respectfully to any member of staff speaking to you
- Follow instructions the first time
- Keep your hands, feet, objects and unhelpful/hurtful comments to yourself
- Look after and respect property belonging to the school, yourself or others
- Always walk quietly on the left inside the building
- Always work hard and do your best
All children will agree to these rules through the establishment of, and by signing up to, the terms of their class contract at the beginning of the year. Children are accountable for their behaviour in accordance with these rules. Teachers’ powers to discipline include the power to discipline pupils even when they are not at school or in the charge of a member of staff. Teachers, and teaching staff (e.g. Teaching Assistants) have the statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction (Section 90 and 91 of the Education and Inspections Act 2006).
The consequences of breaking the school’s Golden Rules or the Class contract are:
- Staff members will provide corrective feedback/emotion coaching, making clear which rule has been broken and its impact.
Example: “X…you are talking whilst I am talking and this is stopping other children from learning, it is disrespectful and wrong.”
- If teachers have given corrective feedback on 2 occasions on the same day and the child continues to break a rule, children should complete a reflection sheet at the next break time.
- If the inappropriate behaviour has affected another person(s) then the child responsible will be directed to make restitution towards him or her. This could be by writing a letter, a verbal apology or doing something in recompense.
If a child repeatedly receives corrective feedback and their behaviour is not changing then the issue will be referred to the Deputy Head, who will liaise with parents around goal setting, social skill development and possibly establishing a specific behaviour plan.
Acknowledging children’s good behaviour
Praise is the most effective, powerful tool for developing self-esteem, confidence and positive appropriate behaviour. Extrinsic rewards have limited long-term impact and lead to children valuing rewards over their actual behaviours and character development. Sincere recognition in the form of specific, positive feedback and praise is the most effective and valuable reward available.
It is our aim that praise is the most consistent, positive reinforcement strategy used in our school. Teachers should find opportunities daily for acknowledging children’s good behaviour.
Rewards for Exemplary Behaviour
- The Golden Book
- Star of the Week
- Postcards home from Head Teacher
- Teacher positive phone-call or note home
- End of term class treat for collaborative adherence to the class contract e.g. a video, extra PE/games
Managing and resolving their own conflicts
Our aim is to empower children to resolve their own issues and disputes as far as possible. Recent evidence and research is clear that over-involvement of adults in children’s disputes and issues can often unhelpfully escalate issues and disempowers children. The culture of overdependence on adults strips children of their ability to negotiate tricky social situations and of their confidence to resolve their own issues. Children will be taught to talk through and resolve problems calmly and responsibly.
The school aims not only to teach children about good behaviour and manners, but also to go beyond this to be upstanding moral citizens who have a positive impact on the lives of others.
In order to achieve this aim we teach children explicitly about the nine habits of empathy, the meaning of Ubuntu, the schools’ values and global citizenship.
These habits and behaviours are an integral part of day-to-day classroom practice and incorporated in:
- PHSE/circle time, P4C sessions
- Literacy learning and core texts and stories
- Special events
Daily routines for learning about character are established by a regular review of the Class Contract and Golden Rules, reminding children of their commitment to being Up-standers, Team players, Change-makers etc.
Children with persistently challenging behaviour
Some children with more specific behaviour needs may have a Personalised Behaviour Plan in place with individual targets and strategies. These may include:
- Home/school liaison book
- Daily sticker chart
- Specific mentoring sessions
Extreme, wilful or persistent misbehaviour may lead to exclusions as detailed below.
Children who have exhibited significantly poor behaviour may be excluded from their classroom for a period. They are expected to work in silently and independently, in a parallel class. There should not be interactions between the child and other members of staff or children in the class they have been sent to and no opportunity for them to enjoy the school facilities or learning on offer. At break and lunchtimes, they should stay in close attendance to an adult and not interact with other children.
Serious incidents may result in fixed-term exclusion for at the Head Teacher’s discretion. Fixed term exclusions last for a specific number of days. It is for the head teacher to determine how long the exclusion and when the child should return to school. Examples of behaviour that may lead to such a sanction may include:
- Extreme violence towards a staff member or pupil
- Continual disrespect, abusive language or behaviour to members of staff
- Significant and wilful damage, theft or vandalism of the school’s or its members property
Permanent exclusion usually occurs after an incident (or series of incidences) so serious that the head teacher decides that the pupil can no longer attend the school and his/her name will be removed from the school admission register following a review of the exclusion by representatives of the governing body.
The law on school exclusions states that the decision to permanently exclude should be taken only:
- in response to serious or persistent breaches of the school’s behaviour policy, and
- if allowing the pupil to remain in school would seriously harm the education or welfare of the pupil or others in the school
The role of parents
Parents, working in partnership with the school to consistently reinforce the school’s expectations and following up at behaviour issues arising from school, are an important factor in every child’s success. Furthermore, the school requires that parents respect the admonishments of staff when they address misbehaviour in order that teachers’ authority to do their job is not undermined. Finally, we expect parents to work in partnership with the school on 1:1 Behaviour Support Plans, helping their child to succeed at school.
This may be used if a child is endangering themselves, or others or likely to cause damage to property. The school follows the DFE guidance on physical restraint – “The use of Reasonable Force in Schools 2013” document.
Any racist, sexist or discriminatory behaviour is unacceptable, logged and reported termly to the Local Authority. The school specifically teaches the importance of valuing and respecting each other. Children are taught that all forms of discrimination are wrong.
This behaviour policy acknowledges the school’s legal duties under the Equality Act 2010, in respect of safeguarding and in respect of pupils with special educational needs (SEN).
Voluntary contributions will be requested. Although children will not be excluded for non-payment trips will be cancelled if there are insufficient funds to cover at least 95% of the total cost..
Residential trips (eg Year 6 school journey)
A charge will be levied to meet the cost of travel, activities, board and lodging. The school applies for a hardship grant for children on free school meals. No child will be excluded due to inability to pay.
Sometimes a charge will be made for specialist resources, eg art / craft / DT and food technology. All other books and materials are provided by the school.
Years 3 and 4 have recorder / ukulele lessons. Charges are levied for each child to purchase their own instrument to practice on. Individual 1:1 tuition is provided via the Haringey music service which has its own charging structure.
Extra curricular activities
The school has an extensive programme of extra-curricular clubs. Children are charged a fee to help cover the costs of staffing, resources and room use.
Extended day facilities
There are two charging rates for the extended day facilities. Children in Nursery and Reception are levied at a higher rate given the requirements around staff ratios and higher costs.
Voluntary contributions will be sought for special events at school such as visiting theatre companies, special workshops, art events, French week etc.
Damage / loss to school property
A charge will be levied in respect of wilful damage, neglect or loss of school property (including premises, furniture, equipment, books or materials). The charge levied will be the cost of replacement or repair.
The school will make its facilities available to outside users at a charge of at least the cost of providing facilities. The scale of charges is determined annually by the finance committee.
The Head Teacher or governing body may decide to remit in full or part, charges in respect of a particular pupil or activity, if it is felt reasonable in the circumstances.
Pupils who receive pupil premium funding will receive reduced charges in line with our pupil premium policy.
Collective Worship Policy
At Coldfall there is a daily act of collective worship (CW) in line with the statutory requirements. This is an opportunity for everyone in the school to share in celebration and reflection. CW is seen as a very special time of day when the school can be together and the children have a chance to be still and think about their lives.
The HT is responsible for ensuring that the daily act of CW takes place and that it is broadly Christian in nature, but also has due regard for the other faiths represented in school. The HT also has due regard to any guidelines from SACRE.
Aims of Collective Worship
- To foster reflection, contemplation, silence and worship
- To celebrate life, family, community
- To celebrate our achievements
- To promote a sense of community, whole school ethos
- To recognise, respect and celebrate other cultures and faiths represented in school
- To foster a sense of awe and wonder
- To develop empathy and care for others
- To instil a sense of individual responsibility towards each other and society
- To develop our spiritual and moral awareness and values
Right of Withdrawal
Parents have the right to withdraw their child from attendance at CW, but should meet to discuss this with the HT. Requests for withdrawal should be put in writing.
What form does CW take?
CW may involve a variety of activities/events which promote the above aims and may include:
- Story telling (moral, religious)
- Prayer, reflection, quiet time
- Music, singing
- Drama, dance, poetry
- Using a visual stimulus, ICT
- Listening to visiting religious leaders/faith groups
CW may involve the whole school, key stages or year /class groups. On a Friday the CW takes the form of a celebration of a class’ learning to which parents are invited.
Themes for CW
Generally there is a main theme for each month, and this often links to the school’s Values education programme.
Major religious festivals e.g. Christmas, Easter, Diwali, Eid, Hanukah will be celebrated in line with the faith groups represented within the school.
Themes may link to topical events e.g. Olympics, a natural disaster, sustainable development.
Other themes may include:
- Behaviour and responsibility – in school, society, our community, citizenship, caring, sharing, forgiveness.
- Famous people – of courage, self sacrifice e.g. saints, Martin Luther King, Anne Frank, Buddha etc
- Celebration of life – new life, birthdays, family, weddings, seasons, festivals
- Stories/themes from major faiths – their symbols, teachings, special events, worship
- The world and our environment – sustainable living, climate change, global citizenship, caring for the planet, wildlife etc
- Questions about life- death, the after-life, why we are here, feelings and emotions, war, peace, creation, change, time.
The CW policy is reviewed annually.
Coldfall Primary School Complaints Policy
- Section A – Introduction
- Section B – Making a complaint
- Section C – The complaints procedure
- Section D – Particular circumstances affecting complaints
Section A – Introduction
Coldfall Primary School (‘the School’) welcomes feedback both positive and negative from all stakeholders and recognises that any dissatisfaction ought to be addressed promptly and reasonably.
It is in everyone’s interest that any dissatisfaction is resolved at the earliest opportunity. Many issues can be resolved informally, without the need to follow the formal stages of the complaints procedure.
This policy therefore differentiates between dissatisfaction expressed, usually informally, as a “concern” and dissatisfaction that is raised as a formal complaint against the School.
A concern may be defined as ‘an expression of worry or doubt over an issue considered to be important for which reassurances are sought’.
A concern can be raised in person, in writing or by telephone and by a third party as long as they have appropriate consent to do so.
Concerns should be raised with either the class teacher, Year Team Leader or member of the School office staff if the concern is unrelated to classroom practice.
If the individual raising the concern has difficulty discussing the concern with a particular member of staff, the School’s Complaints Coordinator (who can be contacted by email at email@example.com) will refer the matter to another staff member. This member of staff may be more senior but does not have to be. The ability to consider the concern objectively and impartially is more important.
The School takes all concerns seriously and will make every effort to resolve the matter as quickly as possible.
Where the dissatisfaction cannot be resolved informally then the formal complaint procedure set out below should be followed. (Note that raising any matter informally as a concern is not a pre-condition to invoking the complaints procedure.)
The scope of this policy
This policy covers all concerns or complaints about any provision of educational or community facilities or services by the School other than those matters that are dealt with under other statutory procedures, including all matters listed in Appendix 1 to this policy.
This policy is primarily aimed at parents and carers of children who are registered at the School, but it is not limited to them. Any member of the public or interested party may raise a concern or make a complaint about any provision of facilities or services that the School provides.
Section B: Making a complaint
For ease of reference, in this policy the person who make a complaint is referred to as ‘the Complainant’.
A complaint can be made in person, in writing or by telephone. Complaints may also be made by a third party acting on behalf of the Complainant, as long as they have appropriate consent and authority to do so.
Ideally, complaints should be made in writing so that there is certainty over the nature of the complaint being made.
For ease of use, a template complaint form is included at Appendix B to this policy. If help is required to complete the form, the Complainant may request assistance from the School office or from any third party organisations, for example, Citizens Advice.
In accordance with equality law, the School will consider making reasonable adjustments if required, to enable Complainants to access and complete this complaints procedure: for example by providing information in alternative formats, assisting Complainants in raising a formal complaint or holding meetings in accessible locations.
The School will process complaints made verbally but in order to avoid any delay in processing the complaint, in such cases the School requests that the Complainant provide as much information as possible and make it clear that the issue raised is a formal complaint. In the case of complaints made verbally, the School will ordinarily provide the Complainant with a written summary of the complaint and ask the Complainant to confirm same.
Submitting the complaint
Complaints should be submitted to the School’s Complaints Coordinator either by e-mail at firstname.lastname@example.org, by hand or by post addressed to the Complaints Coordinator care of the School office, except in the following circumstances:
- Complaints against School staff (except the Head Teacher) should be made in the first instance to the Head Teacher via the School office (or by e-mail to email@example.com) and should be marked “private and confidential”.
- Complaints that involve or are about the Head Teacher should be addressed to the Chair of governors, via the School office (or by e-mail firstname.lastname@example.org ) and marked “private and confidential”.
- Complaints about the Chair of Governors, any individual governor or the whole governing body should be addressed to the clerk to the governing body via the School office, (or by e-mail to email@example.com), again, marked “private and confidential”.
Please note that Complainants should not approach School governors in person to make complaints. School governors have no power to act on an individual basis and disclosure of the nature of a complaint to a School governor will usually disqualify that governor from any participation in Stage 2 of the complaints procedure.
Complainants must submit the complaint to the School within three months of the incident giving rise to the complaint, or, where the complaint arises out of a series of connected incidents, within three months of the last of these incidents. The School will only respond to complaints made outside of these time limits if the School considers that exceptional circumstances apply.
Complaints made outside of term time will be treated as having been received on the first School Day after the holiday period. (In this policy “School Day” means a day on which the School is open and children are attending in their classes for the purposes of education.)
At each stage in the complaints procedure the School will use its best endeavours to resolve the complaint. If appropriate, the School will acknowledge that the complaint is upheld in whole or in part, or that it is not upheld. In addition, the School may offer one or more of the following:
- An explanation;
- An acknowledgement that the situation could have been handled differently or better;
- An assurance that the School will try to ensure that the events giving rise to the complaint will not recur;
- An explanation of the steps that have been or will be taken to help ensure that the events giving rise to the complaint will not happen again and an indication of the timescales within which any changes will be made;
- An undertaking to review School policies in light of the complaint;
- An apology.
Withdrawal of a complaint
If a Complainant wants to withdraw the complaint in whole or in part at any time, this should be confirmed in writing to the School.
Section C: The complaints procedure
The School’s procedure for complaints is divided into two stages as follows:
When the School receives a complaint in accordance with Section B of this policy, the Head Teacher will record the date the complaint is received and will acknowledge receipt of the complaint to the Complainant in writing (either by letter or email) within 5 School Days. Within this acknowledgement if appropriate, the Head Teacher may seek to clarify the nature of the complaint and invite the Complainant to indicate what remains unresolved and what outcome the Complainant would like to see. The Head Teacher may consider whether a face to face meeting would be the most appropriate means of achieving any necessary clarification of the complaint.
As soon as is practicable and no later than 10 School Days after the complaint is received by the School in accordance with Section B of this policy, the Head Teacher will commence an investigation into the complaint. If appropriate, the Head Teacher may delegate the investigation to another member of the School’s senior leadership team but not the decision to be taken.
During the investigation, the Head Teacher (or investigator) will:
- If necessary, interview those involved in the matter and/or those complained of, allowing them to be accompanied if they wish;
- Keep a written summary record of any meetings/interviews in relation to the investigation.
At the conclusion of the investigation, the Head Teacher will provide a formal written response to the Complainant within 15 School Days of the date that the School received the complaint in accordance with Section B of this policy. If the Head Teacher is unable to meet this deadline, the Head Teacher will provide the Complainant with an update and revised response date.
The written response will detail any actions taken to investigate the complaint and provide a full explanation of the decision made in relation to the complaint and the reason(s) for it. Where appropriate, the response will include details of actions the School will take to resolve the complaint.
The Head Teacher will also advise the Complainant of how to escalate the complaint to Stage 2 should they remain dissatisfied with the outcome of Stage 1.
If the complaint is about the Head Teacher or a member of the governing body (including the Chair or Vice-Chair), a suitably skilled governor will be appointed to complete all of the actions required by Stage 1.
If the complaint is jointly about the Chair and Vice chair, or the entire governing body, or the majority of the governing body, Stage 1 will be conducted by an independent investigator appointed by the governing body. At the conclusion of its investigation, the independent investigator will provide a formal written response.
All communications emanating from the School in connection with Stage 1 will be marked “Complaint – Stage 1”.
If the Complainant is dissatisfied with the outcome of Stage 1 and wishes to take the matter further, they can escalate the complaint to Stage 2 – a meeting with a Complaints Panel appointed by the School’s governing body (‘the Panel’).
A request to escalate to Stage 2 must be made to the School’s Complaints Coordinator via the School office, within 10 School Days of the Complainant’s receipt of the Stage 1 written response from the Head Teacher (or investigator).
Requests to escalate to Stage 2 received outside of this time frame will only be considered if the School considers that exceptional circumstances apply.
The School’s Complaints Coordinator will record the date the Stage 2 request is received and acknowledge receipt to the Stage 2 request in writing (either by letter or email) within three School Days.
The Panel will be formed of three impartial governors from the School’s governing body. Unless there are any reasonable grounds for doubt, such grounds to be notified promptly to the School, the impartiality of the governors on the Panel will be assumed if the governors have no prior knowledge of the substance of the complaint and no pre-existing relationship of any kind with the Complainant and the Complainant’s immediate family. The Panel will decide amongst themselves who will act as the chair and will make arrangements to appoint an independent clerk to the Panel (‘the Clerk’). The Clerk is independent of the School and the Panel and has no involvement in the Panel’s decision making in connection with the complaint.
If there are fewer than three impartial governors available, the Clerk will source any additional, independent governors through another local school or through the local authority’s governor services team, in order to make up the Panel.
The names of the Clerk and of the governors forming the Panel will be notified to the Complainant and the School as soon as their appointments are confirmed. Thereafter all communications made in connection with the Stage 2 complaint should be copied to the Clerk, the Panel, the Complainant and the School.
The Panel will decide whether to deal with the complaint by inviting the Complainant to a meeting or through written representations, but in making this decision the Panel will be sensitive to the Complainant’s needs.
Arranging the Panel meeting
If a Panel meeting is required the procedure will be as follows:
The Clerk will write to the Complainant to inform them of the proposed date for the meeting which should be within 20 School Days of receipt by the School of the Stage 2 request. If this is not possible, the Clerk will provide an anticipated date and keep the Complainant informed.
If the first proposed date is inconvenient for the Complainant the Clerk will promptly propose an alternative date.
If the Complainant rejects both proposed dates without good reason, the Panel will then proceed to consider the complaint on the basis of written submissions only.
If a Panel meeting takes place then the venue for the meeting will usually be a convenient and accessible location on the School’s premises, unless the Panel reasonably considers that an alternative venue would be more appropriate.
At least 10 School Days before the date fixed for the Panel meeting, the Clerk will confirm and notify the Complainant of the date, time and venue of the meeting. (Ordinarily a full day will be allowed for the purposes of the meeting although the Panel are not bound to use the full day.)
Any written material to be considered by the Panel must be circulated to the Clerk, the Panel, the Complainant and the School at least 5 School Days before the date of the meeting.
At least 5 School Days before the meeting the Complainant and the School should provide to the Panel and to each other:
- The names of their proposed representatives at the Panel meeting (i.e. the people who are expected to do most of the speaking on the Complainant/School’s behalf).
- The names of the individuals who will be attending the meeting as witnesses.
In addition, at the meeting the Complainant may bring someone along to provide support. This can be a relative or friend.
If the Complainant or the School require the Clerk to notify any witnesses of the time and place of the meeting, contact details must be provided to the Clerk at least 7 School Days before the date fixed for the Panel meeting. Note that the Clerk has no powers to compel attendance.
