School Policies

Anti-Bullying Policy

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
• Repeated
• 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



July 2019

Attendance Policy

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.

July 2019

Behaviour Policy

Coldfall Primary School’s Behaviour Policy

At Coldfall Primary School we aim to provide a learning environment in which children can achieve their maximum learning potential.

Children need security, consistency, praise and encouragement if they are to develop a positive self-image and be able to achieve. It is also our aim to teach children not only all aspects of the curriculum but also appropriate behaviour, so that they become responsible social people within the school and society.

In order to meet these aims we have created a structured behaviour plan in which:

  1. Clear, firm limits are set
  2. Children are encouraged to be responsible for their own behaviour
  3. Children are given a great deal of positive reinforcement
  4. Consequences of inappropriate behaviour are dealt with fairly and consistently

The following document outlines Coldfall’s Behaviour Plan in detail.

Coldfall School Rules

These are 6 clear rules which apply at all times in all places.

  1. Stop, look and listen to all staff speaking to you
  2. Follow directions the first time
  3. Keep hands, feet, objects and hurtful comments to yourself
  4. Use and store all property in the correct way
  5. Always walk quietly inside the building
  6. Do the work you should be doing

Acknowledging children’s good behaviour

Praise is the most effective, powerful tool for developing self esteem, confidence and positive appropriate behaviour.  At Coldfall we aim to develop a welcoming, warm, positive ethos and attitude to work and behaviour by use of praise.

Praise will mean acknowledging both individuals and groups of children, recognising their good behaviour.

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.


In each class teachers use a range of reward systems and strategies for good behaviour, courtesy and learning that may include: Letters home, class star charts, chance cards, stickers or small rewards, whole class treats or rewards and house points.

Star of the Week

Each week teachers select one boy or one girl to be the star of the week. Children may be chosen for good behaviour, good learning or homework.   The aim is for each child to have received at least 1 ‘Star of the Week’ certificate during the academic year. Teachers need to keep a tick list to ensure that this happens.

The stars of the week are displayed on the classroom door. Certificates are then displayed outside the main office and handed out in assembly.

House Points

The school has 5 houses: Athens 2004, London 2012, Los Angeles 1984, Sydney 2000 and Beijing 2008.   Each child is assigned a house from Y1 upwards. Children are rewarded with house points for learning, behaviour and citizenship. Points are displayed in class and collated each week. The house system has a bearing on sports day and other whole school events.

Golden Book

Every week a different child in each class is entered into the Golden Book. This reward highlights the children who have exemplified Coldfall’s agreed set of values which include: love, fun, friendship, respect, hard work, honesty, teamwork, creativity, courage, self-belief, equality etc. The behaviour is shared with other pupils and presented to the child by a senior member of staff.

Teaching Responsible Behaviour

Just as the children need to be taught about the curriculum in order to learn and understand, so they need to be taught how to behave responsibly if they are to do so.

At Coldfall, children will be specifically taught responsible, appropriate behaviour.


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

Very challenging behaviour may result in fixed-term exclusion at the Head Teacher’s discretion. There is a clear hierarchy of sanctions that should apply if children do not follow the rules:

  1. Warning
  2. Lose 5 minutes from break or lunchtime.
  3. Sent to YTL and loss of break.
  4. Exclusion from class for the rest of day with YTL. Write a letter of apology.
  5. Sent to DHT (or other member of senior staff). Parents contacted. Full day internal exclusion.


Should a child be excluded from their class because of poor behaviour then they are expected to work in silence independently. 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 lunchtime they should stay in close attendance to an adult and not be allowed to interact with children.

Discriminatory Behaviour

Any racist, sexist or discriminatory behaviour is regarded as unacceptable and is logged separately and reported termly to the LA.

The school specifically teaches the importance of valuing and respecting each other.

Children are taught that all forms of discrimination are wrong.

The Behaviour Plan is in line with the school’s Equalities Scheme and Policy.

Behaviour issues are monitored in terms of equalities.


September 2019

Charging Policy

The charging policy is in line with DfE requirements and current legislation.  The school aims to provide a broad, balanced curriculum and a rich, exciting learning environment.  The school budget covers all statutory teaching and learning curriculum needs but charges may be levied or voluntary contributions requested to provide for specific activities.  The charging policy is mindful of the school’s Equalities Policy and will ensure that no child or member of the school community is prejudiced on the grounds of race, gender, social status or sexual orientation.

School trips

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.

Specialist resources

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.

Music Tuition

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.

Special Events

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.

Remissions policy

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.