Procedure for the Panel meeting
The Panel meeting will be private and confidential. Electronic recordings of meetings or conversations are not normally permitted unless a Complainant’s own disability or special needs require it. Prior knowledge and consent of all parties attending must be sought before the recording of any discussions takes place. Such consent will be noted in any minutes taken.
The Panel may request that any portable electronic devices be removed from the meeting room.
The Clerk will prepare a non-verbatim minute of the meeting that will summarise the main points discussed. The minute will be circulated to the Complainant and the School within a reasonable time after the meeting.
Representatives from the media are not permitted to attend the meeting.
When conducting the meeting the Panel will follow the guidance set out in the Best Practice Guidance for School Complaints Procedures 2019. See:
The Panel is otherwise free to adopt a procedure that is reasonable and accords with the principles of natural justice.
- The Complainant will be given an opportunity to explain the complaint by reference to documents and witnesses if appropriate and the School will be entitled to respond.
- The Panel will be entitled to ask questions of the Complainant, the School and any witnesses who attend the meeting.
- The Panel will not normally accept as evidence recordings of conversations or video evidence of any kind.
- The Panel is not obliged to consider any new complaints or evidence unrelated to the complaint that is being considered. (New complaints must be dealt with from Stage 1 of this procedure.)
- The Panel is not obliged to consider any material provided outside of the time limits set out above or any material that has not been circulated to the Clerk, the Panel, the Complainant and the School.
Once both the Complainant and the School have been allowed sufficient time to set out their positions the Panel will bring the meeting to a close. The Panel will then consider the submissions and evidence presented and will come to a decision in respect of the complaint.
In its decision the Panel can:
- Uphold the complaint in whole or in part;
- Dismiss the complaint in whole or in part.
If the complaint is upheld in whole or in part, the Panel will:
- Advise on the appropriate action to be taken to resolve the complaint;
- Where appropriate, recommend changes to the School’s systems or procedures to prevent similar issues in the future.
The chair of the Panel will provide the Complainant and the School with a written explanation of the decision, with reasons, within five School Days of the date of the meeting.
When communicating the decision to the Complainant the chair will explain that if dissatisfied with the outcome of Stage 2, the Complainant may refer the matter to the Department for Education (‘the DfE’) at the address given below.
All communications emanating from the School and the Panel in connection with Stage 2 will be marked “Complaint – Stage 2”.
If the Complainant believes the School did not handle the complaint in accordance with this complaints procedure or otherwise acted unlawfully or unreasonably in connection with the complaint, the Complainant can contact the DfE after Stage 2 has been completed.
The Complainant can refer the complaint to the DfE online at www.education.gov.uk/contactus, by telephone on 0370 000 2288 or by writing to:
Department for Education
If the complaint is referred to the DfE, the DfE will consider only whether the School has adhered to education legislation and any statutory policies connected with the complaint. The DfE will not normally re-investigate the substance of complaints or overturn any decisions made by the School during Stage 1 or the Panel during Stage 2 – in this respect the DfE will not exercise any appellate capacity in relation to the Panel’s decision
Section D – Particular circumstances affecting complaints
The School will not normally investigate complaints made anonymously or where the identity of the Complainant is open to doubt. However, the Head Teacher or Chair of governors, if appropriate, will determine whether the complaint warrants an investigation.
If other bodies are investigating aspects of the complaint, for example the police, local authority safeguarding teams or other tribunals, this may impact on the School’s ability to follow this procedure and may result in the complaints procedure being suspended at the School’s discretion. The School will promptly notify the Complainant as appropriate. The complaints procedure will remain suspended until those public bodies have completed their investigations unless the School and the Complainant both agree that the procedure can be re-commenced.
If at any time a Complainant commences legal action against the School in relation to any matter arising out of or in connection with the complaint, the School may in its discretion elect to suspend the complaints procedure until those legal proceedings have concluded and will promptly notify the Complainant of any such election. The complaints procedure will remain suspended until any legal proceedings (including appeals) have been completed unless the School and the Complainant both agree that the procedure can be re-commenced.
If, after closing a complaint at any stage during the complaints procedure, the School receives a duplicate complaint from someone other than the Complainant, the School will be entitled to respond that it has already considered the complaint, that the complaints procedure has been completed and that further communications concerning the School’s handling of the complaint ought to be raised with the DfE at the address given above.
If the School receives what it reasonably considers to be a large volume of complaints, all based on the same subject and/or apparently from Complainants not connected to the School, then the School will treat these complaints as being part of a complaints campaign and respond in one of the following two ways, depending upon the nature and scale of the complaint:
- Send the same response to all Complainants; or
- Publish a single response on the School’s website.
Serial complaints and unreasonable behaviour
The School is committed to dealing with all complaints fairly, impartially and promptly and will not normally limit the contact Complainants have with the School.
Nevertheless, the School does not expect its staff to be required to tolerate unacceptable behaviour and will take necessary action to protect staff from abusive, offensive or threatening behaviour including when such behaviour occurs in connection with a complaint.
The School characterises unreasonable behaviour as acts or omissions which hinder the efficient consideration of complaints because of the frequency or nature of the Complainant’s contact with the School, including but not limited to situations in which the Complainant:
- Refuses to articulate their complaint or specify the grounds of a complaint or the outcomes sought by raising the complaint, despite offers of assistance;
- Refuses to cooperate with the complaints investigation process;
- Refuses to accept that certain issues are not within the scope of the complaints procedure;
- Insists on the complaint being dealt with in ways that are incompatible with the complaints procedure or with good practice;
- Introduces trivial or irrelevant information that they expect to be taken into account or commented on;
- Raises large numbers of details but unimportant questions, and insists they are fully answered often immediately and to their own timescales;
- Makes unjustified complaints about staff who are trying to deal with the issues, and seeks to have them replaced;
- Changes the basis of the complaint as the investigation proceeds;
- Repeatedly makes the same complaint despite previous investigations, responses and decisions that have addressed the complaint and/or found it to be groundless;
- Refuses to accept the findings of the investigation into that complaint where the School’s complaint procedure has been fully and properly implemented and completed, including referral to the DfE;
- Seeks an unrealistic outcome;
- Uses abusive, offensive, or discriminatory language or violence;
- Knowingly provides falsified information and/or;
- Publishes unacceptable information on social media or other public forums of any kind.
If the unreasonable behaviour continues, the Head Teacher will write to the Complainant explaining that their behaviour is unreasonable and asking them to desist. For Complainants who excessively and repeatedly contact the School and cause a significant level of disruption, the School may in its discretion specify particular methods of communication and limit the number of contacts in a communication plan.
In response to any serious incident of aggression or violence or threats of violence, the School will immediately inform police and communicate its response in writing to the Complainant, which may include barring an individual from the School premises.
If Complainants frequently contact the School, causing a significant level of disruption but refuse to engage with the complaints procedure, the School can:
- Restrict the Complainant to a single point of contact via an email address; and/or
- Limit the number of times the Complainant can make contact.
This restriction will be limited to the Complainant’s communications in connection with the complaint. For all other issues the Complainant may contact the School as normal.
The School will generally reserve its right to take reasonable preventative action up to and including suspending the complaints procedure by written notice to the Complainant if it appears that the provisions of this policy are being abused or are being used for an improper purpose.
Matters excluded from the scope of this policy.
|Exceptions||Who to contact|
· Admissions to schools
· Statutory assessments of special educational needs
· School re-organisation proposals
Concerns about admissions, statutory assessments of special educational needs or school reorganisation proposals should be raised with Haringey.
|· Matters likely to require a Child Protection Investigation||
Complaints about child protection matters are handled under the School’s child protection and safeguarding policy and in accordance with relevant statutory guidance.
If you have serious concerns, you may wish to contact the local authority designated officer (LADO) who has local responsibility for safeguarding or the Multi-Agency Safeguarding Hub (MASH). <insert LADO/MASH details>.
· Exclusion of children from school*
Further information about raising concerns about exclusion can be found at www.gov.uk/school-discipline-exclusions/exclusions.
*complaints about the application of the behaviour policy can be made through the school’s complaints procedure. <link to school behaviour policy>.
We have an internal whistleblowing procedure for all our employees, including temporary staff and contractors.
The Secretary of State for education is the prescribed person for matters relating to education for whistle-blowers in education who do not want to raise matters direct with their employer. Referrals can be made at www.education.gov.uk/contactus.
Volunteer staff who have concerns about the School should complain through the School’s complaints procedure. You may also be able to complain direct to the local authority or the DfE (see link above), depending on the substance of your complaint.
|· Staff grievances||Complaints from staff will be dealt with under the School’s internal grievance procedures.|
|· Staff conduct||
Complaints about staff will be dealt with under the School’s internal disciplinary procedures, if appropriate.
Complainants will not be informed of any disciplinary action taken against a staff member as a result of a complaint. However, the complainant will be notified that the matter is being addressed.
|· Complaints about services provided by other providers who may use school premises or facilities||Providers should have their own complaints procedure to deal with complaints about service. Please contact them direct.|
|· National curriculum – content||Please contact the DfE at
Appendix 2: Template complaint form
Please fill in the below online form or print and return it handwritten to the School office marked for the attention of the School’s complaint coordinator.
‘Books give a soul to the universe, wings to the mind, flight to the imagination, and life to everything.” -Plato
At Coldfall Primary school, we believe that English is at the heart of our learning and teaching and essential to every area of the curriculum. It is through English that concepts are formed and we are able to make sense of the world and our place in it. We value the importance of speaking with eloquence and conviction; reading for pleasure and understanding, and writing with fluency and style.
We aim to:
- Develop confidence in speaking for a range of purposes e.g. debates, assemblies, performances, reading aloud and engaging in discussions.
- Foster a love of reading and books
- Deliver rich opportunities for writing based on quality core texts
- Provide children with cross curricular links so skills are transferable
- Ensure all children are supported in meeting the Early Learning Goals in the Early Years Foundation stage and End of Year Expectations for the National Curriculum 2014
- Assess children’s progress both formatively and summatively to ensure they are making the best progress possible
Planning and Organisation
Wherever possible, English addresses the class topic to ensure learning is meaningful and contextual. This needs to include word, sentence and text level activities. Ideally, over one to two weeks, children will cover their weekly spelling words and rules, take part in speaking and listening activities, comprehension and reading based tasks and have an opportunity to plan and write creatively in the particular style of writing focussed on during that unit of work. Children must also have the opportunity to see teachers modelling high quality writing with accurate spellings, grammar and handwriting. Demonstration writing and shared editing (where teacher and class edit and improve a piece of work together) should be noted on plans. Each year group has an explicit set of end of year outcomes (Key Skills) which class teachers use as a guide to plan and assess from.
Speaking and Listening
Good speaking and listening skills are fundamental to good learning, and play a large part in a child’s progress. During their time at Coldfall Primary School, interactive teaching strategies are used to engage all pupils in order to raise reading and writing standards. Children are encouraged to develop effective communication skills in readiness for later life. We aim for children to be able to speak clearly, fluently and coherently, to be able to listen attentively with understanding, pleasure and empathy and contribute to group discussions effectively.
We achieve this by:
- Giving our children confidence in themselves as speakers and listeners by showing them that we value their conversations and opinions.
- Being aware that as adults, we model good Standard English in our day-to-day interactions with children and with other adults in our school.
- Expecting children to ask and answer questions in full sentences.
- Encouraging respect for the views of others by generating clear and concise ‘discussion guidelines’.
- Helping children to articulate their ideas with the support of discussion stems, and provide purposes and audiences for talk within a range of formal and informal situations and in individual, partner, group and class contexts.
- By providing opportunities to perform to a larger audience, in assemblies and productions, where children’s efforts and skills are acknowledged by staff, parents, carers, visitors and peers.
- By providing a range of experiences where children can work collaboratively and participate in opportunities to reflect on talk and explore real and imagined situations through role play, hot seating, debates, vocabulary enrichment, discussions and drama.
- Developing a wide vocabulary and language acquisition through the explicit teaching of new words. Vocabulary is displayed in the environment and used by the children to enhance their speaking and listening as well as their reading and writing. This new vocabulary is referred to regularly by the teacher during lessons and kept up to date.
Our aims are for all children at Coldfall to:
- Become fluent, confident and expressive readers.
- Read with enjoyment across a range of genres.
- Read for pleasure as well as for information.
- Read and respond to a wide range of different types of literature.
- Understand the layout and how to use different genres and text types.
- Understand and apply their knowledge of phonics and spelling patterns and use this to decode words with accuracy.
- Build their bank of sight words to enable fluent reading.
- Have an interest in words and their meanings, developing a rich and varied vocabulary.
- Understand and respond to literature drawn from a range of cultures and literary heritage.
The teaching of phonics begins in Reception, where sounds are introduced at a rate of one a day throughout the autumn and spring term. This provision is made during a discrete ‘Jolly Phonics’ sessions. These lessons comprise of learning different graphemes, focussing on oral and aural phonological skills and sight vocabulary. During these sessions, children are also explicitly shown how to apply their developing skills to their writing through a daily handwriting session. This knowledge is built upon in Year 1, and it is our expectation that all children pass the phonics-screening test at the end of that year. Sounds that are more complex are introduced and reinforced throughout Year 2. Alongside the teaching of phonics, children are taught key words many of which are short, common words, which appear frequently in all texts. Children will have daily, rigorous opportunities to practice these key words discretely, and in the context of their learning. It is our expectation that all children can read and spell the key words for their year group.
Pupils have opportunities to undertake guided, shared and independent reading throughout the school. A diverse range of group reading books and staged reading schemes are available. We do not use any one published scheme to teach reading; instead, we believe that it is important to provide pupils with a selection of reading books and experiences from different genres and subject matter. Teachers read a variety of written material regularly with the children: fiction and non-fiction, stories, reports, diaries, poems etc. To ensure children are reading at the appropriate level, each class has banded books. The banding of books helps to determine the appropriate level of books the children are reading as part of our home reading system.
In the EYFS, children read 1:1 with an adult weekly to build up their fluency and word recognition. Two books will be sent home each week for children to read with their parents/carers.
In Key Stage 1, guided reading takes place. During these sessions, the class teacher reads with differentiated ability groups of around six children at least once per week. The ultimate goal in guided reading is to help children learn how to use independent reading strategies successfully. Guided reading with more fluent readers, whilst continuing to develop reading strategies, places more emphasis on making meaning at increasingly complex levels.
In Key Stage 2, in order to build on the reading practices that have taken place in the EYFS and KS1, children will participate in a whole class reading approach called Destination Reader. Destination Reader blends a range of learning behaviours and reading strategies which, brought together, allow children to explore and understand texts independently, at a deeper level. In order to develop a love of reading there are opportunities for children to read a wide variety of texts independently. In addition to this, all classes have a class novel that is shared at the end of each school day, this is a free choice book either chosen by the class teacher or recommended by a child.
For children to become fluent readers, we expect children to read at home every day. The time children spend reading each day varies for each phase e.g.
Reception and Key Stage 1: 10-15 minutes
Years 3 and 4: 20 minutes
Years 5 and 6: 30-40 minutes
Families are expected to listen to their children read and ask questions to develop comprehension.
Our aims are for all children at Coldfall to:
- See themselves as writers, from the earliest stage, who have ideas that they will want to communicate, building on writing skills they have acquired and their knowledge of print from their environment.
- Provide experiences where the children can acquire confidence and a positive attitude to writing.
- Develop and sustain writing skills by providing opportunities for children to write for a range of purposes and audiences.
- Use guided writing sessions to model writing skills, teaching children how to compose, amend and revise their writing.
- Teach children to become critical readers of their own writing by using self-evaluation and checking their work independently for sense, accuracy and meaning.
- Teach grammar and punctuation in the context of children’s own writing, as well as through discrete lessons.
- Teach children to develop their ability to organise and present imaginative and/or factual writing and poetry in different ways.
- Teach children to develop writing stamina to meet and exceed end of year expectations.
- Teach strategies for spelling to enable children to become confident and competent spellers
To develop writing at Coldfall, we use a range of strategies including: Talk for Writing, Alan Peat Sentences that have been assigned to each year group. A core book approach, which is an immersive approach to teaching English, allowing connections to be made to other areas of the curriculum. Shared and modelled writing, high quality exemplars, and in the EYFS and KS1 we use Writing Breakthrough.
For all children:
- to spell confidently most of the words they are likely to use in their own writing (Reception: 1st 45 words, Y1: First 100 words, Y2: Next 200 words, Y3/4 word list, Y5/6 word list)
- to learn how to spell common exception words
- to be able to make sensible attempts to spell words which they have not seen before
- To be able to use a dictionary effectively to aid their spelling.
Teachers use a variety of methods in their teaching of spelling. These include:
- Focusing on key words
- Study of rhyme
- Investigating word families
- Teaching phonics
- Learning weekly words either following a pattern or from own writing, and followed up with a spelling test or dictation
Spelling is taught through activities and investigation. In Reception, Year 1 and Year2, spelling is linked to phonics. From Years 1 to 6, spelling is taught weekly within English sessions following the English Curriculum and using the 2014 National Curriculum. The First 100 High Frequency and Next 200 High Frequency words are also taught. Good spelling and good handwriting are taught in partnership. Children practise clusters or strings of letters that belong to the English writing system. Independence is also encouraged through the regular use of dictionaries.
Marking Spellings in written work
When marking a child’s work, the recommended number of spelling corrections is three of four words. The correct spelling is written and highlighted for children to refer to, correct, and practice.
We aim for our pupils to develop a neat, legible, speedy handwriting style using continuous cursive letters that leads to producing letters and words automatically in independent writing.
By the end of Year 6, pupils will understand the importance of neat presentation and the need for different letterforms (cursive, printed or capital letters) to help communicate meaning clearly. Our teachers are encouraged to use neat, joined-up continuous cursive writing for all handwriting tasks including report writing, marking and comments.
Handwriting is a cross-curricular task and will be taken into consideration during all lessons. Formal teaching of handwriting is to be carried out regularly and systematically to ensure Key Stage targets are met.
Formative assessment is carried out on a daily basis through questioning and discussion. Extended writing is marked in a formative way following the guidance set out in the School Marking Policy. Children are given specific, targeted feedback to improve their writing, which is followed up by both pupil and teacher. Once termly, children will carry out a Reading, and SPAG test, and an independent piece of writing (cold write).
In Reception, children’s progress towards the Early Learning Goal for ‘Writing’ is assessed termly using age bands. In KS1 and KS2, children’s writing is tracked termly and assessed using The Criterion Scale. The scale consists of statements, which set out the end of year expectations for each year group. The scale will support teachers in making judgments on standards in writing and whether a child is working towards the expected standard, at the expected standard, or working at a greater depth standard within their year group. Occasionally, children may be assessed using statements from lower or higher year groups.
In Reception, children’s progress towards the Early Learning Goal for ‘Reading’ is assessed termly using age bands. In KS1 and KS2, children complete a PiRA reading comprehension assessment each term. At the end of the year, these assessments are combined with formative teacher assessments to judge whether a child is working towards (W), working at Expected (E) or above (A) within their year group, Occasionally, children may be assessed using tests from lower year groups. Children in years 1 to 6 will receive a standardised score from the reading test, with a score of 100 representing the average.
Children’s handwriting is assessed on an ongoing basis through the marking of children’s work and during handwriting sessions.
At Coldfall we have a commitment to equalities, ensuring everyone is valued and respected and that individual differences are recognised. We teach children to respect each other whatever their background or culture and that any form of discrimination and victimisation is wrong. All staff should aim to create an environment that promotes peace, respect and valuing of others whilst no forms of bullying or harassment will be tolerated. Our Values education programme and empathy project work directly supports the teaching and learning around equalities.
- We will aim to particularly support the learning and development of our vulnerable pupils through the work of our learning mentor.
- We aim to ensure all children are given opportunities to participate in a wide range of art and cultural activities, which will instil a love of the arts and promote creativity, originality and individuality.
- We aim to develop a full and deep understanding of the value of empathy towards all peoples of different backgrounds and cultures through our whole school empathy project, learning about the 9 habits of empathy.
- We aim to champion all of our BAME pupils adhering to the Haringey pledge of raising BAME achievement and outcomes
EYFS Assessment Policy
At Coldfall Primary School we records observations, photos and videos of EYFS children in an ‘online learning journal’ called ‘Tapestry’. These observations, comments and photos show progress and learning in the Early Years Foundation Stage.
- Coldfall Primary School use the secure online system Tapestry which allows staff and parents to access the information via a personal password protected login.
- Each child is allocated a key worker who is responsible for their development and the compilation of their learning journals, however all staff are able to capture observations for each other’s children.
- Parents logging into the system are only able to see their child(ren)’s learning journal.
- It is a possibility for a child’s photo to appear in other children’s learning journals. Therefore if this is an issue for you we ask you to opt out by informing the office so that we can remove their images from the system and we will not record your child’s learning through the online journal.
- Parents must not download and share any information on any other online platforms or social networking sites (such as Facebook). Should this occur we will not be able to record your child’s learning through the online platform and all of your data will be removed and permissions revoked.
- Whilst Tapestry provides a fantastic tool for sharing information about your child’s learning, it is not used as a way of sharing general communication with the class teacher. This should be restricted to face to face conversations at the appropriate times.
- Observations are regularly monitored by the managing staff and assessed during staff meetings to ensure they are providing relevant and informative information.
- Not every picture will be accompanied by a comment.
Safe Use Agreement
- Staff sign a safe use of technology device agreement, before they are allocated an IPad or can access Tapestry. Staff sign an updated agreement at the beginning of each academic year.
- Staff should log out of the Tapestry app or program when they are finished in order to maintain confidentiality.
- Staff should not share log in or password details with any person not employed by Coldfall Primary School.
- Staff should not share any information or photographs relating to children with any person not employed by Coldfall Primary School.
- Staff should take all responsible steps to ensure the safe keeping of any portable device
e.g. iPad that they are using and report any missing devices.
- If accessing Tapestry with a private computer, not on school premises, staff must maintain confidentiality and professionalism.
- All entries on Tapestry must be appropriate.
- All entries on Tapestry remain the property of Coldfall Primary School.
- At all times staff must comply with Child Protection policies and Computer safe use policies.
Fair Processing Notice Policy
We (Coldfall Primary School) are a data controller for the purposes of the EU General Data Protection Regulation. We collect information from you and may receive information about you and your child from any previous schools and from the Department for Education. The School collects and uses pupil information under section 537A of the Education Act 1996, and section 83 of the Children Act 1989.
We hold this personal data and use it to:
- support your child’s teaching and learning;
- monitor and report on your child’s progress;
- to comply with law regarding data sharing;
- provide appropriate pastoral care;
- assess how well our school is doing, and
- Safeguard pupils.
This information includes:
- Personal information – such as names, unique pupil numbers and addresses;
- Characteristics – such as ethnicity, language, nationality, country of birth and free school meal eligibility;
- Attendance information – such as sessions attended, number of absences and absence reasons;
- Assessment information – such as national curriculum assessment results;
- Relevant medical information;
- Information relating to Special Educational Needs Information (SEND) and,
- Behavioural information – such as temporary or permanent exclusions.
We collect and use pupil information under Article 6 Paragraph 1 of the GDPR.
Whilst the majority of pupil information you provide to us is mandatory, some of it is provided to us on a voluntary basis. In order to comply with the General Data Protection Regulation, we will inform you whether you are required to provide certain pupil information to us or if you have a choice in this. If we need your consent, the School will provide you with clear and detailed information as to why the School is collecting the data and how the data will be used. Where we processes your data based on your consent, you have the right to withdraw this consent at any time.
We hold pupil data relating to a person until the person is 25 years of age.
We routinely share pupil information with:
- Schools that the pupil attends after leaving us
- Our local authority
- The Department for Education (DfE)
- Medical or educational specialist professionals
We will not give information about you or your child to anyone outside the school without your consent unless the law and our rules require us to.
We share pupil’s data with the Department for Education (DfE) on a statutory basis. This data sharing underpins school funding and educational attainment policy and monitoring.
We are required to share information about our pupils with our local authority (LA) and the Department for Education (DfE) under section 3 of The Education (Information About Individual Pupils) (England) Regulations 2013.
The DfE may share information about pupils taken from the NDP with other organisations who promote the education or wellbeing of children in England by:
- Conducting research or analysis;
- Producing statistics;
- Providing information, advice or guidance.
- The DfE has robust processes in place to ensure the confidentiality of any data shared from the NDP is maintained.
To find out more about the data collection requirements placed on us by the Department for Education (for example; via the school census) go to https://www.gov.uk/education/data-collection-and-censuses-for-schools
If you want to see a copy of the information about you or your child that we hold and/or share, please contact Laggi Efthymiou via the school office.
If you wish to withdraw consent, or log a complaint, regarding information held either about yourself or your child please contact Laggi Efthymiou via the school office.
If you require more details about how the Local Authority (LA) and/or DfE store and use your information, then please go to the following websites:
If you are unable to access these websites, we can send you a copy of this information. Please contact Nia Harding-Rickards as above.
School workforce data that Coldfall Primary School collects, processes, holds and shares
- Personal information (such as name, address, employee or teacher number, national insurance number);
- Contact details (such as phone number, email address, home address).
- Next of kin contact details (such as name, address and phone number).
- Special categories of data including characteristics information such as gender, age, ethnic group;
- Contract information (such as start dates, hours worked, post, roles and salary information);
- Work absence information (such as number of absences, date of absences and reasons);
- Qualifications (and, where relevant, subjects taught).
Why Coldfall Primary School collects and uses this information
Coldfall Primary School uses workforce data to:
- Enable the development of a comprehensive picture of the workforce and how it is deployed;
- Safeguarding our pupils;
- Inform the development of recruitment and retention policies;
- To enable correspondence with employees;
- To enable us to contact someone on your behalf in an emergency;
- Enable individuals to be paid.
The lawful basis on which Coldfall Primary School processes this information
Coldfall Primary School processes this information under:
- Article 6(1)(b) processing is necessary for the performance of a contract to which the data subject is party or in order to take steps at the request of the data subject prior to entering into a contract.
- Article 9(2)(b) processing is necessary for the purpose of carrying out the obligations and exercising specific rights of the controller or of the data subject in the field of employment and social security and social protection law in so far as it is authorised by Union or Member State law or a collective agreement pursuant to Member State law providing for appropriate safeguards for the fundamental rights and the interests of the data subject.
Collecting this information
Whilst the majority of information you provide to the School is mandatory, some of it is provided on a voluntary basis. In order to comply with data protection legislation, Coldfall Primary School will inform you whether you are required to provide certain school workforce information to us or if you have a choice in this.
Storing this information
Coldfall Primary School holds workforce data for 7 years after the employee has left.
Who does Coldfall Primary School share this information with?
Coldfall Primary School routinely shares this information with:
- Haringey Council;
- Haringey Education Partnership (HEP)*;
- the Department for Education (DfE);
- Strictly Education (our HR provider)*.
Why Coldfall Primary School shares school workforce information
Coldfall Primary School does not share information about workforce members with anyone without consent unless the law and our policies allow us to do so.
Coldfall Primary School is required to share information about its workforce members with Haringey Council under section 5 of the Education (Supply of Information about the School Workforce) (England) Regulations 2007 and amendments.
Strictly Education *
Coldfall Primary School shares information such as your date of birth, address, national insurance number, salary details and DBS details with Strictly Education who provide our HR service. This enables us to pay staff, track absences, generate staff contracts and complete DBS checks.
Department for Education (DfE)
The School shares personal data with the Department for Education (DfE) on a statutory basis. This data sharing underpins workforce policy monitoring, evaluation, and links to school funding/expenditure and the assessment educational attainment.
The School is required to share information about our school employees with our local authority (LA) and the Department for Education (DfE) under section 5 of the Education (Supply of Information about the School Workforce) (England) Regulations 2007 and amendments.
Data collection requirements
The DfE collects and processes personal data relating to those employed by schools. All state funded schools are required to make a census submission because it is a statutory return under sections 113 and 114 of the Education Act 2005.
To find out more about the data collection requirements placed on us by the Department for Education including the data that we share with them, go to https://www.gov.uk/education/data-collection-and-censuses-for-schools.
The department may share information about school employees with third parties who promote the education or well-being of children or the effective deployment of school staff in England by:
- conducting research or analysis
- producing statistics
- providing information, advice or guidance
The department has robust processes in place to ensure that the confidentiality of personal data is maintained and there are stringent controls in place regarding access to it and its use. Decisions on whether DfE releases personal data to third parties are subject to a strict approval process and based on a detailed assessment of:
- who is requesting the data
- the purpose for which it is required
- the level and sensitivity of data requested; and
- the arrangements in place to securely store and handle the data
To be granted access to school workforce information, organisations must comply with its strict terms and conditions covering the confidentiality and handling of the data, security arrangements and retention and use of the data.
For more information about the department’s data sharing process, please visit:
To contact the department: https://www.gov.uk/contact-dfe
Requesting access to your personal data
Under data protection legislation, you have the right to request access to information about you that we hold. To make a request for your personal information, contact:
You also have the right to:
- Object to processing of personal data that is likely to cause, or is causing, damage or distress
- Prevent processing for the purpose of direct marketing
- Object to decisions being taken by automated means
- In certain circumstances, have inaccurate personal data rectified, blocked, erased or destroyed; and
- Claim compensation for damages caused by a breach of the Data Protection regulations
If you have any concerns about the way the School is collecting or using your personal data, we ask that you raise them with the School in the first instance. Alternatively, you can contact the Information Commissioner’s Office at https://ico.org.uk/concerns/
If you would like to discuss anything in this privacy notice, please contact:
Freedom of Information Policy
Coldfall Primary School’s Publication Scheme
Information available under the Freedom of Information Act 2000
The governing body is responsible for maintenance of this scheme.
1. Introduction: what a publication scheme is and why it has been developed
One of the aims of the Freedom of Information Act 2000 (which is referred to as FOIA in the rest of this document) is that public authorities, including all maintained schools, should be clear 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 in the 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 the Information Commissioner.
2. Aims and Objectives
The school aims to:
- Enable every child to reach their full learning potential with education that meets the needs of each child.
- Help every child develop the skills, knowledge and personal qualities needed for life and work.
This publication scheme is a means of showing how we are pursuing these aims.
3. Categories of information published
The publication scheme guides you to information which we currently publish (or have recently published) or which we will publish in the future. This is split into categories of information known as ‘classes’. These are contained in section 6 of this scheme.
The classes of information that we undertake to make available are organised into three broad topic areas:
School website and prospectus : – information published on the school website (www.coldfall.haringey.sch.uk) and in the school prospectus.
Governors’ Documents – information published in the minutes of governors’ meetings and in other governing body documents.
Pupils & Curriculum – information about policies that relate to pupils and the school curriculum.
4. How to request information
If you require a paper version of any of the documents within the scheme, please contact the school by telephone, email, fax, or letter.
To help us process your request quickly, please clearly mark any correspondence “PUBLICATION SCHEME REQUEST” (In CAPITALS please).
Contact details are:
email: firstname.lastname@example.org, tel: 0208 883 0608, fax: 0208 442 2189
Coldfall Primary School, Coldfall Avenue, Muswell Hill, London N10 1HS
If the information you’re looking for isn’t available via the scheme, you can still contact the school to ask if we have it.
5. Paying for information
Single copies of information covered by this publication are provided free unless stated otherwise in section 6. If your request means that we have to do a lot of photocopying or printing, or pay a large postage charge, or is for a priced item such as some printed publications or videos we will let you know the cost before fulfilling your request. Where there is a charge this will be indicated by a £ sign.
Classes of Information currently published (pdf) – to be uploaded
6. Feedback and Complaints
We welcome any comments or suggestion you may have about the scheme. If you want to make any comments about this publication scheme or if you require further assistance or wish to make a complaint then initially this should be addressed to Senior Admin Officer, Coldfall Primary School.
If you are not satisfied with the assistance that you get or if we have not been able to resolve your complaint and you feel that a formal complaint needs to be made then this should be addressed to the Information Commissioner’s Office. This is the organisation that ensures compliance with the Freedom of Information Act 2000 and that deals with formal complaints.
Contact: Information Commissioner, Wycliffe House, Water Lane, Wilmslow, SK9 5AF
Enquiry/Information Line: 01625 545 700
|Summary of Change||This policy created to reflect best practice or amendments made to the Data Protection Act 1998 by the General Data Protection Regulation.|
|Implementation date||22 May 2018|
|Review Date||May 2019|
|Decision making body & date of approval||Staffing and Remuneration Committee|
- Purpose. 3
- Scope. 3
- General Data Protection Principles. 4
- Lawful processing. 4
- Roles and Responsibilities. 5
- Photographs, video and CCTV images. 6
- Data Security. 6
- Data Retention and Disposal 7
- Data Impact Assessments. 8
- Data Subjects right to be forgotten – Data Erasure. 8
- Data Access Requests (Subject Access Requests) 8
- Breaches. 9
- Notifying the Information Commissioner. 9
- Further information. 9
- The Data Protection legislation (The General Data Protection Regulation (GDPR) and the Data Protection Act 2018) protect individuals with regard to the processing of personal data, in particular by protecting personal privacy and upholding an individual’s rights. It applies to anyone who handles or has access to people’s personal data.
- This policy is intended to ensure that personal information is dealt with properly and securely and in accordance with the GDPR and the Data Protection Act 2018 (DPA 2018). It will apply to information regardless of the way it is used, recorded and stored and whether it is held in paper files or electronically.
- The GDPR and DPA 2018 have a wider definition of personal data than the Data Protection Act 1998 and includes information generated from cookies and IP addresses if they can identify an individual.
- ‘Personal data’ is any information that relates to an identified or identifiable living individual, which means any living individual who can be identified, directly or indirectly, in particular by reference to—
- an identifier such as a name, an identification number, location data; or
- an online identifier; or
- one or more factors specific to the physical, physiological, genetic, mental, economic, cultural or social identity of that natural person.
- The DPA 2018’s wider definition of personal data is broadly defined and is not limited to confidential or sensitive data. It also includes any expression of opinion about an individual, personal data held visually in photographs or video clips (including CCTV) or sound recordings.
- The processing of personal data for must be lawful and fair. Under the DPA 2018 “sensitive processing” means the processing of personal data revealing information on an individual that falls under the following:
- Political opinions;
- Religious or philosophical beliefs;
- Racial/ethnic origin;
- Trade union membership;
- Genetic data;
- Biometric data;
- Sex life;
- Sexual orientation.
- This School collects a large amount of personal data every year including: staff records, names and addresses of those requesting prospectuses, examination marks, references, fee collection as well as the many different types of research data.
- The School may also be required by law to collect and use certain types of information to comply with statutory obligations of Local Authorities (LAs), government agencies (e.g. Department of Education) and other bodies.
- To comply with the Data Protection legislation, this School will collect, use fairly, store safely and not disclose personal data to any other person unlawfully.
3. General Data Protection Principles
- The School is accountable and required to demonstrate compliance with six core principles governing processing of personal data:
- Processing of data is lawful, fair and transparent;
- Purpose is specified, explicit and legitimate (Purpose limitation);
- The personal data be adequate, relevant and not excessive (Data minimisation);
- Data processed is accurate and kept up to date (Accuracy);
- Personal data be kept for no longer than is necessary (Storage limitation);
- Personal data is processed in a secure manner (Integrity and confidentiality).
- Under the DPA 2018, the wider territorial scope means that the Regulation applies to any Personal Data of any individual who is located in an EEA country irrespective of the country or territory of the organisation processing the data.
- The School will therefore ensure that its contracts with organisations that may process personal data on its behalf are compliant with the Regulation and offer adequate level of protection for the rights and freedoms of data subjects in relation to the processing of personal data.
4. Lawful processing
- The School must have a valid lawful basis in order to process personal data.
- The six lawful basis for processing personal data are:
(a) Consent: the individual provides clear consent to process their personal data for a specific purpose;
(b) Contract: the member of staff/student/parent has given clear consent for the school to process their personal data for a specific purpose, for example, staff employment contract or pupil placement;
(c) Legal obligation: the processing is necessary for the School to comply with the law (not including contractual obligations);
(d) Vital interests: the processing is necessary to protect someone’s life;
(e) Public task: the processing is necessary for the School to perform a task in the public interest/official functions, and the task or function has a clear basis in law;
(f) Legitimate interests:the processing is necessary for a legitimate interest or the legitimate interests of a third party unless there is a good reason to protect the individual’s personal data, which overrides those legitimate interests.
- The School will generally rely on the following three legal bases for processing data as follows:
- Legal obligation.
- The School will detail its lawful basis for processing personal data in its privacy notice(s).
5. Roles and Responsibilities
- Every employee, staff member or worker that holds personal information on behalf of the School has to comply with the Data Protection Act when managing that information and must treat all personal data in a confidential manner and follow the guidelines as set out in this document.
- All members of the school community are responsible for taking care when handling, using or transferring personal data.
- All members of the school community have a responsibility for ensuring that data cannot be accessed by anyone who does not have permission to access that data.
- Data breaches can have serious effects on individuals and institutions concerned and can bring the School into disrepute. Members of the School community who breach this Policy and/or the Data Protection legislation will be subject to disciplinary action under the School’s Disciplinary Policy, which can include sanctions up to and including dismissal. Such breaches may also lead to criminal prosecution.
The School – Responsibilities to all data subjects
- The School will ensure that it manages and processes personal data properly; and that it protects an individual’s right to privacy.
- On request, the School will provide an individual with access to all personal data held on them under a Subject Access Data Request.
- The School has a legal responsibility to comply with the DPA 2018 and the GPDR. The School, as a corporate body, is named as the Data Controller under the DPA 2018.
- The School will consider privacy at the outset and use a data protection by design and by default approach.
- On request, the School will correct any inaccurate personal data and complete any incomplete personal data it holds.
- The School will not exploit any imbalance in power in the relationship between the School and its data subjects.
- The School is committed to ensuring that its staff are aware of data protection requirements and legal requirements and will raise awareness of the importance of compliance.
- The requirements of this policy are mandatory for all staff employed by the school and any third party contracted to provide services within the school.
The School – Responsibilities to Pupils
- As a matter of good practice, this School will use Data Protection Impact Assessments (DPIA) to help assess and mitigate data privacy risks to children.
- Where the School processes data that is likely to result in a high risk to the rights and freedom of its pupils it will always complete a DPIA.
- Governors are responsible for monitoring the School’s compliance with the Regulation.
- Governors may periodically review the DPIAs to assess the School’s compliance with the Data Protection legislation.
6. Photographs, video and CCTV images
- Images of staff and pupils may be captured at appropriate times and as part of educational activities for use in school only.
- Unless prior consent from parents/pupils/staff has been given, the School shall not utilise such images for publication or communication to external sources.
- The School is aware that there may be safeguarding and privacy issues stemming from individuals taking still or moving images of a person(s) who could be identified. When taking photographs, parents do not need to obtain the permission of the other parents in case their child appears in the picture. However, the School does ask individuals to respect privacy of others and consider potential safeguarding issues. Parents are asked not to post photographs that contain images of children other than their own on the internet.
7. Data Security
- The School will use proportionate physical and technical measures to secure personal data.
- The School will consider the security arrangements of any organisation with which data is shared shall and where require these organisations to provide evidence of the compliance with the DPA 2018 and GDPR.