Pupil Premium

Pupils who receive pupil premium funding will receive reduced charges in line with our pupil premium policy.


July 2019                                              

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.



July 2019

Complaints Policy


At Coldfall we aim to ensure all parent queries and concerns are dealt with as quickly and effectively as possible. This policy applies to all complaints raised other than those relating to admissions and exclusions, which have their own procedures.

Initial concerns

Problems and concerns are dealt with as far as possible at the first point of contact, as promptly as possible and in an informal way. At Coldfall the order of raising a concern or query with regard to your child is to speak to the class teacher first who may also involve the Year Team Leader for guidance. If the class teacher or Year Team Leader is unable to resolve the concern then it may be passed onto a member of the school’s senior leadership team for investigation. Other queries or concerns should be brought to the reception desk in the school office where it will be passed onto our complaints coordinator who will ensure it is dealt with by the appropriate member of staff.

Formal complaints

If a concern has not been satisfactorily resolved informally, then parents should put this into writing to the Head Teacher (or the Chair of Governors if the complaint is about the Head Teacher) who will investigate and provide a written response within 10 school days. If following this, the complainant is not satisfied then the complaint should be raised with the Chair of Governors of the school, Mrs Laura Butterfield, who will respond within 10 school days in writing after investigating the concern. If the complainant is not satisfied with the response of the investigator, she/he may request that the complaint be considered by the Complaints Panel of the Governing Body which will comprise at least three governors who have not previously been directly involved in the matter.  That request must be in writing, addressed to the Clerk to the Governors, within 10 school days of the response being sent to the complainant and must set out briefly the reasons why the complainant is dissatisfied with the response.

Complaints panel

There will be an agreed date for the exchange of all documentation, which will then be provided to the panel by the school at least 5 school days in advance of the agreed date for the hearing. All parties involved may be accompanied by a representative or friend and may call witnesses. The panel will operate according to the laws of natural justice and will have an independent clerk.  A hearing is not a court case and should be conducted in an informal way enabling all parties to feel comfortable and present their case.  The panel will ask all parties to present their case and may ask questions. Following on from the hearing the panel will withdraw to make a decision on the findings and make recommendations of how to move forward. These will be put in writing and copied to all parties involved. If a complaint is to be investigated by a panel of governors the whole procedure should be undertaken within 40 school days to ensure swift resolution.

 Complaints coordinator

The school has a nominated complaints coordinator, who is Nia Harding-Rickards, Clerk to the Governors. She will keep a complaints log and also ensure any complaints brought to the school’s attention are directed to the appropriate person for resolution.

The school follows the “Best Practice Advice for School Complaints Procedures 2019”, published by the DFE.

In exceptional circumstances, for example, if a third party becomes involved, the School’s complaints Procedure may be superseded by a formal process.

July 2018

Equalities Statement

Equalities Statement

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.

Equality Targets:

  • 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


July 2019

EYFS Assessment Policy

Policy Statement:

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.


July 2019

Fair Processing Notice Policy

Privacy Notice – EU General Data Protection Regulation 2016

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

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.

July 2018


School workforce data that Coldfall Primary School collects, processes, holds and shares

This includes:

  • 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.

Haringey Council

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

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:

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:

Laggi Efthymiou


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

Further information

If you would like to discuss anything in this privacy notice, please contact:

Laggi Efthymiou


July 2019

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 ( 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:,    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





July 2019

GDPR Policy

Document Control

Version History  1
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



  1. Purpose. 3
  2. Scope. 3
  3. General Data Protection Principles. 4
  4. Lawful processing. 4
  5. Roles and Responsibilities. 5

Employees. 5

The School – Responsibilities to all data subjects. 5

The School – Responsibilities to Pupils. 6

Governors. 6

  1. Photographs, video and CCTV images. 6
  2. Data Security. 6
  3. Data Retention and Disposal 7
  4. Data Impact Assessments. 8
  5. Data Subjects right to be forgotten – Data Erasure. 8
  6. Data Access Requests (Subject Access Requests) 8
  7. Breaches. 9
  8. Notifying the Information Commissioner. 9
  9. Further information. 9



1.           Purpose

  • 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.

2.           Scope

  • 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—
  1. an identifier such as a name, an identification number, location data; or
  2. an online identifier; or
  3. 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;
    • Health;
    • 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:
    1. Processing of data is lawful, fair and transparent;
    2. Purpose is specified, explicit and legitimate (Purpose limitation);
    3. The personal data be adequate, relevant and not excessive (Data minimisation);
    4. Data processed is accurate and kept up to date (Accuracy);
    5. Personal data be kept for no longer than is necessary (Storage limitation);
    6. 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:
  • Consent;
  • Contract;
  • 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:


Other schools

  • 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.