- The School will store hard copy data, records, and personal information out of sight and in a locked cupboard. The only exception to this is medical information that may require immediate access during the school day. This will be stored with the School Nurse.
- Sensitive or personal information and data should not be removed from the school site; however, the School acknowledges that some staff may need to transport data between the school and their home in order to access it for work in the evenings and at weekends. This may also apply in cases where staff have offsite meetings, or are on school visits with pupils.
- To reduce the risk of personal data being compromised any individual taking personal data away from the School site must adhere to the following:
- Paper copies of personal data should not be taken off the school site as if misplaced they are easily accessed. If no alternative is available other than to take paper copies of data off the school site then the individual must ensure that the information should not be on view in public places, or left unattended under any circumstances.
- Unwanted paper copies of data, sensitive information or pupil files must be shredded. This also applies to handwritten notes if the notes reference any other staff member or pupil by name.
- Individuals must take care to ensure that printouts of any personal or sensitive information are not left in printer trays or photocopiers.
- Where information is being viewed on a PC, staff must ensure that the window and documents are properly shut down before leaving the computer unattended. Sensitive information should not be viewed on public computers.
- Teaching staff must ensure that personal data and sensitive personal data is not displayed inadvertently on White Boards during class lessons.
- If it is necessary to transport data away from the school, it should be downloaded onto a USB stick. The data should not be transferred from this stick onto any home or public computers. Work should be edited from the USB, and saved onto the USB only. USB sticks that staff use must be password protected.
- Breaches of the policy will be dealt with in accordance with the School’s disciplinary policy and could amount to gross misconduct.
8. Data Retention and Disposal
- The School does not retain personal data or information for longer than it is required, however it is recognised that the School will retain some information on employees and pupils after individual has left the School.
- The creation of systems and/or files, which duplicate such data will be avoided; where it is inevitable every care will be taken to ensure that data maintained in secondary systems is accurate and kept up to date. Disposal of IT assets holding data shall be in compliance with ICO guidance.
9. Data Impact Assessments
- The School will conduct assessments to understand the associated risks of processing personal data that it gather/intends to gather to assist in assuring the protection of all data being processed. The School will use these assessments to inform decisions on processing activities.
- Risk and impact assessments shall be conducted in accordance with guidance given by the Information Commissioners Office (ICO).
10. Data Subjects right to be forgotten – Data Erasure
- Data Subjects have the right to request the erasure of their personal data if the data is no longer necessary for the purpose it was collected for. The School will not comply with a request where the personal data is processed for the following reasons:
- to exercise the right of freedom of expression and information;
- to comply with a legal obligation for the performance of a public interest task or exercise of official authority.
- for public health purposes in the public interest;
- archiving purposes in the public interest, scientific research historical research or statistical purposes; or
- the establishment, exercise or defence of legal claims.
- The School will design its processes so that, as far as possible, it is as easy for a data subject to have their personal data erased as it was for the individual to give their consent in the first place.
11. Data Access Requests (Subject Access Requests)
- Individuals whose data is held by the School, have a legal right to request access to such data or information about what is held. No charge will be applied to process the request.
- Requests must be made in writing to the Data Protection Officer and the School will respond to within one month of receiving the request. The one-month period for responding to a request does not begin to run until the School receives any additional information that is necessary to comply with the request.
- Personal data about pupils will not be disclosed to third parties without the consent of the child’s parent or carer, unless it is obliged by law or in the best interest of the child. Data may be disclosed to the following organisations without consent:
- If a pupil transfers from Coldfall Primary School to another school, their academic records and other data that relates to their health and welfare will be forwarded onto the new school.
- This will support a smooth transition from one school to the next and ensure that the child is provided for as is necessary. It will aid continuation, which should ensure that there is minimal impact on the child’s academic progress because of the move.
- This may be for registration purposes, to allow the pupils at our school to sit examinations set by external exam bodies.
- As obliged under health legislation, the school may pass on information regarding the health of children in the school to monitor and avoid the spread of contagious diseases in the interest of public health.
Police and courts
- If a situation arises where a criminal investigation is being carried out, the School may have to forward information on to the police to aid their investigation. The School will pass information onto courts as and when it is ordered.
Social workers and support agencies
- In order to protect or maintain the welfare of our pupils, and in cases of child abuse, it may be necessary to pass personal data on to social workers or support agencies.
- The School may be required to pass data on in order to help the government to monitor and enforce laws relating to education.
- The Data Protection Officer is:
- The School will normally notify the individual and the ICO of breaches of personal or sensitive data within 72 hours of becoming aware of the breach.
13. Notifying the Information Commissioner
- The School is required to ‘notify’ the Information Commissioner of the processing of personal data. This information will be included in a public register, which is available on the Information Commissioner’s website.
14. Further information
14.1 Additional information on the School’s Data Protection obligations is located in its Privacy Notice(s).
14.2 The Data Protection Officer is available to provide advice on this policy and information on how the School applies the GPDR and Data Protection Act. See Section 11.3.8 above for the contact details of the DPO.
As the school is not an expert in Data Protection, we take advice from a specialist company as below:
Health and Safety Policy
Planned Review: April 2020 (or before).
Health and Safety Policy Statement
- The Head Teacher of Coldfall school fully accepts her responsibilities under the “Health and Safety at Work Act 1974” to provide the resources to ensure the health, safety and welfare of both staff and pupils.
- The school is committed to identifying, then eliminating or controlling, any hazards encountered in the school or on the site.
- The Head Teacher will monitor this safety policy and revise it as necessary.
- The school is also committed to the safety of others, not employed by the school, who may be affected by the activities of the school, i.e. pupils.
- This statement, together with the safety policy, will be communicated to all members of staff via the school’s regular training sessions and through induction training for new staff. A copy of this policy will be issued to all staff and a copy will in future be included as part of the staff handbook for all new staff.
Roles and Responsibilities
- Whilst Governors do not have to actually implement the health and safety policy of the school, they do have a role in ensuring that the school has a suitable health and safety policy in place and that it is acted upon.
- By ensuring that the health and safety policy is developed and implemented the Governors will be discharging their legal requirement of ensuring the health, safety and welfare of the school’s employees and the health and safety of those not in their employment i.e. pupils, parents, visitors and contractors.
- The Governors must also ensure that the senior school management operates safe school premises with safe equipment, materials and substances.
- The Governors should also ensure that the policies and standards laid down by the Local Authority of Haringey are adhered to.
- To ensure that the above are in place it will be necessary for the Governors to periodically inspect the school and ask specific questions of senior school management to ensure compliance.
In a primary school the Head Teacher retains overall responsibility for ensuring the health, safety and welfare of all the employees and the health and safety of pupils, visitors and contractors. The following duties normally relate to the Head Teacher but any of them may be delegated to suitable staff. Note that even if duties are delegated, overall responsibility rests with the Head Teacher to ensure they are carried out.
Head Teacher duties include activities organised on behalf of the school but being undertaken away from the school site.
The Head Teacher has delegated the following duties to the staff indicated:
- Take day to day responsibility for all health and safety matters affecting the school – LE: Laggi Efthymiou School Business Manager;
- Ensure effective communications on health and safety matters exist between the school and the Education’s Department Safety Advisers – LE: Laggi Efthymiou School Business Manager;
- Ensure compliance with health and safety law– LE: Laggi Efthymiou School Business Manager;
- Provide Governors with regular reports and/or minutes from the Health & safety Committee meetings on matters affecting health and safety within the school– LE: Laggi Efthymiou School Business Manager;
- Together with school staff, assess and control the risks to persons, from hazards within the school, and any of its activities, wherever they are undertaken – LE: Laggi Efthymiou School Business Manager / KP: Kevin Petty – Site Manager;
- Provide equipment and articles for the school that are adequate for their intended use, are correctly serviced and properly maintained – LE: Laggi Efthymiou School Business Manager / KP: Kevin Petty – Site Manager;
- Ensure hazardous substances, i.e. cleaning substances, are properly used, stored and disposed of KP: Kevin Petty – Site Manager;
- Maintain first aid and accident reporting systems that are suitable for the school – LE: Laggi Efthymiou School Business Manager & PC: Petrona Carey (First Aider Fully Qualified).
- Evaluate the need for health and safety training for school staff and arrange for its delivery– LE: Laggi Efthymiou School Business Manager;
- Bring to the attention of the Head Teacher/Governing body or the Local Authority, any matter of health and safety that can not be resolved or is of substantial or imminent danger to any person– LE: Laggi Efthymiou School Business Manager;
- Liaise with contractors, or their representative undertaking work on the school site, to ensure the safety of any persons exposed KP: Kevin Petty – Site Manager;
- Ensure arrangements for fire prevention within the school are adequate and that suitable arrangements are in place for testing the fire alarm systems, fire fighting equipment, emergency lighting etc. and that records are maintained KP: Kevin Petty – Site Manager;
- Ensure adequate fire drills are carried out and their results recorded KP: Kevin Petty – Site Manager;
- Keep the school’s health and safety policy under review and bring any amendments to the notice of all staff – ED: Evelyn B. Davies Head Teacher and LE: Laggi Efthymiou School Business Manager;
- Ensure that adequate emergency procedures exist in relation to fire, gas leak, intruder etc… KP: Kevin Petty – Site Manager;
- Ensure that the school has access to competent health and safety advice – LE: Laggi Efthymiou School Business Manager.
- In addition to the duties listed for the School Business manager, the DHT will also assume the duties of the HT when deputising for the HT. It is therefore important that the DHT is fully familiar with all aspects of the school safety policy.
All employees are to be familiar with the school safety policy and:
- Ensure that they work in ways that are safe and without risk to themselves, the pupils other staff or visitors;
- Co-operate with those who have a duty to ensure health and safety by
- Adhering to advice, instructions and procedures for health and safety;
- Reporting any unsafe practices which come to your notice;
- Participate with the school to improve the standard of health and safety.
Site Manager and Caretaker
The Site Manager or Caretaker, under the management and supervision of the School Business Manager, has very specific and important roles to play in the implementation of the health and safety policy for the school.
The Site Manager and Caretaker will ensure:
- Duties identified below are carried out;
- Staff within their control are adequately trained or instructed to perform the duties for which they are employed;
- They keep a record of carrying monitoring regimes of these staff;
- The COSHH assessments have been carried out, up to date, and the assessment sheets available to staff who need them;
- All staff using chemicals have been informed of the dangers from the chemicals they use and the control measures that are in place to prevent them from being harmed;
- All staff using chemicals are informed of the first aid treatment required in the event of them coming into contact with the chemicals;
- Risk assessments have been carried out on all hazardous activities undertaken by the department i.e. using ladders, entering boiler rooms etc.
- Maintenance regimes are carried out as per regulatory expectations, school policies and Local Authority expectations and report any concerns of contractor’s quality of work to the school Business Manager for escalation.
- They carry site walkabout and keep records of these dynamic risk assessments (inputting a copy within school health and safety file),
- They check the school maintenance book few times daily and input their action/date.
- Report their need for health and safety training update to the SBM.
Arrangements for Health and Safety
1. Administration of medication
It is recognised that staff do not have any obligation under their employment/contract to administer medication to pupils and that such administration is on a voluntary basis. There is a requirement however under the Department for Education to assist pupils with medical needs.
Medication administered by the school.
The school will only administer prescribed medicines that are required to be taken MORE than three times per day. If this is necessary the parent should complete an ‘Administration of Medicines in Schools’ form and leave it with the school office along with the medication. The medicine should be in date and clearly labelled with:
- Name of medication
- The child’s name
- Dosage, time and frequency
- The prescribing doctor’s name.
Each time a medicine is administered it is recorded in a book. The school will not administer non-prescribed medicines or treatments.
Inhalers and epipens are normally outside of this procedure and other arrangements are made such as them being stored in the class room or central location.
With the government’s policy of integrating special needs children into mainstream schools, the above procedures may need to be reconsidered. See Medical needs – supporting children.
Reference: See DFE publication “Supporting children with medical needs.” Available from DFE website: www.dfe.gov.uk
In addition all staff should be made of and become familiar with all children with a high risk medical condition. A poster showing the child’s face, class, condition and medication should be permanently displayerd in the medical room, staff room and the food technology room.
- Animals in school.
- Animals can play an important role in the education of children. Children can learn about their needs and characteristics. Only suitable animals should be used in the school and proper planning considered for their welfare, particularly during holiday times. Recognised publications should be used to determine suitable animals and should be available when keeping animals in school. This procedure is a guide to the precautions taken by the school.
- Be aware that there are some animals and plants that cannot be taken from the wild.
- Have a reliable reference book available on the animal such as those produced by the RSPCA.
- Only obtain animals from reputable suppliers.
- Ensure that children wash their hands before and after handling animals.
- Animal houses to be kept clean and disinfected as required.
- Do not allow contact between school animals and wild animals to avoid transmission of disease.
- Do not allow children to bring dead or injured animals in to school.
- If animals wander on to floors or tables wash afterwards.
- Teach children how to handle the animals with care.
- Feed animals correctly.
- Any animal bites and scratches should be washed carefully. Seek medical advice if there is any risk of infection.
3. Asthma/ Severe allergic reactions/ Epilepsy
- Some children in the school are likely to have one of the above conditions.
- Guidelines for dealing with these conditions should be made known to all staff.
- Details of all of the children in the school who have one of these conditions are contained in the school medical register which all staff have access to.
- All teachers should be aware of the location of each child’s inhaler, Epipen or Epilepsy medication and where it is stored.
- Parental consent forms must be obtained from parents and copies kept in medical room.
- Accident reporting.
- All accidents should be recorded in the school accident book.
- More serious accidents to pupils and any accidents to staff, visitors, or contractors should be notified to the Local Authority. A log of such incidents is maintained by the School Business Manager (SBM)
- Notifiable injuries, as shown by the Local Authority, should be declared to the Health and Safety Executive local office and the Local Authority. A log of such incidents is maintained by the SBM
- Where a child is taken directly to hospital from school, the Health and Safety Executive should be notified. A log of such incidents is maintained by the SBM
- Where a child has suffered a head bump, the parent is notified, and is given the option to collect the child from school, if they wish, even if the injury is not deemed to be serious by the school first aid personnel..
- The accident book should contain the following information:
- Name of injured person;
- Time, date and place of the injury,
- What happened to cause the injury,
- The injury sustained,
- Treatment given,
- Name of any witnesses.
- More serious accidents should be investigated to try to prevent it happening again. This investigation should be documented and the log maintained by the SBM.
- Auditing of the safety system.
- Our Health and Safety mechanisms are audited regularly; once every two / three years. The purpose is to ensure the system remains effective. During the audit, the management procedures shown in the safety policy are checked to ensure that they are still put into practice and that the staffs are actually aware of them.
- As part of the audit, the auditor also walks through all parts of the school to look for failings in the system. This walk through also shows if the policy is being put into practice.
- The safety system will be audited by: Local Authority Health and Safety advisor regularly; once every two / three years. The purpose is to ensure the system remains effective.
- Blood, avoiding contamination.
All staff should be familiar with this procedure before having to handle blood.
- Wash hands first.
- Put on disposable gloves.
- Clean any wound as necessary or ask first aider to treat.
- Dress any wound if necessary.
- Dispose of the gloves and wipe or contaminated material in a plastic bag, seal if possible, and dispose of in the main bin. If there is a yellow bag system in place, use the yellow bag.
- Wash hands thoroughly again.
- Record incident in the accident book.
- Breakfast Club, After School Club and Extended Clubs Provision.
- These settings exist within Coldfall Primary School. Each of them must have their own safety procedures to ensure children safety whilst they are under their care.
- The staff managing these settings must be familiar with the school emergency evacuation procedure and first aid expectations.
- Chemical safety.
- The most hazardous chemicals used in the school are likely to be the cleaning chemicals used by the cleaners or site manager / caretaker. These should be kept locked at all times when they are not being used. Teachers should not keep their own small stock, or spray, for their own cleaning jobs.
- Chemicals and cleaning chemicals should always be stored in their own container with the original label and warnings showing clearly on the container.
- Never use food or drink containers to store chemicals.
- Keep only small quantities of the chemicals.
- Any spillages should be cleaned up at once.
- Teach children to recognise the orange warning symbols, which they may come across on household containers, such as bleach, disinfectants, lavatory cleaners, oven cleaners, paint stripper’s etc., and warn of the dangers.
- Ensure protective clothing is available when using chemicals.
- COSHH assessments must have been carried out before using chemicals and the user informed of the dangers and control measures to be in place for that chemical. There should also be suitable first aid arrangements available for treating chemical splashes.
Reference: The Control of Substances Hazardous to Health Regulations. See also School Health and Safety Manual by Local Authority.
- Contractors on site.
- Contractors on site need to be supervised by the site manager who should be aware of the school’s responsibilities regarding contractors. Checks do need to be made for competence and insurance.
- Ask the contractor for their risk assessments and method statements where applicable.
- The following guidelines should be followed.
- Before any work commences, it is advisable to hold a meeting on site with the contractor to agree how potential problems can be avoided.
- When using local contractors it is advisable to set up the school’s own “approved list”. This will ensure that only suitable contractors are brought into the school to perform tasks. There are many advantages in setting up an approved list, such as:
- You will know who to call quickly in the event of an emergency;
- staff will know who to call in the absence of the Head Teacher;
- the contractor will have been checked beforehand so you know what you are getting;
- references will have been taken up and checked;
- Once the contractor is on the approved list you will only have to check him once per year rather than going through the checklist each time one is used.
- Electrical safety.
Most people are aware of the dangers associated with electricity and electrical equipment. Electricity is potentially the most dangerous thing in the school and must be treated with due care and safe professional practice. The Electricity at Work Regulations impose certain duties on organisations to ensure the safety of those who may be affected by it. The following procedure should be adhered to in the use of electricity:
- All portable electrical appliances should be tested as necessary. The frequencies of the tests vary according to the equipment and where/how it is used.
- Staff should be instructed to visually check each item of electrical equipment before it is used. Look for signs of burning, damaged cables, loose covers etc.
- Any faults must be reported to the SBM or Site Manager immediately and the equipment taken out of use until it is suitably repaired.
- No one is allowed to work on any electrical circuitry or equipment unless competent to do so.
- Be aware of the dangers of trailing cables and do not have trailing cables across walkways.
- Four way extension blocks should only be used as a last resort. They should be secured to the wall or computer trolley to prevent them being tangled in feet. This prevents tripping hazards and damage to equipment.
- The fixed electrical installation should be tested at about five yearly intervals.
- The school apply a E-safety Policy. Refer to the specific document for details. The details are also available on the school website.
- The ICT room as well as the ICT teacher (and Technician) are responsible to ensure the E-safety Policy is taken forward.
- Leaflets about E-Safety, warning against cyber bullying, code of conducts expected whilst using ICT and representing Coldfall Primary School are displayed throughout the ICT room and discussed with students at the start of each year/term.
- Fire safety.
- Fire drills are carried out at least once per term. The time taken to evacuate the school is recorded. If it takes longer than the recognised time the school will investigate and consider carrying out the drill again. The time should normally be about 3 minutes.
- During the fire drill, we block off one of the escape routes to more closely simulate a fire situation.
- Our electric fire alarm system will be tested by an approved contractor on a regular basis.
- Any faults on the systems are reported to the contractor immediately.
- Break glass points are tested from a different point each time.
- Emergency lighting is regularly tested.
- All records of the alarm system tests and fire drills are kept.
- Fire assembly points are known by all.
- Registers are taken to the assembly point to carry out a roll call.
- Fire extinguishers are serviced regularly.
- Fire exits are checked to ensure that they are not blocked.
- Fire exit doors are checked regularly to ensue that they are in good condition and can be opened.
- Fire signs are adequate and updated to comply with recent changes to regulations.
- Fire Marshals will “sweep” the building in the event of a fire or alarm to ensure it is empty and that doors are closed. (see attached fire drill notice).
- All staffs, and particularly supply teachers, are made aware of the fire arrangements.
- Fire evacuation procedures and fire exit routes are reviewed annually by the School Business Manager and the site Manager following the advice and guidelines from a professional third party eg. Haringey Council H & S manager, or by Strictly Education.
- All staff undertake (and must pass) an annual fire safety awareness on-line course.
- The school also has several assigned fire wardens with additionally duties.
13. First aid
- The school has 11, three day qualified first aiders to allow for cover during school visits. Where possible, all the teaching assistants and some additional staff will have received the basic one day first aid training.
- A list of the qualified first aiders is available in strategic places throughout the school. All staff, including supply teachers are made aware of the first aiders and their location.
- First aid kits are available in the school and their contents checked and replenished as necessary by the nominated first aider, or whoever is nominated. Only first aid items may be held in a first aid kit. There must be no creams, lotions, tablets etc. in the kit.
- Portable first aid kits must be available, suitably stocked and taken on all visits away from the school.
- In the event of a more serious injury, such as:
- severe bleeding;
- object stuck in throat;
- deep cut that may require stitching;
- suspected fracture;
- severe asthma attack;
- severe reaction to bites or stings;
- swallowing or suspected swallowing of toxic substance;
Dial 999 and ask for an ambulance,
CALL PARENTS IMMEDIATELY.
- A defibrillator is also kept by the school and located in the medical room. All first aid trained staff have also been trained in the use of the defibrillator.
- It is unlikely that the school should have any quantities of flammables, particularly flammable liquids. Some cleaning items however are flammable and some highly flammable. Where these items are used, no large quantities will be stored. Deliveries and orders will be kept to a minimum. Where such items are required in the school, they will be stored in a suitable, locked metal cabinet, in the cleaner’s or caretaker’s store.
- We will keep records of quantities stored and location of storage. We will use signage to inform relevant parties of such locations added to a map on entry for fire services.
- Health and safety assistance.
- To satisfy its legislative requirements, of having access to a competent person, the school seeks the assistance of the health and safety department of the Local Authority.
- This department will provide advice and guidance on health and safety law and what the school needs to do to comply with that law.
- The department provide a School Health and Safety Manual by Local Authority updated every three years.
- The principal officer is a Chartered member of the Institution of Occupational Safety and Health (IOSH) with over 20 years experience of work in local government health, safety and wellbeing.
- Hiring / Letting
- The school apply a Hiring and Letting Policy. Refer to the specific document for details. The details are also available on the school website.
- Inspections of the school.
- The school is inspected regularly by the Head/ SBM and the Site Manager for any defects that could lead to an accident or ill health of any occupant. These inspections are carried out normally once per term and the results are retained by the Site Manager/SBM..
- The health and safety representative for the school is invited to accompany these inspections.
- The Governors should carry out safety inspections on an annual basis and submit a report to the Head Teacher for action
- Ladders and stepladders.
- Where extending ladders are used, normally by the Caretaker, then proper instruction or training should have been received. It is recognised that this training could have been received during previous employment i.e. used to be a Fire fighter and received training from the Fire Service. Roof work, even retrieving balls, should not be undertaken during windy or severe weather.
Stepladders kick stools.
- There are stepladders provided around the school to prevent staff from using chairs for access to high shelving or putting up displays. Staff should receive basic instruction in the use of step ladders to ensure that they are aware that they must not have any degree of side loading and that the top step should not be stood on, unless it is designed for this, and has a suitable rail to support the user.
- There should not be any chairs in storerooms.
- Manual handling.
- All employees are made aware of the risks associated with manual handling. Staffs are advised to avoid manual handling as much as possible. Manual handling includes lifting, pulling, pushing, moving and carrying. Where there are manual handling tasks to be carried out then a suitable risk assessment will be carried out to determine if the risk can be reduced. This is particularly important where the school has disabled pupils who may need assistance for certain tasks.
- Where a manual handling assessment for a pupil is needed, it is likely that specialist assistance will be required.
- Where staff have to carry out manual handling operations then the appropriate level of training will be provided.
- Seeking assistance with the task can often reduce the risks for simple handling tasks.
- Office safety.
- The office is checked to ensure that trailing cables from computers do not cause tripping hazards.
- A Display Screen Assessment is available online from the school’s “Smart Log” system to ensure that school personnel are not exposed to risks from repetitive strain injury or work related upper limb disorder. This is mainly for those employed (or agency) using computers more than 2 hours daily regularly.
- There should be adequate storage provided for files etc.
- Space under the desk and open floor areas are not used for storage.
- Off site visits (also called by Local Authority Educational Visits).
- An off site visit is any visit where the children are taken away from the school site.
- Risk assessments will be completed and documented for all off site visits. Where the visits are regular visits, such as to the church or swimming pool, the risk assessment will be completed then reviewed as necessary.
- All Local Authority and Department for Education guidelines are to be followed before any off site visits take place. All necessary documentation is to be completed before the visit takes place.
- Where activity providers are used then their competency is to be checked.
- The risk assessment process determines the level of first aid cover on the visit.
- First aid kits are always taken on the visit.
- All arrangements for off site visits must be checked by the SBM before the visit commences.
Reference: See School Health and Safety Manual by Local Authority.
- Pregnant workers (Expectant Mothers at Work)
- When a member of staff has become pregnant the school should be notified and an appropriate assessment carried out to ensure that the duties performed do not cause her, or her unborn child, any harm.
- Risk assessments.
- Risk assessments will be carried out by the school to comply with legislative requirements.
- The risk assessment process will be lead by senior school management, but will include as many staff as possible. Risk assessment is better carried out by several people together rather than as an individual exercise.
- The risk assessment will consider potential hazards, who may be harmed by them, how they may be harmed, the control measures that are in place or need to be put in place. The findings of the risk assessment will be brought to the attention of staff and the assessment reviewed and revised as necessary.
- The risk assessment procedures will be regularly reviewed and revised, but will also take place if there are changes that require it, such as building work being carried out at the school.
- Safety training.
- The safety training needs of the school will be considered by senior school managers and the appropriate training arranged for staff.
- Safety training will be given to new or relief teachers as soon as they join the school. As an absolute minimum, this basic training should include the procedures for fire and first aid. They should also be made aware of this safety policy and the procedures for implementing it.
- The Head Teacher will arrange refresher training as necessary.
- We will also use the advice of our competent health and safety advisor (Local Authority) to make recommendations through supportive pre-emptive assessments visits which we will request directly.
- The school apply a in depth Safeguarding Policy. The policy was created in accordance to the Local Authority recommended practice (Safeguarding team and LADO) as well as recommended procedures from the Department for Education.
- Refer to the specific document for details.
It should be possible to make the school secure during the day. Doors should not be left open where this would allow access to people.
- Visitors to the school should be directed to the main reception by signs outside.
- Visitors, even regular visitors, contractors etc, should sign the visitor’s book at reception. All visitors must wear a visitor badge/label whilst on the premises.
- If unknown visitors are encountered in the school, or not wearing a valid badge, refer to the intruder section below.
- Visitors should sign out at the end of the visit.
- Valuable equipment.
- All valuable equipment (say over £100) should be security marked and an inventory compiled and maintained by the school secretary.
- Personal property.
- Staff are responsible for the security of their own personal items. Every classroom is equipped with a lockable cupboard for staff use only.
- Pupils are discouraged from bringing valuables into school
- Parents are constantly reminded to identify pupils’ clothing by securing nametags to them.
- Cash handling.
- School has clear method of cash handling. All monies collected will be kept in the school safe. Large amounts are collected by BDI Securities weekly. Cash should not be stored on the premises for longer than necessary.
- All visitors must wear a visitors label.
- All unknown visitors should be challenged and asked “Can I help you? Are you looking for reception?
- If an intruder is in a classroom the TA or a responsible child is asked to inform the school office immediately.
- Make all staff aware that stress is not a sign of weakness and that it should be discussed openly.
- Staff should be encouraged to support one another.
- Head Teachers and senior school managers should be aware of the signs of stress and how to deal with it.
- Stress should be considered when carrying out the risk assessments for the school.
- Pay particular attention to signs of stress during difficult periods i.e. coming up to and during Ofsted inspections etc.
- The arrangements for removing waste from the school are reviewed annually to ensure they remain satisfactory.
- Consideration is given to the need for removing clinical waste in yellow bags.
- The school is a green school and therefore endeavour to recycle a maximum of their waste.
Coldfall Primary School Medical Procedures
- In the event of illness or injury suffered as a result of an accident or incident ** the casualty needs to be attended to by a member of staff.
- When the illness or injury is more serious, one of the school’s named first aiders (listed below) will be required.
- If the casualty requires an ambulance the school office must telephone the emergency services and ensure that the relevant entrances are opened and staffed.
- While the casualty is waiting for the ambulance the first aider must stay with them and may be required to accompany them to the hospital.
- If the casualty does not need to go to hospital but is waiting for someone to collect them, there must be a member of staff with them whilst they wait.
- Always make sure that the office knows where the casualty is waiting.
- A record must be kept of all injuries by completing a Coldfall Primary School Accident Report Form kept in the medical room. On completion a copy of the form should be given to the casualty and the original must be placed in the Coldfall Primary School Accident Report Form File. In the event of more serious illness or injury where further medical attention is required, such as the casualty going to the doctor or the hospital, Haringey Education Services – Report Form must also be completed and signed by the Head Teacher or the SBM.
** the casualty – the person who is ill or injured, this includes pupils, staff, visitors to the school and contractors.
Coldfall Primary School Named First Aiders (Fully Qualified)
Individuals with specific responsibilities in the policy and access to information on Health and Safety
|Head||Evelyn B. Davies|
|Deputy Head||Ewan Marshall|
|SLT||Evelyn B. DaviesEwan MarshallKaren RobinsonLaggi EfthymiouLorraine KingTom Hassan|
|Health and Safety Co-ordinator / SBM||Laggi Efthymiou|
|Educational Visits Co-Ordinator||Laggi Efthymiou|
|First Aiders – fully qualified||See previous page|
|First Aiders – trained||All Teaching Assistants|
|First Aiders – Paediatric trained||Jo ChapmanMelvina Roach|
|Location of first aid boxes||Medical RoomReception Class RoomsFood Tech RoomSchool Mini Bus|
|Nearest hospital||Finchley Memorial HospitalAdd: Granville Rd, London N12 0JEPhone:020 8349 7500|
|Fire Safety Manager/Evacuation Officer(s)||Laggi Efthymiou / Kevin Petty|
|Location of Fire Log||Site Manager’s Office|
|Fire Assembly points||Small playground (front)And main playgroundCar Park Turnaround area|
|Frequesncy of fire alarm tests and drills||Test carried out weeklyFire Drill – Termly|
|Asbestos appointed person||Evelyn B. Davies/Kevin Petty|
|Procedures reporting hazards||Site Manager/ H&S Co-ordinator|
|Site Manager||Kevin Petty|
|Assistant Site Manager||Therapis Georgiou|
|LEA Principal H&S Advisor Other: Strictly education||Fabrice TerrochaireTel : 020 8489 4504David Newberry44 (0) 1908 20 8200|
Documents relating to this Policy are listed below, along with the locations in which they can be found:
|Fire Log Book||Site Manager’s Office|
|Asbestos Register||Site Manager’s Office|
|School Policies||School Website and Office|
|List of First Aiders||Medical Room|
|Accident Report Book||Medical Room|
|Serious Incident Records and Log||School Business Manager Office|
|Fire Evacuation procedures and Fire drill log||Site Manager’s Office.Procedures issued to all staff.Fir Exit routes displayed in all classes and all rooms.|
|Risk Assessments||School Business Manager Office|
|Educational Visit Assessments Log||School, Business Manager Office|
|Legionella Risk Assessment||Site Manager’s Office|
|Site Manual / Premises Log||Site Manager’s Office|
|Health & Safety Committee Minutes||School Business Manager and Governing Body|
Home School Agreement
- Deliver a balanced and well planned curriculum with high quality teaching that meets the needs of your individual child.
- Ensure your child’s physical, social and emotional well being at all times, fostering feelings of self worth, confidence and belonging.
- Provide a safe, secure, welcoming and stimulating environment.
- Expect all staff and children to treat each other with care and respect.
- To improve it’s environmental performance.
- Communicate clearly about the school, our curriculum, extracurricular activities and all relevant polices (e.g. about behaviour).
- Report regularly to you on the learning and progress of your child and let you know of any concerns or difficulties your child may be incurring, ensuring teaching staff are available by mutual arrangement to discuss any concerns or issues arising.
- Welcome your support and involvement in the work of the school.
- Encourage your child to work hard, behave well, and have exemplary manners.
- Support the school’s policies on behaviour, equalities and parent communication.
- Support your child with home work and read with them daily.
- Ensure your child has excellent attendance (no holidays in term time), is always punctual and collected on time.
- Ensure your child is smartly presented in full uniform each day and brings to school everything needed for the day (e.g. book bag, PE kit).
- Attend all meetings about your child’s learning and progress.
- Tell the school about any problems affecting your child’s learning or behaviour.
- Never use social media to discuss concerns about the school or associated individual, but speak directly to a relevant member of staff.
- To follow the school’s green code, and develop responsible attitudes towards the environment.
- To work hard and do my best in all lessons.
- To follow the school’s Golden Rules and Eco code.
- To be polite, kind and helpful to all children and adults.
- To look after all school resources and equipment and keep the school litter free.
- To have a positive attitude and enjoy school.
- To be a good representative of Coldfall School at all times.
- To recognise that the maths curriculum provides pupils with a firm foundation for further education and enables them to succeed with and enjoy mathematics in the adult world.
- To enable all pupils to be fluent in the recall of key facts and information, to reason and justify mathematically and to be able to solve mathematical problems in real-life contexts.
- To meet the requirement of the new National Curriculum of 2014 for pupils to achieve mastery of the maths curriculum.
Our teaching for mastery is underpinned by NCETM’s Big 5 ideas. Opportunities for mathematical thinking allow pupils to make chains of reasoning connected with other areas of mathematics. A focus on Representation and Structure ensures concepts are explored using concrete, pictorial and abstract representations, the pupils actively look for patterns as well as specialise and generalise whilst problem solving. Coherence is achieved through the planning of small connected steps to link every question and lesson within a topic. Teachers use both procedural and conceptual variation within their lessons and their remains an emphasis on Fluency with a relentless focus on number and times table facts.
- Teachers have a clear belief and expectation all our pupils can learn mathematics at least in line with national expectations.
- Teachers believe that ability in maths is not fixed and that by carefully scaffolding, questioning and rapid intervention the vast majority of pupils can meet the same objectives. Pupils are not taught in ability classes or groups.
- Principles behind mathematical concepts are emphasised in order to deepen understanding. Pupils methods as to how to reach the correct answer and why these are efficient strategies are debated and justified between pupils and teachers.
- Mathematical understanding is communicated using precise and consistent terminology by both pupils and teachers.
- Conceptual and procedural variation are used throughout teaching. Conceptual variation promotes the theory of intelligent practice. Positive variation shows what the concept is and negative variation shows what the concept isn’t. This enables misconceptions to be addressed from the start. This could be done by exploring what a triangle isn’t as much as by what a triangle is.
Procedural variation occurs when different procedures or representations are used to bring about understanding. For example, teachers may share different solutions to a problem (some right/some wrong) before guiding the class towards the most efficient method.
The maths day at Coldfall
There are three distinct parts to a day of maths at Coldfall. Firstly, each class will have a short (10-12 minute) maths meeting, before assemblies start at 9.15 am, at least three times a week. This aims to recap on prior learning in order that key facts and knowledge, previously taught, can be practised ensuring these are embedded into pupils’ long term memory and can be recalled rapidly and fluently. Maths meetings should focus on times tables, counting, units of measure, place value, date and time etc.
The daily maths lesson is split into two main parts. Firstly, the whole class will have a short lesson of approximately 45 minutes, which should begin with the class teacher modelling, using the CPA approach, from the ‘Let’s Learn’ section. After a concept has been introduced children work in pairs or small groups collaboratively on guided practice activities that help develop children’s understanding. This guides children’s identification of which children need more supported work with the teacher and who should move onto independent work in the practice books. Immediate marking and assessment of the independent work (by pupils, class teacher or T.A.) determines whether children need more support, practice or extension in the subsequent 15-20 minute session later the same day.
Teachers and pupils use the Singapore inspired Concrete, Pictorial, Abstract (CPA) approach in order to represent structures and develop the ability of pupils to recognise patterns and generalise. Questioning such as ‘What’s the same and what’s different?’ prompts pupils to make comparisons in order to explore the essential features of concepts.
Maths planning is taken from the INSPIRE scheme. However, teachers reflect on how to meet the needs of their individual pupils and class as a whole. Reflections on how to pre-teach (including AFL Friday activities), support and extend will be annotated on a weekly maths plan (see exemplar attached). In addition, a challenging whole class extension activity should be identified, and prominently displayed, that will challenge and deepen pupil’s understanding. These activities could be taken from the ‘Put on Your Thinking Caps!’ parts of the scheme, NRICH, White Rose, mastery questions etc.
Classroom norms to establish
- Everyone can learn maths at the highest levels
- If you ‘Can’t do it’, you ‘Can’t do it yet.’
- Mistakes are valuable
- Questions are useful
- Mathematics is about creativity and problem solving
- Maths is about communicating what we think
- Depth is more important than pace
- Maths lessons are about learning and not performing
In the early years we aim to develop pupils’ understanding of number, reasoning, problem solving and shape, space and measures. Our primary tool to establish and secure pupils’ conception of number is the Numicon programme which is adapted by teachers to link with the rest of the pupils’ curriculum where appropriate. This allows for engaging contexts to be created that develop mathematical understanding through stories, songs, games and imaginative play as well as through focussed whole class and small group teaching. The approach is rooted in the Singapore approach of Concrete – Pictorial – Abstract in order to secure early concepts and confidence in the foundations of number.
Assessment in the foundation stage is ongoing throughout the year. At the end of the year pupils are assessed against the Foundation Stage Profile.
In order to support and deliver the national curriculum and to meet its aim of mastery the school uses the INSPIRE maths scheme. This is based on the principles established in Singapore and allows teachers to deliver the curriculum with an emphasis on investigation, problem solving and the development of mathematical thinking. In addition, the scheme ensures consistency and coherence year on year, deepening teachers’ pedagogy and improving their practice. This scheme is used throughout key Stage 1 and 2.
The scheme may be supplemented by additional materials from NRCIH, NCETM mastery Questions or the White Rose maths hub Mastery documents that further develop problem solving, reasoning and fluency.
This is immediate in order that additional support and extension can be provided. Pre-teach and catch up sessions are planned in order that misconceptions can be addressed and overcome.
In order to provide consistent judgements about attainment and progress pupils take a short maths test three times a year (PUMA). This provides a standardised age score that enables a consistent measure of attainment and progress from YR1 to YR6. Teachers can look at the child’s performance in particular domains to consider provision and next steps. Information from these tests is used as the basis for feedback for parents and end of year reports.
At the end of Year 2 and Year 6, pupils are entered for the statutory end of Key Stage National Curriculum tests (SATS).
Each classroom is extensively resourced with a range of concrete materials such as: diennes blocks, cusinaire rods, place value counters and Numicon. Each class is equipped with a visualiser to assist modelling and to share examples of pupils’ work to facilitate debate and to deepen thinking.
No homework is set in the EYFS. In KS1 and KS2 Maths homework should be set once every 3 weeks in accordance with our rotation between Maths, English and Creative homeworks. Homework should specifically be taken from the Oxford Owl INSPIRE maths home activities for the relevant year group. Additional practice and repetition of key skills such as times tables etc should also be encouraged usually through the online Mathletics platform.