Examination authorities

  • This may be for registration purposes, to allow the pupils at our school to sit examinations set by external exam bodies.


Health authorities

  • 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.


Educational division

  • 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:


Laggi Efthymiou


12.        Breaches

  • 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:


July 2019


Health and Safety Policy

Issue Date: May 2017


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.


Head Teacher

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.


Deputy Headteacher

  • 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

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:

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.

  1. 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.


  1. 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.


  1. 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.


  1. 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.
  1. 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.


  1. 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.

  1. 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.


  1. 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.
  1. E-Safety.


  • 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.


  1. 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:
    • unconsciousness;
    • 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,


  • 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.
  1. Flammables.


  • 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.


  1. 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.
  1. 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.


  1. 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


  1. Ladders and stepladders.


Extending ladders.

  • 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.


  1. 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.


  1. 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.


  1. 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.

  1. 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.


  1. 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.


  1. 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.
  1. Safeguarding


  • 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.


  1. Security.


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.

  1. Visitors.
  • 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.


  1. Valuable equipment.
  • All valuable equipment (say over £100) should be security marked and an inventory compiled and maintained by the school secretary.


  1. 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.


  1. 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.
5.    Intruders
  • 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.


  1. Stress.
  • 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.


28.       Waste
  • 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)


Therapis Georgiou

Pam Petty

Gail Roose

Judi Lau

Petrona Carey

Melvina Roach

Charlie McNamara

Mitchell Browning 

Natalie Huckle

Angela Spulber


Individuals with specific responsibilities in the policy and access to information on Health and Safety

Responsibility  Name
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

July 2019

Home School Agreement

School’s commitment:

  • 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.


Parent/Carer commitment:

  • 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.


Child’s commitment:

  • 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.

July 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.

  1. 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.
  2. 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.
  3. It is possible that a Medical Plan might also include an element of part-time attendance at school.
  4. 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.

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.


September 2018



Appendix 1


Petrona Carey

Jo Chapman

Therapis Georgiou

Melvina Roach

Warren Castle

Gail Roose

Judi Lau

Nina De Sausmarez

Mitchell Browning

Charlie McNamara


Melvina Roach

Jo Chapman

Afsana Islam

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
Date                     /                   /
Child’s name
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
to school/setting

Note: Medicines must be in the original container as dispensed by the pharmacy

Daytime phone no. of parent or
adult contact
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                       —————————————————–

Date                                   —————————————————–

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 (, 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 ( 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?


July 2019

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. (Education Act 1986.) This document outlines the policy of our school with regard to premises hire. It sets out the facilities available, the charges, and the responsibilities of the school and the users when the school premises are hired.

The overall premises hire policy for the school will be the responsibility of the Governing Body; however decisions with regard to lettings and charges will be at the discretion of the Head Teacher. Hire to the Friends of Coldfall will be free of charge.

Conditions of Hire:

  •   The hirer must be familiar with and conform to the school’s Safeguarding Statement and regulations held on the school website and available from the following link: ( – Children and Families – Children’s Welfare).
  •   The hirer must be familiar with and conform to the school’s Equalities Statement found on this website page.
  •   The hirer must be familiar with and conform to the school’s Health and Safety Policy.
  •   Lettings to bona fide community groups will be charged at cost, to cover sitemanagement, energy, wear and tear and administration.
  •   On request from the school, for extraordinary lets, the hirer will complete and submit a risk assessment to the school 14 days in advance of the date of the hire. If this is not received the hire will be cancelled.
  •   The full booking charge must be paid at least 14 days in advance of the hire by cheque payable to “Coldfall Primary School”.
  •   Any furniture/equipment required must be agreed with the site manager prior to the booking.
  •   Any movement of furniture must be undertaken by the hirer, under the direction of the Site Manager. At the end of the let the furniture must be restored to its original location.
  •   The main school kitchen is not available for hire, and therefore cannot be used by the hirer.
  •   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 alcoholic drinks may be sold without a temporary event notice available from the Haringey Council’s licensing department. The hirer is responsible for obtaining this licence, which must be presented to the site manager and prominently displayed at the event.
  •   The hirer is responsible for the protection of the premises against damage, and for the good behaviour of all associated users and will be charged for any damage incurred.
  •   The hirer is responsible for leaving the premises clean and tidy. All the hirer’s property, including decorations, must be removed after the let.
  •   The school’s no smoking policy must be adhered to at all times.
  •   There will be no access to the premises before the commencement of the booking time. Hirers must allow sufficient time for preparation before the event when booking the duration of the let.
  •   Hirers must have left the premises by the end of the booking period. Sufficient time must be included to allow for clearing away.
  •   The Site Manager acting on the authority of the Governing Body has the right to terminate any let if the terms and conditions are not adhered to. No refund will be available.
  •   The school is not responsible for loss/damage of personal belongings whilst on the premises.
  •   If the Hirer is an organisation, a copy of that organisation’s public liability insurance certificate must be provided.
  •   Individual hirers will be charged a fee of £5 per letting for public liability insurance.
  •   The Governing Body will review the lettings policy and hirers annually. Extraordinary lets or regular hirer discount must be approved by the Head Teacher.