As a school we endeavour to maintain an awareness of, and to provide for equal opportunities for all our pupils in mathematics. We aim to take into account cultural background, gender and Special Needs, both in our teaching attitudes and in the published materials we use with our pupils.
Role of the subject leader
- Ensures teachers understand the requirements of the National Curriculum. Supports them teaching maths across the school to a high standard, allowing observers to engage in purposeful professional dialogue that improves the quality of their teaching.
- Leads Maths CPD. Provides coaching and feedback that impacts on teaching and improves pupil outcomes.
- Leads the whole school monitoring and evaluation of teaching and learning in mathematics by: observing teaching and learning in maths regularly; analysing assessment data in order to plan whole school improvements in maths; conducts book scrutinies and pupil interviews to evaluate progress and impacts.
- Takes responsibility for managing own professional development by participating in external training, independent private study, engagement in educational research and scholarly reading.
- Ensure that the school’s senior leaders and governors are kept informed about the quality of teaching, learning and standards for all pupil groups in mathematics.
- Work in close partnership with SENCO to ensure learning needs of all pupils in mathematics are met effectively.
- Provide guidance for parents as to how to best support their child in maths.
- Review the school’s maths policy.
Ewan Marshall Sept 2019
Medical Need Policy
Coldfall Primary School – Medical Needs Policy
What is the purpose of this policy?
The purpose of this policy is to describe how Coldfall Primary School will ensure that children with medical needs have access to a good quality and appropriate education whilst they are attending school and having to take regular medication or during a prolonged absence from school.
Who leads on this policy?
It is a requirement that each school has a named person who leads on the implementation of the policy for children with medical needs. At the time of writing this person is Laggi Efthymiou (School Business Manager).
What is the definition of children with medical needs?
All children are likely to be absent from school occasionally. This policy is directed at children who have serious illnesses that are likely to prevent attendance at school for long periods of time and may well involve repeated periods of absence. It is also likely that such children will also spend time in a hospital. In this policy this group of children are described as Category A. However, the policy also describes what will happen when otherwise healthy children have to take medication in school either for a short period or on an ongoing basis. In this policy this group of children are described as Category B.
What will be the provision for children defined as Category A?
The SENCO will maintain a list of children who are defined as falling into Category A. In most cases a Medical Plan will be written. Parents of children in Category A will be informed of this policy so that the Plan can be written at the earliest possible time in order to ensure that appropriate provision is made from the moment the absence begins. The Medical Plan will be reviewed as appropriate for individual cases.
Each Plan will be different, because each child’s circumstances will be different. The following list describes some of the possible actions that could be included in a Plan. A Plan will always name the relevant class teacher who will be the contact person for the parents.
- The child may go to a hospital that has a hospital school. The Special Educational Needs Coordinator (SENCO) will contact the head teacher of the hospital school and will provide copies of teachers’ planning to indicate the curriculum that would have been provided if the child had been in school. If the child has special educational needs a copy of the Provision Map will also be provided. It is then the responsibility of the head teacher of the hospital school to ensure that the child’s needs are met at a level appropriate to her/his medical condition.
- A child may have a long-term absence and be at home. If this absence is likely to exceed 15 days an application will be submitted to the Inclusion Team for possible home tuition.
- It is possible that a Medical Plan might also include an element of part-time attendance at school.
- Where appropriate, arrangements will be made to send work to the child’s home.
What will be the provision for children defined as Category B?
If it becomes apparent that a child needs ongoing medication in school the parent should fill in a medical consent form and return it to the school office. The submission of this form may trigger a meeting with the SENCO, depending on the individual circumstance or severity, in order to review and agree appropriate action.
If your child has a complex medical condition requiring regular administration of medical procedures or care, the school will require a medical consultant’s report. The report or letter should clearly indicate the necessary attention required within the constraints of a busy school setting.
What is the Policy on Asthma?
Children who suffer with asthma need to be able to gain quick access to their inhalers (and spacers in the cases of some children). Parents should provide the school with at least two inhalers. One inhaler is kept in the medical room and a spare inhaler is kept in the classroom. Members of staff need to ensure that inhalers are taken on off-site visits. Inhalers taken off the premises should be recorded as such and later returned to the medical officer. However, as children with asthma get older, it is very much the expectation that they should take the lead on remembering their inhalers. We are aware that children’s need of asthma inhalers may change during their years at school. We ask parents and/or older children to keep us up to date on inhaler needs.
What is the Policy on the Administration of Medicines?
The school will only administer prescribed medicines that are required to be taken MORE than three times per day. If this is necessary the parent should complete an ‘Administration of Medicines in Schools’ form and leave it with the school office along with the medication. The medicine should be in date and clearly labelled with:
- Name of medication
- The child’s name
- Dosage, time and frequency
- The prescribing doctor’s name.
Each time a medicine is administered it is recorded in a book. The school will not administer non-prescribed medicines or treatments.
How do we know which children have medical needs?
The medical officer will maintain a register that will be circulated to all staff at the beginning of each school year. A list will also be kept in each teacher’s class SEN file.
Policy on the Administration of EpiPens. What is the purpose of this policy?
The purpose of this policy is to describe to parents, governors, and staff the measures taken by the school to protect those children who may need to receive the administration of an EpiPen. This policy only describes in outline the causes and symptoms of anaphylaxis. Staff will receive detailed training from our local medical team.
What is anaphylaxis?
Anaphylaxis can be triggered by foods (nuts, shellfish, dairy products) or non-foods (wasp and bee stings, certain medicines, even exercise). The symptoms of anaphylaxis can be identified by effects on the respiratory system, cardiovascular system, gastrointestinal system, skin, nervous system and genitourinary system. In the event of an attack it is important to administer an EpiPen as soon as possible and then call 999 for an ambulance.
How will I know when and how to administer an EpiPen?
We provide all our teaching support staff with regular training on anaphylaxis and the administration of EpiPens by the school’s locally assigned nurse.
How will I know which children might need an EpiPen?
At the beginning of each new school year (or when a new child joins the school), all information about anaphylaxis will be passed to the Medical Officer who will ensure that this information is given to all those adults that have most frequent contact with individual children.
Where are EpiPens stored?
After receiving advice from the nurse it has been agreed that each child should have two EpiPens in school, which should both be stored in the medical room. Each EpiPen is stored in a plastic wallet that also contains the name of the child, her/his photograph, and a copy of the child’s individual medical plan.
Children from the Early Years and Foundation Stage will have all of their medications, including EpiPens and inhalers, securely stored in their own classrooms, clearly labelled.
How are staff made aware of children with high risk medical needs?
Children with high risk medical needs are all displayed on a poster which is kept confidentially in the staff room, medical room, with the medical officer and SENCO. This contains a small photograph of the child, a description of the illness and/or food allergy, the medication required and class. The information is also noted on Class Action Plans. This enables all staff to become familiar with these children in order to take prompt and corrective action if required.
How do we deal with injuries at school?
Any child experiencing an injury at school will be given immediate first aid treatment by one of our trained staff. Minor injuries would be treated in the school medical room as appropriate. In all cases an accident report form will be completed. One copy will be kept on file and a second copy will be sent to the child’s parent/carer.
Minor injuries to the child’s head will be treated as above, but the school will always contact the child’s parent/carer to inform them of the incident (however slight it may initially appear) and give the parent the opportunity to collect their child earlier from school if they so wish.
How do we deal with children with broken/injured limbs?
Any child who has an accident at school which necessitates a visit to the hospital would prompt an investigation by the school’s health and safety manager (School Business Manager). This will involve a discussion with the member of staff who came to the child’s assistance and also a discussion with the child him or herself on return to school. All appropriate report forms will be completed and sent to the Local Authority’s Insurance and Risk Management Team and to the Local Authority’s principal Health and Safety Manager.
Broken limbs should not necessarily be a barrier to a child attending school. If the child’s doctor agrees to the child returning to school, an individual risk assessment identifying any support needed will be provided to the class teacher for guidance and action.
LIST OF FIRST AID QUALIFIED STAFF
LIST OF PAEDIATRIC FIRST AID QUALIFIED STAFF
Administration of Medicines
The school/setting will not give your child medicine unless you complete and sign this form, and the school or setting has a policy that the staff can administer medicine.
|Name of school/setting|
|Name and strength of medicine|
|Expiry date||/ /|
|How much to give (i.e. dose to be given)|
|When to be given|
|Any other instructions|
|Number of tablets/quantity to be given|
Note: Medicines must be in the original container as dispensed by the pharmacy
|Daytime phone no. of parent or|
|Name and phone no. of GP|
|Agreed review date to be initiated by||(name of member of staff)|
The above information is, to the best of my knowledge, accurate at the time of writing and I
give consent to school staff administering medicine in accordance with the school policy. I will inform the school immediately, in writing, if there is any change in dosage or frequency of the medication or if the medicine is stopped.
Parent’s signature —————————————————–
Print name —————————————————–
If more than one medicine is to be given a separate form should be completed for each one.
Parent and School communication policy
Aims: To ensure clear, effective, timely and positive communications are established between parents and the school which enable information to be shared and issues to be addressed in the best possible way. To strengthen and build up the community through the most positive communications.
Rationale: There are so many forms of communication available that information can get lost, missed or be misconstrued. It can be difficult to identify what is really important, helpful and necessary as there can be communication overload. The use of social media can also lead to communication which is unhelpful as messages are sent which perhaps would not have been sent had it entailed a personal conversation or a written letter, which entail more thought and time. The use of social media can also create unrealistic expectations of response which may be unmanageable for teachers or school staff to deal with.
The school’s core purpose is the education of its pupils and hence teachers must focus on the business of delivering the best possible lessons and having proper time to do this. We value parents’ contributions and want to strengthen relationships with parents. The school seeks to provide a wide range of opportunities to involve parents in the life of the school – such as attending class assemblies and coffee mornings, helping in class, helping on trips, being invited to a wide range of special events etc.
To ensure we can meet our aims above a clear set of protocols have been agreed by the Governing Body for communication.
- Please communicate in person by speaking to the class teacher or whoever your message relates to directly. A short, friendly, empathic conversation is often the best way to communicate information and enables any queries or questions to be clarified without resorting to lengthy email exchanges. Face to face communication serves to strengthen relationships and develop empathy for each other. The best time to speak to a teacher is at the end of the school day, rather than in the morning when they need to focus on welcoming all the children and starting their teaching.
- If you are unable to speak directly to the member of staff, then please email the school office only (Office@coldfall.haringey.sch.uk), who will direct any emails onto the appropriate person. Staff may not be able to respond quickly, as teachers’ priorities are to teach their classes and not check emails. Please note it may therefore be several days before you receive a response. If it is important and really requires a speedy response than please telephone us (020 8883 0608).
- If you have a more important or pressing issue you want to discuss with us then letters are a good way of communicating as they require some careful and proper reflection and can be delivered at an appropriate time, rather than sending an email late at night. A letter shows that the communication process and content is valued.
- Parents may telephone the office to arrange an appointment time to meet with a member of staff if an issue is deemed to be important. Please be realistic about teachers’ availability given their wide ranging commitments to the teaching of the children.
- School staff will endeavour to respond to communications within 3 school days, however the emphasis is on teachers having time to teach, prepare lessons, mark books, create exciting learning environments, attend training and staff meetings, so please keep this in mind.
- All forms of communication must be respectful. Aggressive negative communications/emails are counter productive and can impact on a teacher’s well being and confidence and therefore on their ability to teach the children as well as possible and focus on their needs.
- Social media networks should not be used to discuss school issues especially if they pertain to a member of staff or a pupil. It can be extremely distressing and damaging to an individual and serves to undermine and distract them from their core role. It also generates gossip and leads to exaggeration and false information being shared. The school will challenge any misuse of social media. Again if you have an issue please come and talk to us – we are only too happy to try and resolve any concerns.
- Please adhere to the school’s Home School Agreement – on the website (coldfall.haringey.sch.uk) under the policies tab.
- Please apply the “THINK communication strategy” which we teach the children and expect staff to adhere to:
T – is it true?
H – is it helpful?
I – is it important?
N- is it necessary?
K- is it kind?
Premises Hire Policy
The Governing Body of Coldfall Primary School is keen to see that the premises at Coldfall Primary School are used for the benefit of the whole school community. This document outlines the school’s policy regarding premises hire. It sets out the facilities available, the charges, and the responsibilities of the school and of the users when the school premises are hired.
The overall Premises Hire Policy for the school is the responsibility of the Governing Body; however, decisions regarding lettings and charges are at the discretion of the Head Teacher. Hire to the Friends of Coldfall is free of charge.
Conditions of Hire:
- The Hirer must be familiar with and conform to the school’s Safeguarding Statement and regulations.
(Link to school’s Safeguarding Statement and regulations)
- The Hirer must be familiar with and conform to the school’s Equalities Statement.
(Link to school’s Equalities Statement.)
- The Hirer must be familiar with and conform to the school’s Health and Safety Policy. (Link to school’s Health and Safety Policy)
- Coldfall Main Hall
- Coldfall Lower Hall
- MUGA (Multi Use Games Area)
- School Field
See website for further information on each of the venues above
The main school kitchen is not available for hire, and therefore cannot be used by the Hirer.
- Where the Hirer may want to book large events, for example 200 people or more, please contact the Site Manager to discuss further. The Site Manager will take you through the process and other requirements such as a Risk Assessment, which will need to be completed and approved at least 14 working days in advance (a Risk Assessment template is provided).
- A deposit of 50% of the total costs to be paid at the time of booking.
- The full booking charge must be paid at least 28 days in advance of the hire (or in full at the time of booking in the case of a booking made less than 28 days in advance), by bank transfer or cheque payable to ‘Coldfall Primary School’.
- Account details: Account name: Coldfall Primary School, Account name: 05472849, Sort code: 30 99 86. Please put your Surname and Hire in the reference section.
Furniture and equipment
- Any furniture or equipment required must be agreed with the Site Manager at least 14 days before the hire.
- Any movement of furniture must be undertaken by the Hirer, under the direction of the Site Manager. At the end of the booking furniture must be restored to its original location.
- The school has limited spaces in the school car park available for use by the Hirer. The entrance to the car park is from Everington Road. No vehicles can be brought into the school playground areas except for disabled access or loading/unloading by agreement with the Site Manager.
- No movement of vehicles can occur anywhere in the school premises once an event has commenced (other than in the car park).
- There is no access to the premises before the commencement of the booking period. Hirers must allow enough time for preparation before the event when booking the duration of the hire.
- Hirers must have left the premises by the end of the booking period. Enough time must be included to allow for clearing away.
- The Hirer is responsible for leaving the premises clean and tidy. All the Hirer’s property, including decorations, must be removed after the hire.
- The Hirer is responsible for protecting the premises against damage, and for the good behaviour of all associated users, and will be charged for any damage incurred.
- No alcoholic drinks may be sold on site.
- No adult parties are allowed.
- Smoking is not allowed at any time in any of the buildings or on the grounds.
- The Site Manager, acting on the authority of the Governing Body, has the right to terminate any hire if the terms and conditions are not adhered to. No refund will be available.
- If the Hirer is an organisation, a copy of that organisation’s public liability insurance certificate must be provided.
- Extraordinary lets or regular Hire discount must be approved by the Head Teacher.
For any information or questions regarding the hire of school premises contact Kevin Petty, Site Manger on 07932 932242.
- The Site Manager must be notified of any cancellation at least 4 weeks prior to the date of hire. However, notification at the earliest possible time is appreciated.
- Where notification is given to the Site Manager at least 4 weeks prior to the date of the hire, the booking charge will be refunded in full apart from an administration fee of £10.
- Where notification is given to the school between 2-4 weeks prior to the arranged date of the hire, the Hirer is entitled to a 50% refund only less an administration fee of £10.
- Where notification of cancellation is given less than 2 weeks prior to the arranged date of the hire, the Hirer is not entitled to any refund.
Declaration and Insurance Indemnity
I have read and agreed to be bound by the standard conditions of Hire attached.
I am over 18 years of age.
I am aware and agree that if permission to hire the premises is granted, such permission does not vest in or confer upon the Hirer any tenancy of or right to exclusive possession or occupation of the premises or any part thereof, nor any right, licence or liberty other than as expressly granted.
I acknowledge that Haringey Council has effected a policy of insurance in respect of use of Education premises which, subject to its terms and conditions, applies to:
- the legal liability of the Hirer in respect of claims by third parties for injuries or damage occurring during and in direct connection with the hire up to a limit of £2,000,000 in respect of any one incident.
- the contractual liability of the Hirer for accidental damage to the premises and contents therein in accordance with the standard conditions of hire up to a limit of £500,000 for any one incident, with an excess of £50.00 for each and every claim. PROVIDED THAT immediate notice in writing shall be given to the London Borough of Haringey Council, Insurance Section, 10 Station Road, London N22 4TR of any damage, accident or proceedings and that no repudiation of liability shall be made to any third party.
I agree to indemnify and keep indemnified the Council from and against all loss, damages, expenses or charges which the Council may sustain or incur in respect of any other matter arising out of the hiring of the premises, or the conditions relating thereto in so far as the same are not covered by the said policy of insurance effected by the Council or the obligation to give notice of any accident, damage or proceedings as afore said is not fulfilled by the Hirer, and to pay the Council at its offices on demand all such sums as may be payable by reason of this indemnity.
Updated June 2019
Pupil Premium Policy
At Coldfall, we believe that all our children have an equal entitlement, and should have an equal opportunity to:
- Develop imagination and creativity
- Acquire skills and abilities
- Have a love of learning
The school receives funding from the Government to support it in trying to meet this aspiration. This is known as the Pupil Premium.
Pupil premium is additional funding, from the government, provided to schools for supporting more pupils from low income families to ensure they benefit from the same opportunities as all other children. There are three categories of children that qualify for pupil premium:
- Children who are eligible for free school meals (FSM)
- Looked after children (Pupil premium Children)
- Armed forces children
It is for schools to decide how the Pupil premium is spent, since they are best placed to assess what additional provision should be made for the individual pupils for whom they are responsible. The Pupil Premium is allocated to schools with pupils on roll in January 2013 that are known to have been eligible for free school meals (FSM) at any time in the last six years. Schools have the freedom to spend the Premium, which is additional to the underlying schools budget, in a way they think will best support the raising of attainment for the most vulnerable pupils.
All our staff and governors accept responsibility for ‘socially disadvantaged’ pupils and are committed to meeting their pastoral, social and academic needs within a caring environment. The targeted and strategic use of pupil premium will support us in achieving our vision.
- We seek to ensure that teaching and learning opportunities meet the needs of all of the pupils;
- We seek to ensure that appropriate provision is made for pupils who belong to vulnerable groups, this includes ensuring that the needs of socially disadvantaged pupils are adequately assessed and addressed;
- In making provision for socially disadvantaged pupils, we recognise that not all pupils who receive free school meals will be socially disadvantaged;
- We also recognise that not all pupils who are socially disadvantaged are registered or qualify for free school meals. We reserve the right to allocate the Pupil Premium funding to support any pupil or groups of pupils the school has legitimately identified as being in need of intervention and support;
- Pupil premium funding will be allocated following a needs analysis which will identify priority classes, groups or individuals.
The range of provision the staff and Governors consider making for this group include:
- Providing 1-1 support or small group work focused on overcoming gaps in learning;
- Additional teaching and learning opportunities provided through learning mentors, trained TAs or additional members of staff;
- The majority of our work through the pupil premium will be aimed at accelerating progress moving children to at least age related expectations.
- In addition, the school recognises that the wider curriculum supports and enriches children’s development in communication, English and maths, and therefore funding will also be allocated to enable children to participate fully and actively in wider and extra-curricular activities;
- Pupil premium resources may also be used to target able children on Free School Meals to achieve Levels 3 or 5 or 6;
- Provision will not be aimed at statemented children as funding for need is already in place.
- It will be the responsibility of the Headteacher, or a delegated member of staff, to report to the Governors on:
- the progress made towards narrowing the gap, for socially disadvantaged pupils;
- an outline of the provision that was made since the last meeting;
- An evaluation of the cost effectiveness and impact of the provision in terms of the progress made by the pupils receiving a particular provision.
- Parents will receive information as to the progress of pupils through personal information sent home on individual education plans and through reporting of assessment results at the end of the academic year.
- The Governors of the school will ensure that there is an annual statement to parents on how the Pupil Premium funding has been used to address the issue of ‘narrowing the gap’, for socially disadvantaged pupils. This task will be carried out within the requirements published by the Department for Education.
Religious Education Policy
RE is concerned with ‘learning about religions’ and ‘learning from religion’ and it is not the practice of this school to preach to or convert the children. The faith background of our children and staff is respected and valued at all times.
Parents have a right to withdraw their children from Religious Education. Requests for withdrawal need to be put in writing to the Head Teacher who then aims to meet with parents to discuss their particular needs.
Values and Aims
At this school we believe that RE both supports and strengthens our aims in every aspect of school life. Our caring ethos and the value we place on the development of the whole child: spiritually, morally, socially, culturally and intellectually, is reflected in the RE teaching.
Specifically, RE at our school aims to enable pupils of whatever ability and level of development to:
- Acquire and develop knowledge and understanding of principal world faiths practised around the world. These include Buddhism, Christianity, Hinduism, Islam, Judaism and Sikhism.
- Develop an understanding of the influence of beliefs, values and traditions on individuals, communities, societies and cultures, recognising common moral themes across religion.
- Develop the ability to make reasoned and informed judgements about religious and moral issues with reference to the teachings of the principal religions.
Objectives for Pupils’ Development
We intend to enhance pupils’ development of their own spiritual, moral, cultural and social development by:
- developing their awareness of the fundamental questions of life arising from human experiences and how religious beliefs and practices can relate to them;
- encouraging them to respond to questions in light of their experience and with reference to religious beliefs and practices;
- providing them with opportunities to express their own personal viewpoints in a thoughtful, reasoned and considerate way;
- teaching them to recognise the right of people to hold different beliefs within a religiously diverse society.
We intend to achieve our aims though:
- classroom activities including looking at artefacts, symbols, places, events, stories;
- cross –curricular teaching linked to continents;
- organising school trips and visitors.
Teaching and Learning
We try to include opportunities for questioning, empathy, reflection and expression.
- Teaching RE should contribute to pupils’ knowledge and understanding of the following areas:
- beliefs, teachings, famous religious figures and stories;
- religious practices and lifestyles;
- human identity, personality and experience;
- values and commitments;
- ways of expressing meaning;
- questions of meaning and purpose.
The teaching of RE seeks both to impart knowledge and develop understanding of religious experiences, feelings and attitudes. As well as providing knowledge, we aim to learn from the children and value their religions. The school refers to the locally agreed SACRE (Standing Advisory Council for Religious Education) syllabus for guidance and content.
We recognise that religion is a spiritual journey that cannot be measured through formal assessment. However, we teach children to have high moral values and show respect for one another regardless of race, religion or spirituality. This can be observed through children’s interactions and reactions to input in lessons which have a religious content.
We plan and deliver RE with due regard to equalities legislation. It is important that every child is given the opportunity to learn through RE, whatever their background or personal needs,
- ensure all our staff have a clear understanding of and commitment to their responsibilities towards children’s safeguarding;
- ensure the school has clear procedures and key personnel in place to ensure safeguarding in all aspects of school life;
- ensure the school specifically incorporates the teaching of health and keeping safe within the wider curriculum;
- ensure the school audits its safeguarding practices on an annual basis to ensure we meet all statutory requirements and remain vigilant around all aspects of safeguarding.
Key areas of safeguarding responsibilities:
Safeguarding encompasses the following:
- Staff recruitment, vetting, appointment and training
- Volunteers, trainees and visitors to the school
- All aspects of child protection
- Site security and safety, including fire procedures
- Risk assessment of all activities, trips and residential journeys
- E-safety teaching, learning and procedures
- Medical and first aid procedures
- Behaviour, bullying and restraint
- Equalities and discrimination
The school follows the safer recruitment procedures and the Head Teacher and Chair of Governors have undertaken the Safer Recruitment training. Application forms and CVs are carefully scrutinised and any education or employment gaps are queried. References, medical checks and all necessary DBS checks are undertaken in line with recommended good practice and statutory requirements. The school maintains an up to date Single Central Record on all its employees. This is checked by the HT and Chair of Governors termly.
Staff receive a clear induction which includes information on safeguarding and their responsibilities towards ensuring children and all who come into the school are kept safe. All staff should read and familiarise themselves with key policies including – Health and Safety, Child Protection, Behaviour and Bullying.
All staff receive in house training with regard to child protection prior to beginning work with children. Staff training is updated annually. The Designated Safeguarding Lead and Deputy receive central training appropriate to their roles at least every two years. Regular training and updates on all other aspects of safeguarding – for example several members of support staff receive annual training in emergency first aid and the IT technician provides E-safety updates. A log of training is kept by the school.
Allegations against staff
Any allegations made are referred to the LADO for advice and relevant procedures followed. Should a member of staff leave or be dismissed as a result of safeguarding concerns the school has a legal duty to make a referral to the DBS and failure to do so would be a criminal offence. This referral would be made by the HT or in the case of an allegation against the HT, by the CoG.
The school has adopted the LA Whistle Blowing policy and all staff have a duty to ensure any safeguarding issues concerning staff are brought to the HT’s immediate attention.
Volunteers and visitors
All volunteers and visitors sign in and read the school information mini guide on Health and Safety. Volunteers/visitors may not be left unsupervised with any children at any time. Regular volunteers to the school are asked to complete a DBS check.
Child Protection – the school has a separate, detailed and up to date CP policy – this is read and a declaration signed by all staff as part of the in house child protection training.
Site safety – please see our Health and Safety policy for a comprehensive understanding of all procedures here.
Risk Assessment – the school business manager maintains a risk assessment file for all school activities and trips, as well as for aspects of the site, and unexpected events such as a strike day or inclement weather plan.
E-safety – the school has separate E-safety guidelines for staff and children and also provides advice and support to parents. This is a constantly changing area and needs regular review. Updates on emerging issues are provided to staff by the IT technician – e.g. sexting is a recent issue emerging on the national news, so staff need to be made aware. E-safety teaching is incorporated regularly into IT and computing lessons.
Medical and first aid – the school has 10 named first aiders, who receive regular training, 2 of these are paediatric first aiders. There is a key admin officer who oversees the maintenance of the medical room and orders all necessary first aid supplies. The school has a separate Medical Needs policy, which should be read in conjunction with this.
Behaviour, Bullying and Restraint
All staff are expected to act as exemplary role models and ensure they create an environment with clear behaviour expectations which create security for the children. Children should feel safe and nurtured and be able to confide in adults in school if they are worried. The school has a clear Behaviour and Anti Bullying policy which staff need to be familiar with and apply. There is also a Restraint policy and key staff have been trained in positive behaviour handling.
We are a “Telling school” and encourage all pupils to ensure they inform a trusted adult if they feel unsafe or bullied in any way. All staff are made aware of the importance of listening to children’s concerns.
Equalities and Discrimination
All staff need to have a clear commitment to equalities and adhere to our Equalities Policy. Children are explicitly taught that any form of discrimination on grounds of race, religion, sexuality, disability is wrong and there is a zero tolerance approach. A log of discriminatory incidents is maintained by the DHT. All children and staff should be treated with care and respect. The school is aware of the “Trojan Horse” issue in Birmingham schools and is vigilant with regard to ensuring children and staff are protected from any form of extremism or indoctrination. The school’s Values Education reinforces our commitment to equalities and includes the values of tolerance, respect and kindness (see appendix).
Teaching and learning around safety
The school teaches pupils to keep themselves safe and take responsibility for their own safety and well being. Our PHSE learning includes sex and relationships education and drugs education in Y5 and 6, learning about healthy diets, exercise in all year groups, learning about road, rail safety, stranger danger and how to deal with bullying. Our Values Education Programme ensures pupils also learn about good character development and respect for diversity and for each other. E-safety forms an essential part of IT lessons and P4C discussions ensure pupils understand about the British values of democracy etc. PE lessons teach pupils about safe use of apparatus, warm up and exercising safely. Food technology lessons also cover elements of food hygiene and safe use of utensils. The school reviews its teaching on keeping safe regularly and aims to incorporate any new essential elements as they become relevant or are highlighted from current affairs.
Staff with key responsibilities:
The Assistant Head Teacher for Inclusion, Karen Robinson, is the school’s first designated Child Protection and Safeguarding Officer.
The Learning Mentor, Alex Sapirstein, is the second designated Child Protection and Safeguarding Officer.
The School Business Manager, Laggi Efthymiou, is responsible for all aspects of site health and safety, medical and first aid procedures, e-safety and risk assessments. He is also the school’s Educational Visits Coordinator.
Laura Mole, the IT Technician is responsible for advising on and providing updates on E-safety.
The school has a health and safety committee who meet half termly and report back to the Board of Governors.
The Head Teacher has overall responsibility for all aspects of safeguarding within the school.
Appendices: British Values and Extremism, Safeguarding audit
Special Educational Needs and Disabilities Policy
- All members of staff have high aspirations and expectations for children with SEND.
- Every effort is made to meet the needs of children’s SEND.
- Children with SEND engage in activities alongside children who do not and are exposed to a broad and balanced curriculum.
- There is a designated teacher responsible for co-ordinating SEND provision (SENCO). Karen Robinson (Assistant Head Teacher for Inclusion) is the designated SENCO.
- The school will inform parents when it is making special educational provision for a child.
- The school has prepared a SEND Information report outlining the provision it offers for children with additional needs and how it will liaise with parents. This is available on the web site. Hard copies are also available.
- The identification of SEN is built into the overall approach to monitoring the progress and development of all pupils.
- Children and parents are actively involved in making decisions about educational provision and desired outcomes.
- Children with disabilities will not be discriminated against.
- Appropriate access arrangements are in place to cater for children with disabilities.
- Each class within the school has its own class audit. These outline needs and provision which is in place to accommodate children’s SEND.
- The information on the class audit is shared with parents and collaborative input is encouraged.
- The audits are evaluated and updated three times` a year.
Identification of SEN
- The attainment and progress of all children is tracked carefully through both formative and summative assessments. This enables teachers to identify quickly any children who are falling behind.
- Children are monitored both in class and at break times with an aim to identifying social or emotional difficulties.
- The Senior Leadership Team meet with class teachers each term in Pupil Progress Review meetings to discuss attainment and progress of individual pupils as well as social and emotional concerns. Appropriate strategies, resources and support to implement within whole class teaching, as well as intervention programmes are discussed and evaluated at these meetings.
- The SENCO is available to both parents and teachers to provide guidance, advice and support to help identify and cater for SEND.
- The SENCo may make referrals to engage the services of external professionals in order to identify, understand and cater for children’s SEN.
Categories of SEND
The Code of Practice identifies four categories of SEND. The four areas are:
- Communication and Interaction: Children and young people with speech, language and communication needs (SLCN) have difficulty in communicating with others. This may be because they have difficulty saying what they want to, understanding what is being said to them or they do not understand or use social rules of communication. The profile for every child with SLCN is different and their needs may change over time. They may have difficulty with one, some or all of the different aspects of speech, language or social communication at different times of their lives. Children with ASD, including Asperger’s syndrome and autism, are likely to have particular difficulties with social interaction. They may also experience difficulties with language, communication and imagination, which can impact on how they relate to others.
- Cognition and learning: Support for learning difficulties may be required when children and young people learn at a slower pace than their peers, even with appropriate differentiation. Learning difficulties cover a wide range of needs, including moderate learning difficulties (MLD), severe learning difficulties (SLD), where children are likely to need support in all areas of the curriculum and have associated difficulties with mobility and communication, through to profound and multiple learning difficulties (PMLD), where children are likely to have severe and complex learning difficulties as well as a physical disability or sensory impairment. Specific learning difficulties (SpLD), affect one or more specific aspects of learning. This encompasses a range of conditions such as dyslexia, dyscalculia and dyspraxia.
- Social, emotional and mental health difficulties: Children and young people may experience a wide range of social and emotional difficulties which manifest themselves in many ways. These may include becoming withdrawn or isolated, as well as displaying challenging, disruptive or disturbing behaviour. These behaviours may reflect underlying mental health difficulties such as anxiety or depression, self-harming, substance misuse, eating disorders or physical symptoms that are medically unexplained. Other children may have disorders such as attention deficit disorder, attention deficit hyperactive disorder or attachment disorder.
- Sensory and/or physical needs: Some children and young people require special educational provision because they have a disability which prevents or hinders them from making use of the educational facilities generally provided. These difficulties can be age related and may fluctuate over time. Many children with vision impairment (VI), hearing impairment (HI) or a multi-sensory impairment (MSI) will require specialist support and/or equipment to access their learning. Children and young people with an MSI have a combination of vision and hearing difficulties. Some children and young people with a physical disability (PD) require additional ongoing support and equipment to access all the opportunities available to their peers.
Slow progress and low attainment do not necessarily mean that a child has SEN and will not automatically result in a child being identified as SEN. Additional support is not limited to children who have been identified as SEN. We recognise that many children need additional support and will always ensure appropriate provision is in place.
Where a pupil is identified as having SEN, we will take action to remove barriers to learning and put effective special educational provision in place. This SEN support will take the form of a four-part cycle through which earlier decisions and actions are revisited, refined and revised with a growing understanding of the pupil’s needs and of what supports the pupil in making good progress and securing good outcomes. The cycle is as follows:
- Assess: When a child is identified as needing SEN support the class teacher, working with the SENCO, will carry out an analysis of the pupil’s needs. This will draw on the teacher’s assessment and experience of the pupil; their previous progress and attainment; the individual’s development in comparison to their peers and national data; the views and experience of parents; the pupil’s own views and, if relevant, advice from external support services.
- Plan: The teacher and the SENCO will agree in consultation with the parent and the pupil the adjustments, interventions and support to be put in place, as well as the expected impact on progress, development or behaviour.
- Do: The class teacher is responsible for working with the child on a daily basis. They will work closely with any teaching assistants or specialist staff involved, to plan and assess the impact of support and interventions and how they can be linked to classroom teaching.
- Review: The impact and quality of the support and interventions will be evaluated, along with the views of the pupil and their parents. This will feed back into the analysis of the pupil’s needs. The class, working with the SENCO, will revise the support in light of the pupil’s progress and development, deciding on any changes to the support and outcomes in consultation with the parent and pupil. Where a pupil has an Statement of Special Education Needs/Education Health Care plan, the local authority will review that plan every twelve months.
Policy updated September 2019
Special Educational Needs Provision
To go further than we thought
To run faster than we hoped
To reach higher than we dreamed
To become the best that we can be
At Coldfall we have very clear aims for our children, staff and school. We are committed to ensuring that children with additional needs are supported appropriately. With this support in place, our expectation is the same for children with additional needs as it is for typically developing children. Our aims are set out below.
We aim for our children to have/be:
- Very good basic skills
- Able to discover, nurture and use their talents
- High level of emotional intelligence and social skills
- Very well behaved, polite and courteous
- A strong moral sense, are kind, caring, respectful, cooperate well and are good citizens
- Creative, love to learn, learn to learn and will become lifelong learners
- Healthy minds and bodies
- Whole, rounded, self-confident, positive human beings who believe in themselves and their potential
We aim for our staff to have/be:
- Confident, positive, empowered, inspiring
- Team players, willing to learn from each other and share ideas
- the highest of expectations and unshakeable belief in the children, each other and themselves
- warm, caring, positive relationships with children, parents, each other
- exemplary role models
- highly capable, reflective practitioners who constantly review their practice and strive for excellence
- complete commitment to children and their learning and development
We aim for our school to be/have:
- a centre of excellence and inspiration
- a family, community ethos
- innovative, progressive, forward thinking and outward looking
- highly inclusive
- run smoothly and effectively on all fronts
Type of school
We are a three form entry community primary school catering for children from Nursery up to Year 6.
Our Ofsted rating
We are rated as outstanding by Ofsted.
How we know if a child has special educational needs
- Teachers continually review the progress made by each child in their class in order to identify any potential barriers or difficulties with learning or socialisation. If any concern is noted this will be discussed with the child’s parents.
- Teachers meet termly with the senior leadership team (SLT) to discuss pupil progress and provision. Any concerns will be discussed specifically with the Special Educational Needs Co-ordinator (SENCO).
- An open dialogue between parents and the school is encouraged. If a parent has a concern about their child they should discuss this in the first instance with the class teacher. If concerns persist parents may make an appointment to meet the SENCO.
- Class teachers ensure that children’s individual needs are catered for appropriately within their classroom, whilst the SENCO provides advice regarding which strategies and/or intervention programmes may be appropriate.
- The SENCO makes referrals to external agencies/professionals if this is agreed to be appropriate
(due to the nature/complexity of the child’s difficulty). Referrals are only made with parental support.
What we do to help children with special educational needs
- It is our vision that all children should be fully included in their class regardless of need, as we believe that peer support and role models provide a very positive influence. In addition we believe it the right of every child to experience the full range of teaching and experiences on offer at Coldfall.
- The SENCo completes an audit of need for each class within the school. These documents clarify children’s barriers to learning and intervention which is in place. They are evaluated and updated each term, so as to ensure information is relevant.
- Class teachers consider the individual needs of the children within their class when planning. Additional resources, modifications or support from an adult or peer may be identified as necessary in order that children with additional needs can achieve within lessons.
- Some children require targeted intervention in small groups or 1:1. The progress of children involved in intervention programmes is tracked, so as to ensure that intervention programmes are effective.
- A small number of children require a personalised work programme due to the complexity of their additional needs. This is planned by the class teacher with support from the SENCO.
- Teaching assistants and/or the school’s Learning Mentor may work directly with children who have additional needs for some of their time at school. This may be in the form of support during lessons or withdrawal in order to participate in intervention, enrichment or mentoring programmes.
- Parents and teachers of children who are on the school’s special educational needs register meet formally three times a year with the SENCO to review progress, provision and to identify next steps.
- Outside specialists may support the needs of some pupils if this is deemed appropriate.
How we adapt our teaching for children with special educational needs
- Where necessary, learning objectives may be simplified in order to accurately match a child’s stage of development, so as to ensure they can make progress within every lesson.
- Children with specific learning difficulties may record their learning using alternative methods. For example, a dyslexic child may produce a mind map to demonstrate knowledge, rather than being expected to produce a piece of extended writing.
- Additional resources and/or scaffolds may be provided. For example, a number square may be provided to help with calculation.
- Appropriately pitched questions are directed at children, so that all can be actively involved in whole class learning.
How we decide what resources we can give to a child/young person with special educational needs
- The school’s SEND budget is used to fund additional adult support in class, at playtimes and so that intervention, enrichment and mentoring programmes can take place; to buy any specialist support, and/or resources which are necessary to ensure access to the curriculum; to cover the cost of training in order to build staff skills.
- Resources are allocated in line with each child’s needs.
- The SENCO liaises with the school’s Business Manager and Head Teacher in order to ensure that the SEND budget is spent appropriately to support children with additional needs.
- Additional funding is provided by the Local Authority for those children who have a Statement of Special Educational Needs or Education Health Care Plan.
How we check that a child is making progress and how we keep parents informed
- Teachers use information gathered through marking, assessment for learning and conferencing to update Pupil Asset regularly. This system enables teachers and senior leaders to have an accurate picture of each child’s progress. It is also used as a planning tool.