1. The site manager must be notified of any cancellation at least 4 weeks prior to the date of let. However, notification at the earliest possible time is appreciated.

2. Where notification is given to the site manager at least 4 weeks prior to the date of the let, the booking charge will be refunded in full apart from the set administration charge.

3. Where notification is given to the school between 2-4 weeks prior to the arranged date of the hire, the hirer will be entitled to a 50% refund only.

4. Where notification of cancellation is given less than 2 weeks prior to the arranged date of the hire, the hirer will not be entitled to any refund.

September 2018

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.



September 2018

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;
  • assemblies;
  • 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,


September 2017

Safeguarding and Child Protection Policy

Safeguarding Statement

At Coldfall we have a strong commitment to safeguard all our children, ensuring their health, safety and well being in all areas of our practice. To this end we aim to:

  • 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


Staff recruitment

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.




Staff Training

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

September 2018

Special Educational Needs and Disabilities Policy

Coldfall Primary School embraces the fundamental principles of the SEN Code of Practice 2014.  These principles state that:

  • 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.


Class audits

  • 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.

SEN Support

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 2018

Special Educational Needs Provision

Coldfall Primary School Vision


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



Mission Statement

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.



Staff training


Regular training on SEND issues are scheduled for class teachers and support staff.  Staff have received training in the following areas.



  • Dyspraxia
  • Numicon




  • Autism Awareness
  • Vocabulary
  • Working memory
  • Trauma
  • Mental Health
  • Positive Handling
  • Effective differentiation




  • The New SEND Code of Practice
  • Dyslexia
  • 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)




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.
  • Radio aids are used to support children with hearing impairments.
  • British Sign Language interpreters attend parents’ meetings.
  • 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.



September 2018

Sex and Relationship Education Policy & Scheme
  1. Aims

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

  1. 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.

If primary schools do teach SRE, they must have regard to guidance issued by the secretary of state as outlined in section 403 of the Education Act 1996.

At Coldfall Primary School we teach SRE as set out in this policy.

  1. 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.

  1. Definition

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.

  1. 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

  1. 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).

6.3 Staff

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.

6.4 Pupils

Pupils are expected to engage fully in SRE and, when discussing issues related to SRE, treat others with respect and sensitivity.

  1. 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.

  1. Training

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.

  1. 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.

Tom Hassan

September 2018

Unexpected School Closure Policy

It is the policy of the school to make every effort to remain open whenever possible.

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:

  1. Number of staff able to come into school and keep the school running safely
  2. Conditions on the school site
  3. 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.

Absence reporting

Where the school closes officially then pupil absence will be reported as authorised.

Site Safety

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.


July 2019

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

July 2019

Values Policy

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 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

Values Cycle

Month Year One Year Two Year Three
January Love Courage Courtesy
February Fun Freedom Empathy
March Friendship Self Belief Excellence
April Kindness Equality Forgiveness
May Respect Fairness Generosity
June Honesty Enthusiasm Humility
July Teamwork Responsibility Loyalty
September Peace Perseverance Patience
October Trust Citizenship Positivity
November Creativity Wisdom Resilience
December Hard Work Thankfulness Thoughtfulness

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.

July 2019

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.


July 2019

Walking To and From School Unattended

Parents or carers of children in Year 5 and 6 who wish them to walk to or from school unattended, must adhere by the following guidelines.  Parents/carers must share this information with their children and check the route that their children may take to and from school to assess the appropriateness of the journey.

  • 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:

July 2019

Value of the Month

Leadership Abilities

Empathy Habit 9 is Leadership abilities.

This is all about cultivating altruistic leadership abilities in our children to motivate them to want to make a difference to others.

Read more.