- Children are tested formally once a year (in the summer term). This information is tracked using Pupil Asset.
- The SENCO tracks and analyses attainment and progress data annually for all children on the SEN register.
- Children involved in intervention programmes are assessed at the start and end of the program in order to measure impact.
- There are three parents’ evenings per year where progress will be discussed with parents of children who are not on the Special Needs register. Teachers may contact parents, or vice versa, in order that concerns regarding progress can be discussed more frequently and to provide advice on supporting children at home.
- Parents of children on the Special Needs register do not attend parents’ evening as they will meet formally with the SENCO and class teacher three times a year. External professionals may be invited to these meetings. In exceptional circumstances more frequent meetings may be requested by any party in order that concerns regarding progress can be discussed more frequently and to provide advice on how to support children at home.
- Teachers write an annual report for all children during the summer term. These are shared with parents on exhibition evening.
- The school arranges practical presentations on such topics as phonics, reading and maths in order to build parent’s skills, so that they are more confident and able to support their children at home. These may be held on parents’ evenings or during the school day and are advertised in our school newsletter – Coldfall Headlines.
Support we offer for children’s health and general well-being
- Class teachers, trainee teachers and teaching assistants are responsible for providing pastoral, medical and social support to the children within their classes. This includes supporting children with behavioural difficulties. Responsibility is shared by all supervising adults on duty at play and lunchtimes. In the case of children with complex needs or attendance issues, the Learning Mentor or SENCO may provide additional support to the child and family.
- Our Personal, Health and Social Education programme (PHSE) includes teaching children about values, drugs, sex and relationships (SRE) and healthy lifestyles. PHSE is taught at an age-appropriate level in class and is the focus for many assemblies.
- Parents of children who have a medical condition must notify the school, so our medical register is accurate.
- Children who have serious or chronic medical needs must have a medical plan identifying what their condition is and what care needs to be provided as a result. If your child has a serious medical condition you must ensure that you make an appointment with the SENCO, so that a plan can be drawn up.
- If your child has an asthma pump or Epipen you must ensure that these are labelled (child’s name and class) and handed to the school office, so that they can be stored in the medical room.
- If your child needs prescribed medicines these should, where possible, be administered at home. If medicine needs to be administered during the school day you must request a form from the school office and ensure that this is filled in and returned to school. Medicines will not be administered if this procedure has not been followed. A fridge is available in the medical room to store medicines that need to be refrigerated.
- At Coldfall we embrace children’s views and ideas. Our creative curriculum and independent learning time encourage children to have ownership over their own learning by allowing them some element of choice. Our Year Six captains meet regularly with the Head Teacher, so that they can contribute to whole school decisions. Pupil questionnaires and interviews are used to help us understand children’s barriers to learning, their emotional well-being and how we can support them more effectively in all areas of school life.
Specialist external services we use when we think extra help is needed
- We have access to an Educational Psychologist who can help with the identification of specific learning difficulties and barriers to learning; provides support and advice to parents and school staff with regard to ensuring provision is appropriate and needs are met for children with additional needs; and may work directly with children as part of their personalised support package.
- An NHS Speech and Language Therapist supports us in school. She can help to identify children who have a specific difficulty with speech, language and communication. She also works directly with children providing blocks of speech and language therapy, as directed by the NHS.
- The Haringey Autism Team works with us in an advisory capacity to ensure provision is appropriate and effective strategies are being used for children on the autistic spectrum. They also run parenting classes externally in order to support parents.
- The SENCO liaises with social care and therapeutic services in order to ensure families can be supported in times of need, or to build parenting skills.
- Other external services may be commissioned if needed.
Regular training on SEND issues are scheduled for class teachers and support staff. Staff have received training in the following areas.
- Autism Awareness
- Working memory
- Mental Health
- Positive Handling
- Effective differentiation
- The New SEND Code of Practice
- Phonics and reading
- National Award for SEN co-ordination (SENCo)
- Sensory Processing
- Supporting children to become writers
- Quality first teaching
- Lego therapy
- ELKLAN: Speech, language and communication (SENCo)
- Autism awareness and strategies (teaching assistants)
- Sensory Processing (teaching assistants)
- Autism Awareness (School Direct students)
- Finding resources and catering for additional needs (School Direct students)
How we include children in activities and school trips
- Our philosophy at Coldfall is to include all children in our enrichment programme including attending school trips. Children with additional needs may need special consideration in order to ensure that they can participate, for example by ensuring that 1:1 support is available for a child with complex needs or ensuring a wheelchair is available for a disabled child who may not be able to walk as well as his/her able-bodied class-mates.
- Parents are often invited to school trips to provide an appropriate level of supervision and ensure the safety and well-being of all.
Our school environment
- Our site is accessible to wheel-chair users due to ramps and a lift.
- We have a disabled toilet and shower facilities.
- We have an evac-chair.
Admission and transition arrangements
- Children with additional needs are welcome at Coldfall.
- If you are the parent of a child with additional needs and are considering applying for a place at Coldfall for your child, you may wish to contact the SENCO to discuss his / her needs and how they could be met.
- Parents of children with additional needs will be invited to meet with the SENCO prior to their child starting at Coldfall in order that the school has a good understanding of the child’s needs and can insure appropriate support and provision is in place.
- If appropriate, introductory visits or part-time arrangements will be made for children with complex needs.
- The SENCO liaises with colleagues in nurseries, pre-school settings and secondary schools in order to ensure appropriate transition arrangements are in place.
- Year Six teachers plan lessons during the summer term in order to prepare children for secondary school.
- Visits to local secondary schools are arranged for children who will be transferring to them.
- There are clear transition arrangements made at the end of each academic year for individual pupils to ensure a smooth handover.
How parents are involved in school life
- Our school encourages an open dialogue with parents. We value parents’ contributions and knowledge and strive to work in partnership in order to ensure children can progress and reach their full potential.
- We encourage parents who have a special skill or knowledge to come into school and share this with the children. If you would like to share your skill/knowledge please speak to your child’s teacher.
- Parental involvement sessions are planned regularly where parents are invited into the school/classroom to participate in or celebrate children’s learning. These are advertised in Coldfall Headlines.
- Parents are invited to their children’s class assembly and coffee mornings. These are held on Friday mornings in the main hall and are advertised in Coldfall Headlines.
- There are often opportunities for parents to provide additional support for example as a volunteer reader. If you would like to volunteer your services please speak to your child’s class teacher.
- Parents are asked to complete a questionnaire annually.
- Parents are invited to class meetings, training, parents’ evenings and exhibition evening.
Who to contact for more information or to discuss a concern
- Parents should contact their child’s class teacher in the first instance. Class teacher will discuss concern with the SENCo as appropriate.
Sex and Relationship Education Policy & Scheme
The aims of sex and relationship education (SRE) at our school are to:
- Provide a framework in which sensitive discussions can take place
- Prepare pupils for puberty, and give them an understanding of sexual development and the importance of health and hygiene
- Help pupils develop feelings of self-respect, confidence and empathy
- Create a positive culture around issues of sexuality and relationships
- Teach pupils the correct vocabulary to describe themselves and their bodies
- Statutory requirements
SRE is not compulsory in primary schools. However, primary schools are required to teach the elements of sex education contained in the science curriculum.
At Coldfall Primary School we teach SRE as set out in this policy.
- Policy development
This policy has been developed by SLT in consultation with staff and governors, taking account of all relevant information including national guidance.
Materials available on for parents to review.
SRE is about the emotional, social and cultural development of pupils, and involves learning about relationships, sexual health, sexuality, healthy lifestyles, diversity and personal identity.
SRE involves a combination of sharing information, and exploring issues and values.
SRE is not about the promotion of sexual activity.
- Delivery of SRE
SRE is taught using the scheme of work Teaching SRE with Confidence in Primary Schools. The scheme has age-appropriate plans and teaching materials for Reception to Year 6. It revisits topics each year to cover them in greater depth and includes lesson material on topics such as keeping clean, families, gender differences, personal space, puberty and relationships.
The curriculum overview is as follows:
- Reception – Our lives: Our Day; Keeping Ourselves Clean; Families
- Year 1 – Keeping Clean: Growing and Changing, Families and Care
- Year 2 – Differences: Boys and Girls; Differences: Male and Female; Naming the Body Parts
- Year 3 – Valuing Difference and Keeping Safe: Differences: Male and Female; Personal Space; Family Differences
- Year 4 – Growing Up: Growing and Changing; What is Puberty?; Puberty Changes and Reproduction
- Year 5 – Talking about Puberty; Male and Female Changes; Puberty and Hygiene
- Year 6 – Puberty, Relationships and Reproduction: Puberty and Reproduction; Understanding Relationships; Conception and Pregnancy; Communication in Relationships
- Roles and responsibilities
6.1 The governing body
The governing body will approve the SRE policy, and hold the headteacher to account for its implementation.
6.2 The headteacher
The headteacher, supported by the AHT for the Wider Curriculum, is responsible for ensuring that SRE is taught consistently across the school, and for managing requests to withdraw pupils from non-science components of SRE (see section 7).
Staff are responsible for:
- Delivering SRE in a sensitive way
- Modelling positive attitudes to SRE
- Monitoring progress
- Responding to the needs of individual pupils
- Responding appropriately to pupils whose parents wish them to be withdrawn from the non-science components of SRE
- From Year 5 onwards, girls are signposted to the learning mentor or AHT for inclusion who they can talk to regarding menstruation so that they know what to do if their menstrual cycle starts. A supply of feminine hygiene products are kept in the learning mentor’s office.
- Any girls who have started their menstrual cycle will be encouraged to inform the learning mentor or AHT for inclusion who will ensure they have appropriate sanitary provision if required
Staff do not have the right to opt out of teaching SRE. Staff who have concerns about teaching SRE are encouraged to discuss this with the headteacher.
Pupils are expected to engage fully in SRE and, when discussing issues related to SRE, treat others with respect and sensitivity.
- Parents’ right to withdraw
Parents’ have the right to withdraw their children from the non-science components of SRE.
Requests for withdrawal should be put in writing and addressed to the headteacher. A copy of withdrawal requests will be placed in the pupil’s educational record. The headteacher will discuss the request with parents and take appropriate action. Alternative work will be given to pupils who are withdrawn from SRE.
Staff are provided with guidance on the delivery of SRE as part of the scheme of work. They are also able to consult with middle and senior leaders if they have any concerns.
- Monitoring arrangements
The delivery of SRE is monitored by the AHT for the Wider Curriculum through drop-ins during SRE sessions and discussions with class teachers and YTLs.
The governing body will review this policy in three years’ time.
Unexpected School Closure Policy
What constitutes an unexpected event leading to possible closure?
Environmental – eg adverse weather (snow, ice, hurricanes ); flooding ; earthquake
Utilities – a loss of power, water supply, no heating
Disease – infectious diseases
Critical incident – bomb threat, fire, terrorist threat
Decision making process
The decision to close the school rests with the Headteacher, but she will do this in discussion with the Chair of Governors and the School business manager (responsible for health and safety).
The decision on whether or not to close the school is based on conducting a full risk assessment and ascertaining the risk to the welfare, health and safety of children, staff and parents.
3 key factors are taken into consideration:
- Number of staff able to come into school and keep the school running safely
- Conditions on the school site
- Conditions affecting access to the school site.
The school could also consider options of: cancelling extra curricular activities; opening at a later time, shortening the school day, opening for vulnerable pupils, depending on the particular circumstances affecting the school and whether or not asking a number of staff to attend work is feasible.
If based on a risk assessment (or guidance from the police in the case of a critical incident) it is deemed that the school should close on grounds of health and safety, then parents and staff should be notified immediately, ideally the evening before or by 7.30am in the morning at the latest (unless exceptional circumstances make this impossible).
Communication will be made via the Coldfall APP, via email and on the school website and face book page. The school will keep parents informed as to the situation on at least a daily basis.
The Head teacher will also inform the Local Authority.
Where the school closes officially then pupil absence will be reported as authorised.
In the event of adverse conditions the site staff should do all they can to clear pathways, make the site safe and ensure they maintain an appropriate supply of necessary resources to do so.
Site staff should also inform the Head teacher regularly of the conditions on the site.
Using your camera and video recorder in school
Requirements on parents and carers who wish to photograph and/ or video a Coldfall Primary School event.
Photographs and videos of children taken for school and family use are a source of pleasure and pride and enhance children’s self esteem. By following some simple requirements we can proceed safely and with regard to the law.
- Remember that parents and carers attend Coldfall Primary school events at the invitation of the Head teacher and Governors.
- The Head teacher and the Governors have the responsibility to decide if photography and videoing of school performances is permitted.
- The Head teacher and Governors have the responsibility to decide the conditions that will apply in order that children are kept safe and that performance is not disrupted and children and staff are not distracted.
- Parents and carers can use photographs and videos taken at school events for their own personal use only. Such photographs and videos cannot be passed on or sold or put on the web/ internet without consent. This includes social networking sites. If you fail to comply you could be committing a breach of the Data Protection Act.
- Recording or photographing other than for private use requires the consent of all other parents and carers whose children are included in the image, even if unintentionally in the background.
- Parents and carers must follow guidance from staff as to when photography and videoing is permitted and where to stand in order to minimise disruption to the activity.
- Parents and carers must not photograph or video children changing for performances for events.
- Family and carers are the appropriate people to use a camera or video recorder at school events. To avoid embarrassment please do not ask anyone else to take photographs or make recordings on your behalf.
For ICT Agreement forms and useful resources, go to the Online Safety page
Introduction At Coldfall Primary School, every person, child and adult alike, are valued and respected for who they are and what they contribute to the daily life at school. Practising Values based Education encourages and supports the spiritual, moral, social and cultural wellbeing of every child throughout the school and it is interwoven through every element of school life; it is something that can be seen, and more importantly, felt. The whole staff cohort and pupils are encouraged to actively promote the school’s values and recognise where they’re being used. All thirty-three values have been selected by children, parents, staff members and governors as values that are important for living as well as learning within the whole school community. Rationale In the current, ever-changing climate, children are more increasingly exposed to the materialistic and to want for things through advertising campaigns, the evolution of technology and the like – they are seen as ways to find happiness and success rather than to look within themselves for these. At Coldfall, our ethos encourages the children to take responsibility to achieve a sense of self worth internally for themselves, for their learning but more importantly, for life. Research shows that children develop better relationships when involved in Values based Education. They develop more trust in the peers and adults around them, become more academically conscious and more articulate when speaking to others. They develop an awareness of the world around them and sensitively take into consideration the opinions and viewpoints of others. Through times of stillness, quiet and reflection, children can understand more deeply and be happy with the relationships that they have, the achievements that they’ve conquered and the obstacles that they have faced and persevered with. Please visit www.valuesbasededucation.com for more information. Aims Through practising Values based Education, we aim to:
- Promote values to children in every area of school life so that the community is enhanced
- Use a shared language of values that instils positivity and encourages a nurturing environment
- Improve the relationships of all in the school
- Improve the behaviour and confidence of all children
- Raise standards that are underpinned by our core values
- Develop children’s understanding of the world in which they live so that they become good citizens
- Enable children to develop a clear understanding of what is right and wrong
- Develop children’s moral compass so that they’re able to make good decisions
- Encourage children to live ‘values’
- Ensure that all our values are evident for all visitors to see and feel
- Enable children to think and feel positively about themselves and to know their worth
- Encourage parents to support our values at home
- Develop children and staff into considerate, open minded and reflective learners
- Provide a calm, warm, purposeful environment which builds a capacity for learning
|Month||Year One||Year Two||Year Three|
2017 is back on the Year One cycle. Staff Responsibility Every member of staff has a responsibility to promote the school’s values, encourage others to use them and to have high expectations of themselves and others so that we all can be the best that we can be. Staff lead by example and should be exemplary role models, demonstrating values so that children have the exemplification to follow; staff value all children, respect one another and each other’s opinions and contributions, weave values in to the daily life of the classroom and communicate with parents in a positive way. Staff ensure that children have the opportunity to reflect, be still and engage in mindfulness in order to develop positive thinking, take ownership of the things we do and say and encourage a positive self-image. All staff develop positive attitudes to work and play in order to give children the foundation they need to build upon so that they grow into independent, caring and honest members of society. Staff should clearly model the positive language of values in everyday life, in the classroom and around the school. Teaching and Learning The teaching and learning of Values is a daily practice whether through explicit lessons such as Philosophy for Children or implicitly through discussion. Areas where values are taught and can be seen are:
- Whole school policy
- Long/medium/short term planning
- Direct daily teaching of core and foundation subjects
- SLT assemblies
- Class assemblies
- Homework activities
- School/classroom displays
- Enrichment activities
- Fundraising events
- Behaviour and interactions of others
- Class outings
- Visits by key guests e.g. Rabbi David, Miriam (Educaid)
- Reflection time
- Circle time
- Philosophy for Children
British Values The DfE require that all schools should ‘promote the spiritual, moral, social and cultural (SMSC) development of their pupils. Through ensuring pupils’ SMSC development, schools can also demonstrate they are actively promoting fundamental British values.’ In 2011, the government set out its definition of British Values in the Prevention Strategy. At Coldfall, British Values are promoted through the delivery of the creative curriculum and the Values based Education approach; they are reinforced on a daily basis and are woven into everything we see and do. We put emphasis on learning about different cultures, faiths and religions by immersing children in traditional stories and poetry, music and dance, food and drink, key figures and inspirational people, artists and artwork, similarities and differences between others and the local and global community. This enables children to gain a better and deeper understanding of the world in which we live and who we share it with.
Vision and Aims
These are the things we want our children to achieve:
- To have very good BASIC SKILLS.
- To discover, nurture and use their TALENTS.
- To understand their own feelings and those of others and have very good SOCIAL SKILLS.
- To be well behaved, POLITE and COURTEOUS.
- To have strong MORAL SENSE, to be kind, caring and respectful, to co-operate well and be good citizens.
- To be CREATIVE, to love to learn , to learn to learn and to become lifelong learners.
- To have HEALTHY minds and HEALTHY bodies.
- To be whole, rounded, self-confident, positive human beings who believe in themselves and in their POTENTIAL.
We want our school.
- To be a centre of EXCELLENCE.
- To have a COMMUNITY ETHOS.
- To be innovative, progressive, forward thinking and OUTWARD LOOKING.
- To be highly INCLUSIVE.
- To run smoothly and EFFECTIVELY.
Walking To and From School Unattended
- Children walking unattended to school must not arrive before 8:40am, unless they are attending Breakfast club, in which case they should arrive no earlier than 8:00am. If they are attending a morning sports session, parents/carers will be informed beforehand and children should arrive no earlier than 8:10am.
- Parents/carers must be certain that their children have a firm understanding of the green cross code and stranger danger.
- During winter months and /or inclement weather, children must be dressed appropriately.
- If a child does not arrive home within an agreed timeframe, parents/carers must immediately inform the school in order that appropriate action can be taken.
- Children must uphold the highest standards of behaviour, in line with the school’s expectations and values for the duration of their journey to or from school.
- The school will monitor incidents of reported poor behaviour of unattended children walking to or from school.
- Children in Year 5 or Year 6 cannot take responsibility for a sibling in Year 4 or below when travelling to or from school unattended. An appropriate adult or secondary age sibling must collect children in Year 4 or below.
- Children walking to and/or from school unattended must adhere to the school’s mobile phone policy.
Please print off and sign the permission slip below allowing your child to walk to and/or from school unattended and return to the school office.
I have read and understood the ‘walking to and from school unattended’ policy and shared this with my child. My child and I agree to adhere to the policy at all times. In line with the policy, I give my child permission to walk to and/or from school unattended.
Child’s class: Date:
Parent/carer’s name: Parent/carer’s signature:
Child’s name: Child’s signature: